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In the second part of this report the action of nitrogen peroxide on flour is discussed at some length in an account of a series of researches that have been carried out by DR. MONIER‐WILLIAMS. His conclusions may be briefly stated as follows. The maximum bleaching effect is obtained when each kilogram of flour is treated with from 30 to 100 cubic centimetres of nitrogen peroxide. The bleaching effect becomes more pronounced after keeping for several days. The amount of nitrous acid or nitrites that are present in bleached flour corresponds to about 30 per cent. of the total nitrogen absorbed, the proportion of nitrites present remaining nearly constant after the lapse of several days in the more slightly bleached samples. After the lapse of a short time it is still possible to extract about 60 per cent. of the nitrogen absorbed by the flour by means of cold water, but after several days the nitrogen that can be extracted by this means decreases. This may perhaps be attributed to the “absorption” of nitrous acid by the glutenin and gliadin. In highly bleached flour (300 cubic centimetres of nitrogen peroxide per kilogram of flour) a considerable increase in the amounts of soluble proteins and soluble carbohydrates takes place. In highly bleached flour, after some time, about 6 or 7 per cent. of the nitrogen introduced as nitrogen by the nitrogen peroxide is absorbed by the oil, which acquires the characteristics of an oxidised oil. No evidence is forthcoming as to the formation of diazo compounds nor the production of free nitrogen. Bleaching was found to exercise an inhibitory action on the salivary digestion of flour.

Previous literature suggests that exposure to trauma has both positive and negative impacts on leadership and leadership development, although there is a lack of empirical research. This exploratory study compared military leaders’ use of transformational leadership styles (TLS) before and after trauma exposure from the followers’ perspective. This study used a retrospective pretest design to survey veteran and active duty military personnel. Significant differences were found between pre- and post-trauma exposure TLS ratings, with a mean decline in the TLS after trauma exposure. The analysis of the open-ended questions indicated a reduction in the use of the TLS after trauma, but identified positive changes in some cases. There was no evidence that changes in the TLS were concentrated in any of the five styles.

The Board of Agriculture has received from the Principal of the Somerset House Laboratory a report on the examination of samples of milk taken by an inspector in connection with an inquiry into methods of sampling milk.

Full curriculum-based Venture Creation Programmes (VCPs) are a relatively new and potentially underutilised form of degree programme in which students explore the on-going creation of a new venture as a primary aspect of their formal study. The highly experiential nature of VCPs has the potential to meet the calls of researchers and policymakers for students to actively participate in and control their own learning for enterprise and entrepreneurship. However, research into VCP's remains limited which constrains their development. The purpose of this paper is, therefore, to review the literature surrounding VCPs in order to investigate the current research and explore areas for further study to support the development of these courses.

A systematic literature review was conducted in order to find and explore literature around VCPs, defined here as credit-bearing whole programmes of study, focused on learning for entrepreneurship, with the creation of a real-life business venture as an integral part of the learning experience, on which completion of the programme is dependent. First, academic literature published in peer-reviewed journals was collected through a systematic search. In parallel with this, academic colleagues working in this space were contacted for recommendations of literature and for information on work in progress. This led to additional emerging work being discovered that is primarily being presented at conferences. A further general Internet search was conducted to find non-academic information, reports and literature relating to VCP practice.

Four themes were explored covering the entire student journey (1) application and recruitment; (2) teaching, learning and assessment; (3) development of entrepreneurial identity; and (4) entrepreneurial outcomes. The literature presented in the paper suggests that VCPs can meet calls to provide an innovative curriculum based on experiential learning principles. VCPs can provide a positive learning experience in addition to leading to actual business start-up during the degree or after graduation.

This paper presents a comprehensive review of literature focusing on VCPs. Recommendations are made for further research. A key question remains: if full VCPs have the potential to enhance learning, produce positive business outcomes, and address policy calls, why are there so few known VCPs at universities around the world?

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Emotional intelligence (EI) has been embraced by many practitioners and academicians without clear empirical support for the construct. In this rejoinder and extension of an earlier comment, I highlight the importance of using methodologically defensible scientific criteria for conducting or evaluating research. I review literature demonstrating that EI models are beset with problems concerning their validity and show that support for the EI construct may be based more on tangential speculation than on empirical findings. Although I find some common positions with EI researchers such as Prati et al., I underline contradictions and inconsistencies which may cast doubt on the necessity of EI for understanding and predicting leadership effectiveness.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change