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I look forward to hearing your presentations of your papers. And, perhaps even more importantly, learning and obtaining new insights from subsequent interaction. As our Austrian School forbears stated, our knowledge as individuals is very limited and all of us will often make mistakes. The increased expertise has not improved this – it may be harder now as each expert knows more and more but about less and less as his field becomes ever more concentrated and thereby shrinks.Yet by our interaction, usually in some form of competition, our varying expertise, differing knowledge and individual approaches will get the total closer to right over time. We’ll approach equilibrium but of course never quite get there since nothing stands still and the world itself is constantly changing.I have always been fascinated by that miracle in which competing entrepreneurs produce an outcome that is more efficient and better than most would have done individually and look forward to obtaining greater insights as you present your papers.We last met in the fall of 2008, a period of rapid financial meltdown and severity of stress none of us had ever experienced. Of course the last similar crisis took place nearly 80 years ago in the 1930s, long before any of us were born. And in that distant past, there were two main suggestions of how to fix it: the Austrian approach and that of J. M. Keynes. Part of the latter's solution was applied then, and again this time.We asked the attendees, most of whom are represented by the papers in this volume, for comments or suggestions: What would you do now?We spent an hour in this discussion and, I believe:1) recognized that the Austrian School approach would be to allow interest rates to revert to normal levels from the artificially low yields which had misled entrepreneurs in the first place, but 2) accepted the reality that today's politicians had to take action and be seen as doing so.Three weeks earlier I had attended two days of meetings of the Hayek Society in Vienna. Along with some academics, the majority of the members consisted of business men, lawyers, practicing economists, psychologists and even politicians including the two Mr. Pauls from the US (Representative Ron Paul by video call). To my surprise, the consensus appeared to be to let business work out its own problems because no person, not even an expert, can know the future and therefore a perfect solution.It appears that the massive infusions of cash by all governments really have shortened the duration of our global problems. We must be grateful, but we also still need a long-term solution. As I said then and repeat now, giving a drunk some more drinks the morning after makes his hangover more bearable, but we still need to find out how to wean him off excessive alcohol. Our governments have spent, and in most cases are continuing to spend much more money to get us past the meltdown. But this money will need to be repaid by future spending cuts. And we are still living with abnormally low interest rates which will at some point mislead entrepreneurs into risky ventures with inadequate returns. We are building the next bubble.While no one knows exactly what we should do, I expect that the insights and views on expertise presented here, may help to clarify this challenge.

THERE are two opposed approaches to any problem of engineering design. One is to proceed by small steps from established practice so that what amounts to a development tradition is built up. The other is to treat each problem completely afresh, to analyse the requirements and rationally formulate a solution to them from scratch. Of course each approach has its place. Where the problem is to build something which has been built before, but on a larger scale or with a higher performance, the following of established procedures will yield the quickest and perhaps the most reliable solution. Much of our industry in this country works exclusively in this way. It is the natural outcome of our early start in the industrial revolution. However problems do arise from time to time which have no relation close enough to anything which has been done before for anything but a completely fresh approach to suffice. In such circumstances any preconceptions or traditions of approach may be a hindrance. However, where the problem is completely new there can be little choice but to think out solutions from the beginning. In the case of an established industry there may well come a time when conditions have changed, perhaps gradually, or when the problems to be solved have imperceptibly altered to such a degree that the original organization and methods are no longer the best. Here the sweeping away of well established procedures is much more difficult.

It is more and more clear to me that the final question in regard to values, which is to say the final question in one's interpretation of life and the universe, is this which I have tried to focus in the epigrammatic phrase “such that.” Is the inner nature of things – especially of people – “given” in such a sense that all their doings and manifestations are but the “expression” or “manifestation” of a given inner nature, that what they do in the broadest sense follows inevitably from [w]hat they are at the moment of the doing? Or on the other hand is there “more” to than that? Is there a margin of choosing to be one thing or another, or choosing to do in a sense which involves choosing to be, as well as expression or manifestation of what one already is? It is the essential message or point of Bergson's philosophy. Cf. also B. Russell, Analysis of Mind, and Seman's work to which he refers. Russell inclines to the view that what a person or animal does expresses what he is, exactly and completely, but admits it is an assumption, unprovable. He is no fool. He also admits that what one is at any moment depends within widest limits on his history, but assumes also that this unfolds according to law, that the changes which one's nature undergoes in any experience or act are also an expression of and theoretically predictable from what one's nature was the moment before and the conditions surrounding the experience or act. But he recognizes that this also is an unprovable assumption.

