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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.

The purpose of this paper is to identify the key characteristics of the post‐investment relationship between the venture capital firm and its investee companies.

The research is a case study of a major UK venture capital firm using qualitative research to determine the key characteristics of the post‐investment relationship. The study is based on interviews with parties on both sides of the relationship.

While the results reflect the findings of the entrepreneurship and venture capital literature they also point to the importance of network growth and development for organizational learning in the venture capital industry, professionalization of investee firms and as a context in which the selection of the entrepreneur and the post investment relationship are set.

The research has the limitation of most case studies that the results cannot readily be generalized, in this case to the wider population of venture capital firms. Confidentiality issues also limited the extent to which a longitudinal study could be conducted.

A better understanding of the post‐investment relationship can inform entrepreneurs in their pitch for funds and in their anticipation of the post investment relationship. This understanding can also assist venture capital firms in the management of this relationship.

The case study uses data from rare access to a venture capital firm. It also differs by interviewing both parties to the post‐investment relationship, that is venture capitalist and investee firm.

The end of the 1980's has seen the effects of the active marketing of some “new products” which have resulted from management accounting research. This note examines issues raised by this innovation process and the implications for academics, practitioners and users of management accounting. One product of managerial accounting research will be examined in particular — activity based accounting (ABC). ABC is controversial and has been the subject of many academic, practitioner, management and newspaper publications in recent years (for example: Johnson and Kaplan (1987), Brimson (1986), Porter and Akers (1987)). To set the background to this note some of the main features of the innovation process will be outlined.

Following on studies of the reported importance of a range of external advice and a study of the impact of marketing advice on small and medium‐sized enterprise (SME) performance, this study seeks to examine the relationship between business performance (growth) and the nature and degree of a wide range of business advice used by a sample of owner/managers of SMEs in the Manchester City‐region of the UK.

The study was conducted with 140 SMEs in the Manchester City region using an administered survey instrument.

The degree of use of a range of external advice was positively related to the growth rate of the SME. In common with most previous research, the most sought‐after advisers were external accountants and network contacts. Academic advice was sought very rarely. This study extends previous research and examine the nature of the advice provided by external accountants, which was found to include business, emergency, and financial management support in addition to statutory advice. The degree of provision of this additional assistance was associated with higher growth.

The relationship of advice and growth has been examined using a survey instrument. Further research is needed to understand how advice is sought, provided and used.

Accountants, network contacts and others were significant providers of advice and, where this advice was used, then SMEs reported higher growth rates. The direction of effect is probably in favour of the value of advice, but there could be virtuous cycles of advice and growth. However, the nature and quality of advice sought, offered, understood and embedded in business practice networks and contributing to social capital require further study.

The research extends previous studies by the range of advice and the nature of advice provided by external accountants, considered in relation to firm performance.

The purpose of this paper is to investigate how the heuristics course co‐taught by Heinz von Foerster, Herbert Brün, and Humberto Maturana (1968‐1969) influenced cybernetic research in the USA.

The author accessed the archived material from three sources: the Herbert Brün Library, the University of Illinois Library, and the Biological Computer Laboratory (BCL) and interpreted these materials in light of the cybernetics literature, and the publications of the American Society for Cybernetics (ASC).

The heuristics course had major consequences in von Foerster's evolving critique of education, and in Brün's work towards founding a School for Designing a Society. von Foerster radically reoriented the BCL toward unconventional course proposals. He also began to critique objectivity and positivism, shifting the foundations of cybernetics and proposing a meta‐cybernetics. The year that von Foerster retired, the BCL and the ASC ceased to function. When the ASC returned in the 1980s it took on new emphases, including education and design. It appears von Foerster was pivotal in the shift of emphasis.

The findings add new dimensions to the story of the decline of the BCL in the 1970s, and the re‐emergence of the ASC in the 1980s with new emphases (such as design) that are not traditionally found in scientific research.

The key ideas of cybernetics have remained unknown or misunderstood by contemporary technological societies. The purpose of this paper is to consider how best to assist individuals outside the cybernetics and systems communities in learning key concepts of cybernetics.

