bluuebunny/crossref_metadata_2025 huggingface dataset:
Proteomic analysis of lithium-induced nephrogenic diabetes insipidus: Mechanisms for aquaporin 2 down-regulation and cellular proliferation
Authors: Nielsen Jakob , Hoffert Jason D. , Knepper Mark A. , Agre Peter , Nielsen Søren , Fenton Robert A.
Published: February 2008

Lithium is a commonly prescribed mood-stabilizing drug. However, chronic treatment with lithium induces numerous kidney-related side effects, such as dramatically reduced aquaporin 2 (AQP2) abundance, altered renal function, and structural changes. As a model system, inner medullary collecting ducts (IMCD) isolated from rats treated with lithium for either 1 or 2 weeks were subjected to differential 2D gel electrophoresis combined with mass spectrometry and bioinformatics analysis to identify (i) signaling pathways affected by lithium and (ii) unique candidate proteins for AQP2 regulation. After 1 or 2 weeks of lithium treatment, we identified 6 and 74 proteins with altered abundance compared with controls, respectively. We randomly selected 17 proteins with altered abundance caused by lithium treatment for validation by immunoblotting. Bioinformatics analysis of the data indicated that proteins involved in cell death, apoptosis, cell proliferation, and morphology are highly affected by lithium. We demonstrate that members of several signaling pathways are activated by lithium treatment, including the PKB/Akt-kinase and the mitogen-activated protein kinases (MAPK), such as extracellular regulated kinase (ERK), c-Jun NH2-terminal kinase (JNK), and p38. Lithium treatment increased the intracellular accumulation of β-catenin in association with increased levels of phosphorylated glycogen synthase kinase type 3β (GSK3β). This study provides a comprehensive analysis of the proteins affected by lithium treatment in the IMCD and, as such, provides clues to potential lithium targets in the brain.
Air transport engineering
Authors: Buchanan Sandy
Published: February 2008

There can be few people in this country who have not been impressed by the complexity of instruments and controls in the cockpit of a modern transport aircraft — if not the real thing, at least they will have seen pictures. This complexity, which the flight crew must master in their difficult and sometimes hazardous task of controlling the aircraft, is the display end of many elaborate sub‐systems going to make up the complete aircraft system, and the aircraft itself. All these sub‐systems and their components must be maintained in reliable operating condition by the aircraft maintenance engineer.
The future
Authors: Maden Margaret
Published: February 2008

Margaret Maden is Chairman of the London Young Teachers Association.
Universities
Authors: Pratt John
Published: February 2008

John Pratt was chairman of the LSE Branch of ASTMS from 1968–69. The views expressed in this article are not necessarily ASTMS official policy but they are probably not far removed.
Motivations of engineering students
Authors: Ilivicky Joan
Published: February 2008

Part one of Joan Ilivicky's article appeared in the January issue
Kemble on hedonism
Authors: Kemble Bruce
Published: February 2008

Schools and churches have succeeded in driving the vast majority of us away from organized religion. The very smell of congregations, the meaningless ritual, the bi‐sexual parsons, the mindlessness of morning assemblies, the irrelevance of get‐togetherism, and the dreadful sermons have made thinking men and women think twice about churches.
TEACHERS' RESISTANCE TO INNOVATION
Authors: Weintrobe Lezli
Published: February 2008

There is always a time lag between the invention of a new technology and its dissemination and general acceptance. Innovation is the strategy and tactics of spreading new technologies. Reform and innovation are two aspects of change. They are components of the technology of change. To reform is to alter by removing errors, to bring back or restore to the original state; to innovate is to introduce a new state. Its distinguishing characteristic is the novelty designed to be more efficient in achieving the goals of the system within which it was developed.
So what's new?
Authors: Pratt John
Published: February 2008

The new universities … what is new about them ? Of course, they are among the most recent universities to be founded. But why then are they distinguished from a whole series of other institutions that became universities at about the same time, starting with Southampton in 1952 and ending with Newcastle in 1963? Of course, they claim to have initiated radical academic innovations. Yet far more radical innovation has taken place elsewhere. The difference is more fundamental than this, and centres on the role of the state in their creation. The new universities are new because they were founded as universities to start with, with powers to create and award their own degrees.
NEW EDUCATION NEW DESIGN
Authors: Medd David
Published: February 2008

David Medd, principal architect for the DES, reflects on the design developments demanded by new educational practice.
LONDON ELEVATION
Authors: Powell Michael
Published: February 2008

As for architect education the Inner London Education Authority, Michael Powell, is in charge of unique organization for educational change. Within the organization he is an officer of the Department of Architecture and Civic Design of the GLC. The client is the education officer.
Starting up in CCTV
Authors: McClelland David
Published: February 2008