The story of the rise and influence of technology as a major force in our society is one of innovation. Technology needs to stay innovative to remain relevant and to keep adding value. The economist Schumpeter has shown us that technology moves in a creative destructive path. It is safe to say that the two, technology and innovation, are synonymous. Joseph Nadan, NYU-Poly Professor of Technology and Business Innovation, defines innovation as "people creating value by implementing new ideas." At the heart of that definition is the individual. It is also clear, that every nation and society needs more innovation and innovators to move forward and improve our economic conditions. Understanding who is an innovator and how we can create and educate more innovators is critical to the well-being of societies. To foster understanding it is useful to visualize the innovator as being on a journey. Joseph Campbell has shown us that since ancient times myths teach us profound lessons about the path of heroes that fulfill certain roles in society. One such role, the innovator, has a deep tradition in the myths of all societies. It is important to understand these myths and what lessons they teach us about the innovator's journey. By observing the characteristics of the path they follow and the motivations of the individual innovator, we are better positioned to educate innovators, to nurture them so they are productive in any organization, to recognize them when we are ready to employ them, and to clear a path for them to be innovative when they are ready to implement new ideas. Many ancient myths and stories of heroes are available to study the innovator's journey. The myth of Prometheus is one powerful example. In this paper we examine this myth and what it teaches us about the elements of the innovator's journey and the lessons we may learn to nurture innovation and innovators who benefit organizations. We will also examine how to foster the education of future innovators who, we trust, will push the frontiers of technology and contribute to its creative destructive path. We contend that innovation as a profession is just starting to be defined and that the elements of the Promethean journey can inform the conversation.

A range of small self‐contained hydraulic machine test sets are now available which permit small groups of students to obtain the usual performance characteristics of pumps and turbines with some ease‐though at the expense of efficiency due to scale effects. As most lecture courses include the application of pumps to systems as well as the basic considerations affecting pump performance, it was felt that a layout that allowed the student to combine two pumps in series and then in parallel would introduce him to the hydraulic considerations involved as well as give a more flexible piece of equipment that would permit these tests and a performance test to be conducted (for the basic performance curves would have to be produced first). The apparatus evolved is described, and skeleton laboratory instructions are attached as an appendix. When two similar pumps are connected in series, the fluid passes through each in turn, and the total head produced is approximately double that of one pump as illustrated in figure 1. When two similar pumps are connected in parallel, the total head produced is that of one pump, but the flow is approximately doubled, as shown in figure 2. Figure 3 is a diagrammatic layout of the hydraulic system. The apparatus consists basically of two similar pumps A and B which can be run as single units, connected and operated in series, or connected and run in parallel as will be seen from figure 3, the valves 2 and 4 are closed when series operation is desired, and flow controlled by valve 6; when operation in parallel is required valve 3 is closed, all others being open. A single sump tank is provided, flow measurement is achieved by simple volumetric means and pressure is measured by bourdon‐type gauges, a, b, c and d. The pumps are supplied by Stuart Turner with a duty of 50 feet at approximately 1300 gpm at 2900 rpm, they may operate at 1450 rpm or 2900 rpm, are provided with swinging stators for torque measurement and with a revolution counter for average speed determination. As will be seen from the appendix, the sequence of tests to be performed requires the student to obtain the basic performance characteristics of each pump at the two rotational speeds possible, and to compare them using the Similarity laws; then to test the pumps connected in series and parallel and to compare the performance obtained with that predicted. Figures 4 and 6 give some typical curves and show that the actual performances in series and parallel do not quite fulfil those predicted ignoring losses‐the student is required to consider the contributory factors in his discussion. The writer is grateful to Plint and Partners Limited for their co‐operation.

The verb is the most important word in a sentence, and most mistakes made by overseas students arise out of the misuse of verbs and their tenses. It is not easy to determine whether these mistakes are due to ignorance or to carelessness; probably a mixture of both. It is difficult to do anything to correct carelessness, but easier to dispel ignorance. The verb is the word that tells us what is taking place in a sentence. If, for example, we write My brother…a letter, we see that there is some sort of link between the two words. It is the verb that will explain that link: My brother has, reads, loses, admires, writes a letter. The verb tells us what is going on: it is the key word.