The main approach used to make this case is consideration of how individuals can come to understand circular systems and circular causality. The paper makes a case that if we want to assist interested others in learning cybernetics, we can best do so either by identifying where interested others already have experiences that they can reinterpret in terms of causality through investigation, analysis, and conversation or by designing experiences such as interactive models and simulations that become the basis of each user’s inventing an understanding of circular causality, and then, through analysis and conversation, refining that understanding. It provides examples, in particular, the example of how learning to sail a small boat involves the sailor in creating an intuitive (and possibly formal) understanding of wind, water, and boat as elements of a circular system. The paper considers the ethics of assisting others in learning cybernetic concepts such as circular causality.

The paper provides an approach to understanding cybernetic concepts that can be used with students and adults of all ages.

This paper ties together theoretical and practical considerations from a constructivist viewpoint.

Through the development of the example of the Greek helmsman, the kybernetes, the paper provides a point of departure for those in the cybernetics and systems communities involved in designing teacher-based or web-based materials for cybernetics.

The paper has value as a guide to practice.

In this chapter we consider the Individuals with Disabilities Education Improvement Act’s (IDEA 2004) provision that requires that students’ special education services in their individualized education programs be based on peer-reviewed research (PRR). We begin by reviewing federal legislation (i.e., Educational Sciences Reform Act, 2002, IDEA 2004; No Child Left Behind Act, 2001; Reading Excellence Act, 1998), which influenced the PRR principle and eventually the PRR language in IDEA. Next, we examine the US Department of Education’s interpretation of PRR in IDEA 2004 and review administrative hearings and court cases that have further clarified the PRR requirement. Finally, we make recommendations for teachers and administrators working to meet the PRR requirement when developing intervention plans for students with disabilities.

This paper seeks to report historical research into McDonald's public communication strategies as the corporation responded to the rising tide of “political consumerism” that accompanied its global market expansion (1960‐2005).

Reviewing the brand's public relations strategies, through a content analysis of news coverage, the paper analyzes the way communication strategists took account of the anxieties about youth labour practices, community relations, globalization, environment and obesity which forced the brand to acknowledge the lifestyle risks associated with children and youth.

The case study portrays McDonald's as a figurehead of US entrepreneurial multinational capitalism. It reveals how addressing public opposition through the courts can backfire on a brand strategy so keen on defending its honour. The case study also finds that listening and engaging with critics is as effective as suing them for McDonald's.

The paper contributes to the historical recognition of the role that corporate communications professionals play – particularly marketing and public relations specialists – in transforming corporate practices by acknowledging consumers' growing anxieties about industrialization.

“Companies, particularly those which sell goods or services direct to the public, regard their trade marks (whether brand names or pictorial symbols) as being among their most valuable assets. It is important therefore for a trading nation such as the United Kingdom to have a legal framework for the protection of trade marks which fully serves the needs of industry and commerce. The law governing registered trade marks is however fifty years old and has to some extent lost touch with the marketplace. Moreover it causes some of the procedures associated with registration to be more complicated than they need be.” This introductory paragraph to the Government's recent White Paper on “Reform of Trade Marks Law” indicates that reform is in the air. The primary pressure for reform has emanated from Brussels with the need to harmonise national trade mark laws before the advent of the Single European market on 1st January 1993. To this end the Council of Ministers adopted a harmonisation directive in December 1988 which must be translated into the national laws of member states by 28th December 1991.

Guthrie Wilson (1914‐1984) was one example of the trend of migration of teachers from New Zealand public schools to Australian private schools. The purpose of this paper is to explore this particular case with a view to revealing some of the dynamics involved and challenges facing certain types of Australasian schools in the 1950s and 1960s.

This article is essentially founded on empirical historical research and on analysis of data from published and archival sources and from interviews with participants and observers. It is placed in the context of the literature on both educational change in Australasia and trans‐Tasman migration at the time.

Although Guthrie Wilson craved recognition as a novelist, he excelled as a school Principal, partly because he seemed to fit certain notions of education, leadership and manhood which suited the Council of The Scots College Sydney. In the 1960s, the Council wanted to maintain traditions which appeared to have been weakened by Wilson's progressive predecessor and challenged by social change. Though he fulfilled the Council's expectations, Wilson also proved to be a mediator between traditional and progressive education. Thus, Wilson could be both an honourable representative of the “Old School” and modestly progressive.

Biographical studies can reveal unsuspected patterns as well as challenge casual generalizations. Images of schools and of their leadership, held by both contemporaries and later observers, can prove to be subtly misleading on closer inspection. In particular, the article confronts a number of school myths which affect not only the schools involved but all schools, mutatis mutandis.