This article is intended to give would‐be purchasers or existing users of CCTV equipment some insight into the principles involved in the working of CCTV.
INTERNAVEX 70
Authors: Vernon Peter
Published: February 2008

Peter Vernon, editor of Visual Education, takes a personal look at the forthcoming INTERNAVEX 70
Equipment 70
Authors: Crocker Tony
Published: February 2008

Tony Crocker, of the National Centre for Audio Visual Aids, reviews equipment trends
The DES, budgeting, planning, and objectives
Authors: Pratt John
Published: February 2008

John Pratt, slung by the anomalies in the document, here analyzes the thinking behind Output Budgeting for the DES (HMSO 30s.)
Coleg Bro‐Aeron
Authors: Thomas Glyn
Published: February 2008

Coleg Bro‐Aeron, Cardiganshire, is an important landmark in the history of agricultural education. Since its inception, fifteen years ago, it has developed specifically to meet the needs of the widely scattered farming community and had considerable success in establishing day release for young farm workers long before it was a recognised principle in the farming world. To do this college staff have had to become closely involved with the parents and employers, with a result that the college has also developed as a cultural and community centre for the area as a whole. This latter role is now being fully recognised by the county with the designation of a £40 000 arts centre. Here the principal, Glyn Thomas, outlines its development.
Closely observed sheep
Authors: Swan Richard
Published: February 2008

The Chief Training Adviser to the AHFITB considers their role.
Television in industry
Authors: Wiggins Anthony
Published: February 2008

Anthony Wiggins, of Top Rank Television, examines the use of CCTV in training.
Grub's up
Authors: Evans Judith
Published: February 2008

Judith Evans, school meals organiser for Worcestershire, explains the financing behind the national service.
Productivity in FE — 2
Authors: Mansell Jack
Published: February 2008

A productivity agreement is a settlement in which workers agree to make changes in working practices … and in return an employer agrees to increase pay, to improve fringe benefits, to raise the workers' status, increase their leisure or to make a combination of these improvements. (PIB productivity report No 36)
Surrey with the fringe on top
Authors: O'Connor Maureen
Published: February 2008

Maureen O'Connor outlines the state of play in the affair of the Surrey comprehensives
from London—
Authors: Wykes James
Published: February 2008

The use of television for education was first introduced into the United Kingdom in 1957. Since then, both the BBC and the independent companies have built up a nation‐wide service for school pupils and adult students. All this is well‐known. What is much less well advertised is the use of closed‐circuit television to promote learning at all levels. This has been made possible technically by the appearance on the market of a wide range of light, transistorised equipment, below broadcast quality but adequate for its purpose, and within realistic price brackets. The equipment is suitable for non‐educational purposes, but no one who visits the annual National Audio‐visual Aids Exhibition can be left in any doubt that the hardware manufacturers see the educational market as one of their most promising outlets.
Productivity in FE — 3
Authors: Mansell Jack
Published: February 2008

The way in which the FE service has so far served the Industrial Training Act is particularly relevant in any discussion on productivity because, as the two above quotations imply, there has been very little real increase in the day release of young people to the technical colleges since the inception of the Act. A productivity equation therefore may show very little against output in any simple model or balancesheet. What would the equation show in terms of input? Anything greater than a negative input means no increase in productivity. Now whilst this represents an over‐simplification, because many readers of this journal will be aware of the work that has been undertaken by the FE sector in connection with recommendations of the various industrial training boards, a rehearsal of some of the attempts by the FE sector to serve the needs of the Industrial Training Act will thus be in familiar terms and possibly more relevant to this productivity discussion.
Jacob's Ladder
Authors: Jackson Ray
Published: February 2008

Since 1945 and particularly since the 1950s Britain has allowed entry to immigrants who have come from a wide spectrum of countries, climes and cultures and who are richly diversified in language, race, colour and creed.
They shoot horses don't they?
Authors: Connor Maureen O
Published: February 2008

Children do not come to school barefoot any more: but they might take a few days off while their only shoes are mended, and there are still the delinquents whose court appearances eventually take them away from school altogether, the children from homes where the walls stream in winter and crawl with bugs in summer, reducing them to permanent ill‐health, and those whose home circumstances are so emotionally disturbed that the wonder is not that they have fits of violence but that they ever behave normally.
Objective testing
Authors: Ongley Pat
Published: February 2008

Pat Ongley, University of Reading writes:
O Scotland, Scotland… O nation miserable
Authors: Bell Bob
Published: February 2008

Bob Bell, of Edinburgh University, discusses Scottish education
Forward to the nineteen thirties
Authors: Corbett Anne
Published: February 2008

‘I want quality in education,’ says Mrs Thatcher, reminding us all that we want it too, along with peace in our time, social responsibility in science, and love.
Pass the sandwiches
Authors: Smith Thomas
Published: February 2008

