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Identifies the different mechanisms of alternative dispute resolution, outlining the main features of each one and suggesting appropriate areas of use. Supports the employment of these methods and lists the benefits they bring. Points out that the courts are still required as back up if these methods fail.

Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper investigates the role of the architect in post-disaster reconstruction and questions their ability to facilitate permanent building solutions. There is an ever-increasing population of refugees and internally displaced persons due to disasters and conflicts who have a basic need for shelter. To date, housing solutions for such people has tended to focus on short-term, temporary shelter solutions that have been largely unsuccessful. This increasing demand for shelter has led to an emerging group of architects skilled in post-disaster reconstruction. These architects acknowledge that shelter is critical to survival, but believe architects should focus on rebuilding in a manner that is quick, durable but permanent. They believe that an architect skilled in post-disaster reconstruction can produce solutions that meet the requirement of the emergency phase, through to semi-permanent and even permanent homes, without wasting time and money on interim shelters. Case Study Research was used to examine and evaluate the assistance provided by Emergency Architects Australia (EAA) to the Kei Gold community in the Solomon Islands after the 2007 earthquake and tsunami. The results indicate that an architect’s response to a disaster must go beyond providing temporary shelter; they must create permanent building solutions that respond to the site and the culture while servicing the needs of the community. The vernacular reconstruction methods implemented by EAA in Kei Gold Village have been successful in developing permanent housing solutions. Further research and development is required to gain a broader understanding of the role of the architect in disasters of varying scales and typologies.

This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

The purpose of this paper is to investigate the effects of preparation process and amounts of starting materials on the morphology of chitosan‐silica (CS‐silica) hybrid hollow nanospheres.

A simple method coupling sol‐gel process and in situ self‐assembly was used to prepare CS‐silica nanospheres from the solution containing chitosan‐poly (acrylic acid) (CS‐PAA) nanoparticles, tetraethoxyorthosilicate (TEOS) and polyvinylpyrrolidone (PVP). The morphology of CS‐silica hybrid hollow nanospheres was studied by transmission electron microscopy (TEM) and scanning electron microscopy (SEM). The chemical structures of CS‐PAA nanoparticles and CS‐silica nanospheres were characterised by FT‐IR spectra.

The size and morphology of CS‐silica nanospheres was largely dependent on the starting amounts of TEOS, PVP and ammonia. Moreover, the reaction time can also affect the structures of the hybrid nanospheres.

The dispersibility of CS‐silica nanospheres was not good enough and the conglutination was inevitable to some extent.

The coupling of sol‐gel technology and in situ self‐assembly opened a new gateway for preparing other organic/inorganic composite nanoparticles. This kind of material could be used as a slow release agent for biocides in coatings/paints.

The hybrid CS‐silica nanospheres showed obvious hollow structures. The morphology of nanospheres can be efficaciously controlled via adjusting the starting amounts of PVP, TEOS and ammonia, and the stirring time. The obtained CS‐silica hybrid nanospheres will have potential applications in such as drug delivery and controlled release.

The aim of this article is to summarise the available evidence from systematic reviews about the effectiveness of interventions to prevent or treat child physical abuse and neglect. A computerised search was undertaken of major electronic databases up to December 2005 using key search terms. Only systematic reviews were included in which the primary studies evaluated the effectiveness of targeted or indicated interventions for child physical abuse or neglect. A total of 31 systematic reviews were identified and 15 met all the inclusion criteria. They covered a range of interventions/services, including home visiting, parenting programmes, multi‐component interventions, intensive family preservation services, family‐focused casework and multi‐systemic family therapy. There was limited evidence of the effectiveness of services in improving objective measures of abuse and neglect, due in part to methodological issues involved in their measurement, but good evidence of modest benefits in improving a range of outcomes that are associated with physical abuse and neglect, including parental and family functioning and child development. The results also showed some interventions (eg. media‐based and perinatal coaching) to be ineffective with high‐risk families. The evidence provided by these reviews has clear implications for children's services in the UK and other western developed countries.

This study aims to investigate the aspects that influence reflective practice during an action learning approach to management development programmes (MDPs).

A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data were translated into interpretive stories using McCormack’s lenses, which were further analysed using thematic analysis.

Two key themes emerged: dealing with emotions and practising reflection. Participants initially found reflecting uncomfortable, but showed courage by persevering. Participants had to learn how to reflect and set aside time for it, while valuing support and guidance from their action learning facilitator.

The findings and recommendations may not be relevant to all types of action learning as action learning forms and contexts differ.

Reflective practice is the responsibility of both the participant and the action learning facilitator. Participants need to create the time and space to learn, be fully present during reflection, practice mindfulness and have the courage to be uncomfortable while reflecting. Action learning facilitators could encourage reflection by creating a safe learning environment, selecting a diverse action learning team, designing reflection time into the MDP and helping participants apply reflection tools.

Reflective practice enhances learning; yet there is a need to better understand reflective practice in an action learning context. This study provides empirical evidence of the aspects that influence the reflection process and outcomes as well as practical guidelines to participants and facilitators on how to promote reflection.