There are quite a few books published on study methods. Years ago I published a slim volume on the subject (A Guide to Study — BACIE, London) and it is still in print. If you examine these books you will probably conclude — correctly — that what they have to say is no more than applied common sense. However common sense is not always easy to follow; for although we all start out with good intentions, we often fail to keep to them. So perhaps the first thing to emphasise is that successful study demands constant and steady practice, for which there is no substitute. This is another way of saying that before you embark on a course of study, you must be quite clear about your aims. After that you must plan carefully, and persevere once you have started. This is easy to say, but difficult to observe. I have seen many students pay their fees and then drop out, often almost before they have got started.

This paper has been completed based upon adult learning research carried out by Bus Stop™ Training. Their research demonstrated the importance of what enables adults to achieve greater knowledge retention and what drives them to want to learn more.

The purpose for the research was to ensure that the IT training methodology recommended by Bus Stop delivers the following business benefits: skills analysis ensures training given only where pertinent; skills analysis ensures training focuses on modules relevant to student's job function; training modules completed in one hour sections thus ensuring student is not absent from their desk for longer than necessary; and training materials are developed to encourage knowledge retention and “memory joggers” versus complex and non‐relevant training manuals.

During the course of the research, findings showed that adults do want to better themselves but by taking training that is relevant to them and their job function. They also wish to learn in smaller, peer groups. Companies want the investment made in their employee trainings to be effective immediately. The route taken with Bus Stop enables the employee to put their learning into practice within one hour of a particular module having been taught and, thus, learnt.

This paper is relevant to HR managers, training managers and workers alike. It describes a new, innovative training methodology that focuses on the exact skills required by a certain individual to complete their job function. It assesses the strengths and weaknesses of an individual and then compiles a training course tailored, and relevant, to that individual.

Looks at some of the common causes for resisting change.

A clear and compelling vision has to be painted so that employees are encouraged to move towards it; and for those who are differently motivated, also build a burning platform to compel them forwards. These plans need to be realistic, and expressed in language that means something to them, and not just corporate gobbledygook.

People need a reason to change: and it is the job of the managers to give it to them! The default position for most people is I will carry on doing what I know and understand until I am given a good reason to change.

The key to successful change programs is to understand the WIFM factor (What Is in it For Me?) Every change will alter the balance of winners and losers in the corporate game.

This paper aims to present an examination of selected literature about the lived experiences of those with emetophobia. Its intention is to inform further empirical enquiry and subsequent approaches to treatment and care aimed at inclusive support for sufferers. To that end, it is important to bring the sufferers’ narrative into public and professional domains.

A systematic search of multiple databases using the search engine Discover@bolton and grey literature was undertaken to obtain evidence about the lived experiences of people with emetophobia. The search terms used were “emetophobia” and combinations of associated topic phrases using Boolean operators (AND / OR): “Emetophobia” OR “fear of vomiting” OR “fear of being sick”, Emetophobia AND “lived experiences” and finally Emetophobia OR “fear of vomiting” OR “fear of being sick” AND “lived experiences”. Eight papers were included in the review and five items of grey literature.

Several themes were identified in this literature including fear, escape and avoidance, other influences, consequences and medicalisation. The findings reveal that the experiences of those with emetophobia are subsumed beneath a focus on diagnosis and treatment. When it comes to understanding the actual lived experience of a person with emetophobia, the evidence presents the reader with what treatment may work and how they might respond to it, but largely omits the voice of the individual with emetophobia. This signals a need to undertake enquiry to bring this to the fore and so inform ways of greater inclusive practice for the public and professionals alike.

The evidence reviewed in this paper can be noted for the limited discussion about the individual’s lived experience of emetophobia. Gaining insight into this would contribute to raising awareness in a wider public arena and inform carers and healthcare professionals’ understanding. It would also display the importance of an individual context and health journey.

Knowing this can inform approaches to helping an individual either to live with the phobia and manage its impact on daily living (positive rather than maladaptive coping mechanisms) or to overcome it with or without adjunct medical treatment (if this is possible).

Knowing based on contemporary empirical enquiry will inform policy and guideline development. Whatever course is taken, it must contribute to steps being taken towards achieving a better quality of life for individual sufferers. The findings of this paper likewise inform the need for further study into the individual lived experience of emetophobia.

This paper is original in having identified a need to bring empirical evidence of the lived experience of sufferers with emetophobia into the public and professional domain.