Thomas Smith outlines the attitudes of metallurgy students to sandwich training in industry
THE SURREY LIGHT BRIGADE
Authors: Heath Tony
Published: February 2008

Tony Heath, Surrey Labour councillor, reviews the lack of progress made in the Guildford Art School scandal
Sacred cows
Authors: Pollard Michael
Published: February 2008

Michael Pollard starts the first of a series of pieces on the sacred cows of education
The college executive
Authors: Mobbs F.F.
Published: February 2008

F. F. Mobbs, a head of department at Bilston FE College, outlines the role of the college executive
Constructive guidance
Authors: Wymer Ivor , Bonell Ray
Published: February 2008

Ivor Wymer and Ray Bonell outline the guidance system they use for ONC students
Sacred cows
Authors: Pollard Michael
Published: February 2008

After Sacred Cow I, teacher freedom, Michael Pollard attacks the Schools Council
The effect of personality on success
Authors: Bosworth David
Published: February 2008

In an investigation designed to consider the part played by personality factors on children's level of success when studying science through a programmed course, all the children in the second year of a Leicestershire High School (comprehensive) were tested to obtain two scores, an introversion score and an extroversion score. These were compared with the success rate for each child within the science course. Success was rated on both the number of programmes completed and on the results gained on the final test which followed each programme.
The new managers
Authors: O'Connor Maureen
Published: February 2008

Maureen O'Connor examines industry's use of business graduates, and looks at the implications for students.
Liberal Studies: The State of Play
Authors: Bourne Eric
Published: February 2008

Eric Bourne, Inspector for Further Education, ILEA, looks at the way general studies are taught in colleges of further education. He suggests that there are two chief streams of thought running through mural studies teaching — an instrumental approach, in which attention is paid to preparing the student for a range of economic problems, and an expository approach involving topic teaching aimed at the exposition of controversial issues. Planned projects, prepared by the entire general studies staff of a college, may help to provide a balanced and effective approach to general studies. The ideas expressed in this article are the personal views of the author.
The Changing Face of Agriculture
Authors: Whitby Martin
Published: February 2008

A committee under the chairmanship of Professor J. P. Hudson has been taking evidence on courses leading to qualifications in agriculture below OND. In this article, the first of two, Martin Whitby of the Agricultural Adjustment Unit at the University of Newcastle‐upon‐Tyne, looks at the effects upon training of changes in the agricultural labour force. The chief factor as far as the Agricultural Training Board is concerned, he suggests, is a decline in the number of workers and a consequent change in the ratio of hired workers to farmers. A second article, to be published next month, will be concerned with who actually pays for the training, especially in view of the fact that many young farm workers leave the agricultural industry soon after they have been trained.
Inter‐professional Degrees The Role of Polytechnics in Teacher Training
Authors: Owens Graham
Published: February 2008

Dr Owens, Head of the Department of Education at Trent Polytechnic, discusses the polytechnics with regard to teacher training.
Liberty, equality and virement
Authors: Locke Michael
Published: February 2008

What will be the effect of the reforms now being introduced in college government? Michael Locke, Research Associate in College Government, Centre for Institutional Studies, North East London Polytechnic, examines the reforms and their history.
The lessons of Guildford
Authors: Heath Tony
Published: February 2008

A Surrey county councillor reviews the dispute between Guildford teachers and the council and draws from the history of the eventual settlement some lessons for effective action by teachers in the future.
DEVELOPING A NEW COURSE — 3
Authors: Hodgkinson David , Younger Alan
Published: February 2008

The subject of liberal studies provokes many worthy theories but they often avoid the question of how a course should be set up in practice. At Hatfield Polytechnic the authors have developed a project which relates to the students' engineering studies and work outside college.
CCTV — a guide to choosing a college system
Authors: McClelland David
Published: February 2008

The Head of Educational Technology Division at North East London Polytechnic discusses CCTV systems.
Overseas: West Germany
Authors: Onken H.
Published: February 2008

The concept of ‘lifelong learning’ must seem like a bad dream to every young man. Have not generations before us spent lifetimes of learning with complete success? Have they not had to go on learning whilst doing their daily work? Did they not manage, after all, to keep abreast of developments? In that case, why do we today have to raise the question of ‘lifelong learning’? Apparently, it has become harder than it used to be to reach and retain, while at work, a correct balance between the knowledge that has already been assimilated and the knowledge that is still required to be assimilated.
A cool look at union bashing
Authors: Bennett Gordon
Published: February 2008

Mr van Straubenzee is under pressure to take action to curb the power of students' unions by abolishing compulsory membership. Such action is easy to take and would have quick and, in many quarters, popular success. He is rightly reluctant because such action would play right into the hands of extremists on both sides.
Making music
Authors: Hornby J.L.
Published: February 2008

