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Using Shanghai as an example, the purpose of this paper is to perform grade evaluation and zoning for different land use spaces by GIS by identifying the major restrictive factors in current socio-economic development.

Based on short plate theory, 11 major restrictive indicators that will restrict socio-economic development in Shanghai are identified, and urban land is divided into four subspaces and the restrictive grade evaluation of urban land subspace is achieved with GIS spatial analysis; then, land development zoning is processed according to the results of the evaluation.

In all, 11 major restrictive indicators that will restrict socio-economic development in Shanghai are identified. The restrictive grades of the agricultural production, urban construction and ecological protection subspaces are mainly common, weak and weaker, and the relatively strong restrictive grade of industrial development subspace is mainly concentrated in the more developed industrial districts (counties). The areas of the common and good regions of constructive development and ecological development zones account for 87.4 and 98.3 per cent of each total area, respectively, and urban land still has significant development potential in Shanghai.

This paper proposes various urban land space evaluations and zoning strategies based on restrictive indicators and perspectives, enriching the ideas and methods of urban land use evaluation.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

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.

READ a current Government publication, and you work study technicians can draw the inference that you are feared by managements of the Central Electricity Authority. Those managements have declined to apply work study technique because, the report says: “it is known that it will be difficult to deal with that redundancy when ascertained”. It goes on to say: “In consequence we find that work study, operational research and investigations into restrictive practices are undertaken without enthusiasm.”

Despite significant anti-discrimination laws in most countries, gender pay gap still remains a substantial concern. The notion of comparable worth has been promoted for several years by the ILO and a few countries to fight against relatively lower female salaries. The purpose of this paper is to review the rationales for comparable worth and explain how gender biases, generally involved in traditional job evaluation, can be prevented.

To do this, after reviewing the motives, logics and three major applications of comparable worth logics in pay equity policies, the authors expose an analysis of a French sectorial job classification that the authors carried out as experts for establishing a French Equality Ombudsman’s guide.

The findings show how the redundancy and definition of job evaluation criteria, along with the weighting system, contributes to undervaluation of clerks jobs, predominantly held by women. The authors also highlight the main recommendations of the guide to prevent gender bias in job evaluation, that are derived from this case study, among others. The authors conclude on the difficulties of implementing comparable worth in France, in a period of long lasting economic crisis and of weak union power.

The paper is based on a single case study, conducted for policy actors. It was not conducted at first for academic research purposes, and may thus have some methodological limitations. The implications of the research are, however, important at academic level – highlighting the persistence of gender bias – and at policy level, as it provides recommendations for negotiators.

The guide originally aimed at giving guidelines and “good practices” in order to prevent gender discrimination in job evaluation.

The paper draws attention to the importance and difficulty of undergoing such classification changes in times of economic crisis. Stronger legal action seems necessary.

This experience is the first of its kind – promoted by the Ombudsman – in France. It has never been related in an academic journal as far as the authors know.

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

AT the request of the Director‐General of the International Labour Office Mr. Petre Lupu, Rumania's Minister of Labour, has described the benefits brought to his country through setting up a Management Development Centre.

The purpose of this paper is to call into question the most longstanding pedagogical practices in academia while analyzing their potential to foster student creativity and innovation in the classroom. While some suggestions advanced in this paper may not have the same importance in other fields and disciplines, they are highly relevant in the applied, interdisciplinary, and very fast moving field of Library and Information Science (LIS).

Positioning creativity as a teachable skill and relying on the learner-centered pedagogy of Carl Rogers, the paper presents a model that can serve as a litmus test for the creative potential of graduate-level assignments in LIS programs. The model is called “Walls,” “Doors,” and “Fences” (WalDorF); these terms refer to specific statements in graduate assignment descriptions that are necessary (“Walls”); conducive to creative expression (“Doors”); or unjustifiably restrictive (“Fences”). The paper uses a sample assignment from a “Foundations of LIS” course to illustrate the model; it also provides several examples of the WalDorF model application in other LIS courses.

Using the WalDorF model, the paper revisits and challenges some of the most common pedagogical practices in graduate LIS teaching, including the prevalence of written papers as course assignments; the implications of equating “research” with an overview of secondary literature; the need for professors’ approvals of research topics; the meaning of the “quality of writing;” the imperative of “academic” writing as opposed to other types of writing; the word/page limit; the use of standardized reference styles; the class participation requirement; and the late assignment policies, among others.

The real change in education is foundational and goes beyond cosmetic improvements. If we want to develop learning experiences that tap into students’ creative potential, the very core of our approaches needs to be scrutinized and questioned, even the centuries-old staples of academic teaching. At the end of the day, we may decide that changing things is not in the best interests of learning. However, a complete critical analytical work must be done to convince and reassure ourselves that tried-and-true methods are the best way to go. The proposed WalDorF model presents one possible frame for critical revision.

A striking feature of Jaques' work is his “no nonsense” attitude to the “manager‐subordinate” relationship. His blunt account of the origins of this relationship seems at first sight to place him in the legalistic “principles of management” camp rather than in the ranks of the subtler “people centred” schools. We shall see before long how misleading such first impressions can be, for Jaques is not making simplistic assumptions about the human psyche. But he certainly sees no point in agonising over the mechanism of association which brings organisations and work‐groups into being when the facts of life are perfectly straightforward and there is no need to be squeamish about them.