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An odd‐sounding expression recently introduced into the language, derived from the passage of events, Privatization, introduced as a rescue operation for sections of public and nationalised industry to hand them over to private enterprise to avoid their destruction and smothering by the unholy wedlock of trade unionism and weak, inefficient management. It frequently met with the opposition of unions and sections of staff. Efforts have been made to sabotage the take‐over and operation of the services by private firms, occasionally making them impossible to operate. This elementary operation was expected to achieve even greater success in the sections taken over and reduced the room for destructive manoeuvring by ajitator, much of which was caused independent of the unions. In the public services some of the antics between rival factions bordered on the ludicrous.

In the matter of food purity and control Hospital Catering Services have been outside the law, a privileged position where the general law of food and drugs have never applied and the modern regulatory control in food hygiene has similarly not applied. In the eyes of the general public hospital catering standards have always been high above the general run of food preparation. As the NHS continued, complaints began gradually to seep out of the closed community, of dirt in the kitchens and prevalent hygiene malpractices. The general standard for most hospitals remained high but there were no means of dealing with the small minority of complaints which disgusted patients and non‐cater‐ing staff, such as insect and rodent infestations, and an increase in the frequency of food poisoning outbreaks.

The building industry, through its structure and its mandate, faces endemic information problems; expert systems are expected to impact positively. Expert systems are suited to situations of uncertainty; knowledge and reasoning are separated, allowing easier updating. Knowledge acquisition from human experts is difficult and problems of information reliability arise, suggesting the scope for cooperation between knowledge engineers and documentalists familiar with the domain. In building, prevailing conditions seem to indicate the appropriateness of expert systems, particularly during the design phase; however, written documentation and general research results are rarely consulted. This highlights the need for an information ‘refining’ stage between production and use. It is easier to set up expert systems for specialised sub‐domains; however, on‐going research is attempting to develop a comprehensive approach to project‐specific information that would be operational from initial design through to completed construction. Criteria for a comprehensive design information system can be listed.

This paper aims to base the exploration of entrepreneurship on the study of the creation of new technological ventures in the emerging fields of bio and nanotechnologies.

Drawing on the study of various databases and media archives, internet searches, business cases and in‐depth interviews, the study examines how regulation, institutional funding and R&D orientations constitute key components of the success of new technological ventures involving bio‐and nanotechnologies applications. It then studies what impact the actions of non‐governmental organisations (NGOs) can have on these components, and therefore, what influence they can have on entrepreneurship.

Finds that by introducing shifts in the environment leading to new technological ventures, NGOs influence entrepreneurship.

This new approach of entrepreneurship will begin to fill an existing gap in the literature concerning the study of the interface between NGOs and business. The model which is proposed will hopefully lead to further theorization concerning the relations between institutional change and entrepreneurship.

The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

This paper is an original look at dialogic assessment within the upper secondary sector.

This paper aims to examine why most governments appear to attach less importance to countering proliferation finance than they do to countering money laundering or terrorist financing.

The paper examines this question from a number of perspectives including a definitional perspective, a national regulatory perspective and a private sector implementation perspective.

It is shown that there are presently significant gaps in counter proliferation finance implementation at the national level, with follow-on implications for private sector compliance.

A key finding is that most governments do not address the issue of proliferation finance as distinct from other forms of financial crime such as terrorist financing or money laundering.

Practical opportunities for improved financial sector implementation of counter proliferation finance controls are identified, but it is argued that it is states that must do more to meet their obligations for improvements to be realised.

The risk of not doing so is that the financial system will continue to be misused to finance the proliferation of weapons of mass destruction.

The study seeks to fill a gap in existing academic literature on the question of why proliferation finance receives less attention than other forms of financial crime. The study builds on original research undertaken by the authors including the typologies of proliferation finance, which were later incorporated into an updated Financial Action Task Force report on this topic, as well as events organised by the authors to explore the topic of proliferation finance implementation with governments and the private sector.

This paper begins by framing the concept of historical agency as a complex relationship between structural forces and individual actions. We then describe general features of historical fiction and consider ways of using this type of text in classrooms. Using the concept of historical agency, we examine three historical fiction texts for upper elementary or middle level readers (Roll of Thunder, Hear My Cry, The Fighting Ground, and Dragon's Gate). The analysis reveals the similarities and differences in the ways the authors construct historical agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past.

This paper reviews the human behaviour and risk communications which occurred during a number of major fires (Beverly Hills Supper Club, Summerland, Woolworth’s, Bradford, King’s Cross) and a crowd crush (Hillsborough). The paper draws on official Inquiry reports and related research, including a series of five underground station evacuation studies modelled on the King’s Cross fire scenario. The pattern of delay in warning the public is considered in terms of misconceptions about “panic” and the performance of public facilities as a communication system consisting of design, technology, management and occupancy (setting in use). The paper advocates performance‐based design, warning system technology and facilities management (organisational and occupant response) criteria, allied to minimally sufficient early warning of the public on a risk communication timeline. The latter needs to address and accommodate the timing and duration of occupant response, shelter and escape behaviour from different locations as an emergency unfolds.

Although supporting and assessing the non-academic “impact” of research are not entirely new developments in higher education, academics and research institutions are under increasing pressure to produce work that has a measurable influence outside the academy. With a view to supporting the solution of complex societal issues with evidence and expertise, and against the background of increased emphasis on impact in the United Kingdom's 2021 Research Excellence Framework (REF2021) and a proliferation of impact guides and tools, this article offers a simple, easy to remember framework for designing impactful research. We call this framework “The 7Cs of Impact” – Context, Communities, Constituencies, Challenge, Channels, Communication and Capture.

Drawing on core elements of the Policy Institute at King's College London's Impact by Design training course and the authors' practical experience in supporting and delivering impact, this paper outlines how this framework can help address key aspects across the lifecycle of a research project and plan, from identifying the intended impact of research and writing it into grants and proposals, to engaging project stakeholders and assessing whether the project has had the desired impact.

While preparations for current and future REF submissions may benefit from using this framework, this paper sets out the “7Cs” with a more holistic view of impact in mind, seeking to aid researchers in identifying, capturing, and communicating how research projects can and do contribute to the improvement in society.