Every teacher in further education is aware of the need to go beyond his subject, to ensure that not only are the proper techniques taught and the appropriate examinations passed, but also that students are made aware of culture in its widest sense.
International: New Amsterdam
Authors: Dunn Alison
Published: February 2008

The atmosphere in the Amsterdam technical colleges I visited in some way reflected every preconceived idea I've ever had of Dutch industry. Philips, Unilever, Royal Dutch Shell have always seemed neat, clean, successful and as orderly as an electrical system. And the colleges, spacious and compact, give the impression that every piece of wire and inch of cupboard space is accounted for with this same meticulousness.
New men at the top
Authors: Stoddart John
Published: February 2008

The educational debates of the last decade, from Robbins through Weaver to James, all touch on issues of institutional autonomy and academic self‐government. With the implementation of Circular 7/70 however, the focus of the debate has drifted from the autonomy of the institution vis‐a‐vis the local education authority or the governing body, to the mention of how it exercises its academic responsibility internally. As external controls are relaxed, as responsibility for syllabuses, examinations, and academic development is placed more and more within the colleges, so the myth of the all‐wise and all‐powerful principal or head of department is shattered and the internal policy and decision‐making structure of the college comes under scrutiny. This has already happened in the polytechnics resulting in fundamental changes in the style of management and in the attitudes and roles of the major participants. Inevitably this will come about in the colleges of further education, as staff at all levels become increasingly involved in the formulation of academic policy.
The happiest days?
Authors: Price Christopher
Published: February 2008

Leeds Grammar School was founded, like most of its predecessors, with such pickings as were left from Henry VIII's monastic takeover; we used to write in the grime of the windows ‘Last Cleaned 1552’. Its motto ‘Nttllius Non Mater Disciplinae’ (rough translation: ‘There's nothing you can't learn here’) was the exact opposite of the truth for the first 200 odd years of its existence, when it taught Latin Grammar and precious little else; it liberalised a little during the 19th century, in spite of a House of Lords action to try to make it stick to its charter and stop teaching mathematics; but the classics held up strongly, under a highly efficient system of railroading the victims at too tender an age for them really to know what was happening. I was one of them at the age of 12, and somehow found myself doing nothing but Latin, Greek and Ancient History for most of my so‐called education.
The square pegs
Authors: Weinstein Krystyna
Published: February 2008

‘Eight per cent of students still unemployed six months after graduating.’
Student skills
Authors: Wainwright Gordon
Published: February 2008

One of the major problems in teaching FE students is that very few of them seem to have any idea of how to study. There are two possible solutions to the problem. One, which unfortunately is practised in many colleges, is to make the process of learning as easy as possible by providing the student with all he needs in the way of notes and model answers to examination questions. The other is to provide systematic training in the principles and techniques of effective study.
The Broader View
Authors: Welch Kenneth
Published: February 2008

A new course has appeared on the educational horizon — the Ordinary National Diploma in Technology (Engineering). Its approach is different from that of its predecessor in that it tackles the problem of educating young engineering students in a more modern and flexible way. Individual lecturers become a team and subject isolation is replaced by integration and interaction.
Dying crafts
Authors: Peace AG
Published: February 2008

There was a time when the craft apprentice had to content himself with five or even seven years of a slow and inefficient process of instruction, during which, if he was fortunate, he learned the skills of his trade from his workmates. The growth of day release which occurred fairly rapidly in the early post‐war years led to the development of craft courses in the colleges. At first, these were mere extensions of previous evening courses but, by the early 1960's, the courses had developed to provide an amount of systematic skill training in addition to technical ‘know‐how’ and understanding. The establishment of CGLI technician courses marked a further step in the development of courses designed to meet the needs of a hitherto neglected section of industry.
Canadian college scene
Authors: Speckeen FJ
Published: February 2008

Community colleges are distinctive types of institutions and should not be looked upon as an extension of the high school nor as the lower years of a university. They are institutions in their own right with a special sensitivity to local needs. Local autonomy is critical to the development of the community colleges. A special emphasis is placed on practical experience in employing faculty members. The emphasis in these colleges is on teaching, not on research. Technical‐vocational programmes are recommended, supported and evaluated, by Advisory Committees of knowledgeable and highly interested laymen. University transfer courses are offered after close consultation with the universities. Adult Education (Extension) is a major emphasis of community colleges, with colleges operating at all hours of the day and week in order to meet local needs and interests. The community colleges stress the open door policy whereby mature students are given opportunities to prove themselves, although lacking formal educational requirements. The enrolment of part‐time students is increasing dramatically. Community colleges function in and out of warehouses, store fronts, playgrounds, old military, bases, etc. Community colleges have not provided educational programmes to any great extent via correspondence courses; however, the television medium is gaining in popularity. Community colleges are generally commuter colleges. Most colleges do not have student residences. Community colleges are more flexible and imaginative, less obstructed by, or interested in, traditional ways of doing things. Community colleges are faced with a shortage of funds as they attempt to meet their objectives.
Power and responsibility
Authors: Fowler Gerry
Published: February 2008

Since institutions of higher education may have many objectives and perform many distinct functions, they cannot readily be classified by reference to one (or more than one) functional dichotomy. It is clear that to divide institutions into two types labelled ‘traditional’ and ‘service’, would conceal as much as it would reveal. Even a distinction between ‘long‐cycle’ and ‘short‐cycle’ institutions is misleading. It will fit those countries or regions where an intermediary multi‐purpose type of college has been developed, falling between secondary school and university, and serving the university or ‘long‐cycle’ system as a filler, for the promotion or ‘cooling out’ of students. The distinction is however of less value in examining any form of ‘comprehensive university’ model, and breaks down completely when applied to the British binary system.
Counting the cost
Authors: Dunn Alison
Published: February 2008

No self‐respecting company would permit the ignorance of costs and numbers that exists in parts of the FE world. True, a new breed of college administrator is emerging who regards himself as a manager, conversant with such sophisticated techniques as Planning, Programming, Budgeting Systems (PPBS). Yet even he will admit that planning is something of a gamble.
The vanishing apprentice
Authors: Sweeney Daniel
Published: February 2008

Given the voluntary nature of our further education system, the reported decline in the number of students attending day and block release courses in recent years should generate not surprise, but a feeling of hopeless inevitability. For support for further education is being withdrawn as many parts of industry react to the general economic malaise afflicting Britain by recruiting fewer apprentices and/or insisting on a full week's labour from those traditionally released. It serves to remind us that education plays only a dependent role, the absence or presence of students being determined not by educational policy but by decisions reached within individual firms.
Talent spotting
Authors: Fowler Gerry
Published: February 2008

Every international conference on post‐secondary education now seems to regard as a sine qua non of any respectable set of conclusions the recommendation that recognition should be given to ‘experience’, especially work experience as well as to successfully completed formal study. Experience, it is argued, should be recognised both as either an essential or an alternative requirement in the ‘mix’ which confers entitlement to a qualification, and in the guidance given to those wishing to enter or re‐enter formal educational systems.
The lost chord
Authors: Niblett Roy
Published: February 2008

Not long ago, it is said, the passengers of an airliner heard this message over the intercom: ‘Good afternoon ladies and gentlemen. This is your pilot speaking. We are flying at an altitude of 35,000 feet and at a speed of 610 miles per hour. I have two pieces of news to report, one good and one bad. The good news is that we are making excellent time. The bad news is that we are lost.’
Innovation in management education
Authors: Wild Ray
Published: February 2008

The honeymoon in graduate level management education is over and the marital troubles have begun. It has been argued that such troubles stem from the basic incompatibility of the partners — industry and commerce on the one hand and the educational establishments on the other. Equally it might seem that the intransigence of the latter partner is to blame. Certainly there seems to have been little sign of flexibility and adjustment despite persistent criticism not only from the customer organizations but also from a host of ‘marriage counsellors’ via a series of official and semi‐official reports.
Continuing education
Authors: Hamer Douglas
Published: February 2008

Continuing Education is a term currently used to describe fields of vocational and non‐vocational adult education, activities of extra‐mural departments, and up‐dating courses offered by professional institutions. For the purpose of this argument continuing education is identified in the more restricted sense as mid‐career education of a vocational nature. The theme is that this is a field which could become a particular characteristic of the polytechnics and one which they are specially suited to develop. In this sense it is true to say that there is already significant activity of this type in many polytechnics, particularly in departments of management and usually in the form of short course provision. Often, however, this form of educational activity is offered as and when resources permit, not as a well‐identified part of the educational activity of the institution.
Personnel — the appreciating asset of business
Authors: Grummitt Norman
Published: February 2008

Most people I meet wonder how I came to be involved in the people business. I started life as a trainee civil engineer with the railways and, after some structural engineering and a few years in local authorities, decided that contracting was the only way to use my qualifications and energy. This has meant that the biggest part of my working life so far has been spent working with people.
Planning for safety
Authors: Walsh William
Published: February 2008

Accident prevention and the avoidance of occupational ill health are important from the legal, humanitarian, social and business efficiency aspects. If genuine concern for people is the prime motivator then, armed with the knowledge contained in this article, any company can establish a good safety record.
Management education and training comes to Oman
Authors: Bird S.E.
Published: February 2008

The Sultanate of Oman lies at the southern end of the Arabian peninsular, bounded in the south by the Indian Ocean and the Gulf of Oman, in the west by the Peoples Democratic Republic of the Yemen, in the north‐east by the United Arab Emirates, and in the north and north‐west by the wastes of the Ras al Kali or Empty Quarter: a harsh and terrible sand sea many thousands of square miles in area. There is a narrow fertile plain up to five miles deep which skirts the southern seaboard of the country and provides almost the only naturally fertile areas. Oman is about three times the size of Britain and has a population which has been estimated to be between 450,000 and 1,000,000. Certainly nobody knows how many people inhabit the country as there has never been a census, and the nomadic population drifts in and out of Oman with no regard for frontiers. Indeed the northern frontier has never been accurately defined; and where it crosses the Ras al Kali and the mountains, adjacent to Saudi Arabia, most modern maps diplomatically avoid indicating a frontier.
Equal Pay + Equal Opportunity = Equal Endeavour
Authors: Macdonald Eleanor
Published: February 2008

This is an open letter to girls still at school, or about to take a job, or plan their careers: a letter which has special significance this year because before long there will be legislation to ensure equal pay for men and women and, probably not long after that, further proposals aiming for equal opportunity will also be put on the statute book.
Educational television — the colleges have got it taped
Authors: Barnes Neil
Published: February 2008

Did you know that staff in eighty per cent of the country's six hundred or so further education colleges used BBC educational television series last year? Before you say ‘So what?’ — and the significance of the statistic depends on your prior assumptions — it is worth delving a little further to uncover the really remarkable development: the equipping of colleges since 1970 with the means of recording televisual material.
Accounting for everybody
Authors: Pepper L.G.
Published: February 2008

Increasing trade union pressure for worker participation in industrial decision‐making, and the growing willingness of employers to concede the point, will have important implications for colleges offering accounting courses for the non‐accountant.
The pattern of national awards in business studies to come
Authors: Elliott Janet
Published: February 2008

Significant shifts of emphasis in the provision of the national system of awards in business studies are forecast by recent decisions of the Business Education Council, resulting from extensive consultations with industry, training boards, professional bodies, colleges and others in the twenty‐two months since BEC, as the Council prefers to be known, was set up. This article attempts to highlight some of the decisions which have particular relevance to the topics looked at in this issue on Education and Training.
Achieving more in less time
Authors: Jones Lyndon
Published: February 2008

Effectiveness measures output, not input. Effectiveness is the result of what a manager achieves, not what he does. But what one person regards as output may not coincide with the views of his boss. To avoid this happening, both persons should complete separately a Job Analysis Work Sheet. This requires that boss and subordinate each:
Evaluation of a school tutor scheme
Authors: Yockney John
Published: February 2008

Planning for the School Tutor scheme took place early in 1968, for introduction on a limited scale in the next academic year. The UDE felt that the schools should be involved much more intimately — and formally — and that such a scheme would anticipate developments in professional training. Six secondary schools were invited to participate that Autumn, and each was asked to nominate an experienced teacher who was prepared to undertake duties akin to those of the UDE's General Tutors, namely:
Realism in office practice
Authors: Harrison John
Published: February 2008

When office jobs were plentiful, it was common in many schools and colleges for students to be attached to local firms for varying periods of business employment to gain first‐hand experience of office work. This was an ideal arrangement, as it reinforced in a very practical way much of what was taught in Office Practice in the classroom; and, after returning from employment with the business experience gained, the student was able to contribute more effectively in office practice class discussions and to appreciate the relevance of the subject.
The Bert Walls supervisory training programme
Authors: Walls Bert
Published: February 2008

The front‐line manager is the person responsible for getting the job done. He is the one for whom changes in organisation, systems, and management style will present the greatest challenge. Apart from those new skills which changes in social attitudes clearly demand, the impact of new legislation will generate a considerable additional training task among a group whose training in recent years has, by many accounts, suffered varying degrees of neglect.
Overseas students — jobs and the law
Authors: Bird S.E.
Published: February 2008

Each year large numbers of students from overseas countries arrive in the UK intent on pursuing a course of education which will provide them with a professional qualification, degree, or national award. The estimated number of overseas students in the UK is 80,000, and they represent a sizeable part of the community. The overseas student is usually older than his UK counterpart and is often more dedicated to his studies, as he has an obligation to his country or his family to obtain his qualifications in the shortest possible time and at the minimum of expense.
Doctors of industry
Authors: Hussey M.K.
Published: February 2008

Graduates are often criticised by industry as being narrow, inflexible and generally incapable of solving real problems in a real world. The blame, however, lies with the Universities and not the students.
Personal qualities in management and supervision
Authors: Walsh Bill
Published: February 2008

The human aspects of management and supervision have tended to become secondary to the technical and scientific in the last quarter century. We go on learning more and more about how to design flow lines, how to study work motions, organisation and assembly—and we become less and less concerned that people at work are people.
Absenteeism — how to cure an expensive headache
Authors: Jones Lyndon
Published: February 2008

Absenteeism and labour turnover amongst employees are, major problems in many industries in various parts of the globe. And when the world economy moves into higher gear, the upward trend in both these symptoms of industrial malaise could gather momentum.
The world is our classroom
Authors: Howse Hugh
Published: February 2008

In this year of the American Bicentennial, it is perhaps not inappropriate to quote — or rather to misquote in adaptation — the words of Thomas Paine in saying of us in BBC English by Radio and Television that:
Job enrichment and motivation
Authors: King‐Taylor Lynda
Published: February 2008

Industrial societies expand at a rapid rate, both in terms of quantity and quality. At the time of Britain's entry into the Common Market it was popularly believed that merging with a large, growing Community would make our own community more efficient — and efficiency, always desirable, became essential for survival. Now industry and commerce also regard efficiency as their key to survival. The whole purpose of an organisation, after all, is to organise men, materials and money into the most efficient production of goods or services. But the speed of growth and change in the 1970s makes it very difficult to deal with some of the problems arising from this search for efficiency; nor is it even certain what is meant by “efficiency”. We are now discovering, often with cruelty and cost, that the old methods in search of efficiency do not, and will not, work in the emerging social and technological systems. It is the function of Governments to pursue “efficiency” in society, and it is the function of managers and trade unionists that proper efficiency is brought into industry.
A place for the part‐timer in further education
Authors: Baker Edgar
Published: February 2008

There has traditionally always been a place for the amateur in our society — the amateur sportsman, the amateur actor or actress, the amateur gardener, and the amateur teacher. Nowadays, although you have to be a fully qualified teacher to work in schools, the amateur still retains a toehold in colleges of further and higher education, especially if he is professionally well‐qualified and is an evening class teacher. It is true that a few colleges employ only full‐time staff, but they are a tiny minority. Most colleges supplement their teaching strength by appointing part‐time teachers with business or industrial experience. In the present economic climate it could be argued that the chances of employment are slim, but this is by no means certain; adult evening students are expected to pay fairly substantial fees towards covering the cost of the class, and it is cheaper to appoint a part‐time rather than a full‐time teacher. A small to medium‐sized college could have a hundred or more part‐timers on its pay roll. Remuneration depends on the grade of the work, but ranges roughly between £3.50 and £5.50 an hour for most classes — a not ungenerous reward for what can be an absorbingly interesting job.
How to improve the training pay‐off
Authors: Jones Lyndon
Published: February 2008

Post ‐training Some course organisers request the trainees to complete a post‐course questionnaire. A high percentage of these are nothing more than Smiles Tests, suited only to measure the entertainment value of the course. Few evaluate the training programme for:
The validation game
Authors: Fowler Gerry
Published: February 2008

In 1974, not long before the second General Election of that year, there arrived on my desk in the Department of Education & Science — I was then Minister of State — the Reports of the Gann Committee on Technician Courses in Art and Design, and of the Hudson Committee on Agricultural Education. I scanned them quickly. It was clear enough to me that one of the major problems posed by each was that of the establishment of appropriate validation machinery in each area. I set out my views briefly, and referred the Reports to the Department.
Rationalising the problem of youth unemployment
Authors: Marshall Ray
Published: February 2008

I am honoured to be opening the first OECD Conference on Youth Unemployment. This Conference is an important mile‐stone because it reflects our mutual awareness that youth unemployment is a special problem, one that differs in its causes, magnitude and implications from the general problem of unemployment. The need to devote special attention to youth unemployment is an important recognition that will shape our deliberations this week.
It's not what you do — it's why you do it
Authors: Fowler Gerry
Published: February 2008

I was recently at a conference in Paris of participants in the programme Institutional Management in Higher Education. One of its themes concerned the governance (yes governance, that strange Wilsonian word) of universities and other institutions of higher education in the 1980s. For the climate in which they exist has changed, and is changing. Financing bodies, notably Governments, want to see greater accountability for the expenditure of the monies they provide than they always demanded in the past. There is in many Western countries an economic squeeze on higher education. Student numbers are still increasing, but are predicted to decline at some point in the 1980s, unless policies change. Above all, since the traumatic events of 1968 nearly every country has sought to devise ‘participatory’ structures for the internal government and management of institutions, with groups previously excluded from any share in policy‐making now intimately involved in it.
Further education and the unemployed school‐leaver
Authors: Lewis C.M.
Published: February 2008

In the summer of 1977 it became apparent that West Sussex school‐leavers were to suffer the indignity of completing their education without being able to find employment. Officers of the Manpower Services Commission were sufficiently conscious of the impending situation to develop a contingency plan to lessen the impact of this social tragedy, and to provide a programme of education and training which would improve the probability of such school‐leavers being accepted in the commercial world.
Action learning takes a health cure
Authors: Revans Reginald
Published: February 2008

Mine host Action learning—an approach to education that emphasises the distinctions between doing things oneself and talking about things getting done by others in general—has celebrated its silver jubilee. For it was in 1952 that the writer, having given up his post with the National Coal Board through lack of confidence in traditional methods of management education, persuaded the National Association of Colliery Managers to try action learning. 22 members formed themselves into a consortium, chose management apprentices to work with them, exchanged underofficials for the collective study of four prevailing operational problems, and voted for one of their fellow members to be seconded to work full‐time with the writer; our task was to build out of this miscellany a network of mutual advice, criticism and support. The theory was that each mine formed so individual and complex an organism that only those presently working in it could hope to improve the way it functioned, and only those themselves trying to change their own systems could understand the inner resistances to offering and receiving usable advice, even in a market of comrades trying to deal with identical troubles. Action learning is intended therefore to ensure that managers shall learn better to manage with and from each other in the course of tackling the very problems that it is their proper business to tackle; it has no truck with academic simulations of any kind.
Fords and further education
Authors: Fowler Gerry
Published: February 2008

We all know, or think we do, how incomes policy effects us. At each new settlement we are better off, but in real terms worse off — both absolutely and by comparison with our neighbours. All the polls show that most people support a firm incomes policy — for others at least; they would of course like to do just that little bit better themselves. Equally no sane man believes the level of settlements does not have some effect on prices, although there may be rational dispute about the exact proportion of inflation which is to be attributed to each of its several causes. But there is less understanding of some of the odd side‐effects of high wage settlements, especially when the Government has made the fight against inflation its highest priority.
Directed private study in the docks
Authors: McHale J.
Published: February 2008

In 1969, the TUC representative on the National Ports Council's Standing Committee on Training raised the matter of education within the industry, suggesting that existing provisions were inadequate and that improvements should be considered. The only facility available at that time consisted of the Port Workers Education Scheme (PWES), which made it possible for port employees to study up to three port‐related subjects at evening classes, with a view to obtaining the Port Transport Certificate. Unfortunately this scheme was available only in a limited number of ports and, despite initial enthusiasm, support waned. By 1969 the number of students completing all three subjects, and therefore becoming eligible for the certificate, had dwindled to about 25 a year. Moreover the majority of students were clerical staff; few dock workers, for whom the scheme had originally been designed, took advantage of this opportunity.
Turning out Second Lieutenants of industry
Authors: Bowker David
Published: February 2008

Laboratory Assistant Cheryl Gilding had a brief but eventful career as an industrial relations manager; it included a traumatic meeting during which she had to ask a group of shop stewards to accept a 15 per cent reduction in manpower to save their company from bankruptcy. Fortunately for Cheryl and the shop stewards, the negotiations were part of an exercise during a training course in Yorkshire. The setting was Lindley Lodge, near Swinton; and Cheryl, who works in the Pharmacology Department, was one of eight delegates from the Pharmaceuticals Division of ICI who attended the 12‐day course with young people from several other companies.
Helping students to help themselves
Authors: Baker Edgar
Published: February 2008

This article is addressed primarily to teachers, but others may well learn something from it. Every teacher worth his salt thinks about how to teach his subject; but not every teacher thinks enough about how to teach his students how to learn the subject.
Manchester Business School
Authors: Allen OBE Bill
Published: February 2008

The School was established in 1965 by the University of Manchester, following the Franks and Normanbrook Reports, as one of the two new centres of excellence in the field of management education and research. It developed from earlier work in management studies in the University of Manchester. Although constituting the Faculty of Business Administration within the University, it has its own governing body with a great strength derived from business and public affairs as well as from the academic world. In 1971 the School moved into a fine modern building at the heart of the University complex capable of accommodating up to 200 graduate course students, 40 PhD students, and 100 members on post‐experience courses. There are 154 study bedrooms with a wide range of rooms for lectures, seminars, syndicates and social activities. The library has nearly 4,000 volumes on management, business and related subjects, and receives some 750 current journals — a library recognised as one of the finest of its kind in the world. It has its own time‐sharing computer with 16 terminals, and direct access to one of the largest computer installations in the United Kingdom.
It's time the talking had to stop
Authors: Hampson Keith
Published: February 2008

Do you think anyone still remembers the so‐called Ruskin speech? We are a bit more conscious of the need to improve maths teaching, but what has happened to that new dawn in which the schools lead Britain's industrial regeneration?