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Outlines research work into the assessment of light‐scattering techniques for manufactured surfaces inspection. Describes the three type of commercial sensors that have been available so far: glossometers, peak intensity meters and light distribution measuring instruments and how they work. Describes the laboratory rig supporting equipment and analysis methodologies employed in order that numerous surfaces could be examined and classified. The outcome was an atlas of typical manufactured surfaces and a small ruggedized test bed sensor. Concludes that by using this rig and the atlas the whole 3‐dimensional light scatter image can be examined to select the appropriate sensor.

Using a navigational metaphor, this chapter introduces readers to the sometimes stormy seas of implementing new learning technologies into a course, especially those that have pre-existing design flaws (lack of rigor, accountability, content and time constraints, etc.). In addition to presenting what we feel are some best practices in using iOS devices, we analyze nearly 600 students’ reactions to these devices related to how they were used in a 100 level survey style course. For every student who told us that they were “awesome” or helped them “learn and discover new things through [the] course,” there were multiple students who felt that “they are damaging [the] learning experience because they are distracting.” The central argument of this chapter is that without engaging in a dialectic course (re)design process that puts the affordances of the learning technology in conversation with classic principles of instructional design, the utility of adding iOS devices will be limited at best and distracting at worst. The instructors in the course described here did use the devices in a variety of ways and many students were satisfied with the learning experience. However, for others, the combination of the course being too easy and too forgiving along with putting the Internet into students’ hands was a recipe for incivility and off-task uses of technology.

The purpose of this paper is to identify best practices in the implementation of school‐based sexual violence prevention education.

A three‐phase plan was implemented to evaluate the Sexual Harassment/Assault Prevention Project (SHAPP) in one state in the USA. First, a structured review of the prevention curricula of the participating communities was completed. Second, a survey of school personnel on best practices and challenges associated with their initiative was conducted. Third, school staff school climate surveys were administered, focus groups with teachers, students, and parents were conducted, and behavioral incident records were reviewed in two middle schools, one implementing SHAPP, and the other with no programming for sexual violence prevention.

Compared to the school with no programming, in the SHAPP school, staff reported better school climate and safety, and student participants reported more positive opinions about their school's prevention efforts.

The implementation of sexual harassment/sexual assault and bullying prevention programs may result in a more positive school climate, an increased sense of safety among students and staff, and a decrease in incidents of sexual harassment/assault and bullying.

The study suggested that building sexual harassment and assault prevention efforts from the platform of a school‐wide, evidence based, bullying prevention strategy offers many advantages.

This paper explores the role of religion in the formation and development of the enterprise culture. The approach is that of legitimisation leading to an increase in environmental munificence. It is argued that entrepreneurial activity was encouraged by the use of an entrepreneurial theology specifically articulated by Margaret Thatcher. Parallels are drawn to Max Weber’s work on the Protestant work ethic, particularly in the way that he argued that changes in the socio‐cultural framework of theology allowed, permitted and encouraged entrepreneurial action in what he called the new rational capitalism. Different aspects of the theological underpinnings of enterprise are discussed. The key findings are that religion played a significant role. It provided a Thatcherite rhetoric which became a moral crusade which was passionately pursued. Entrepreneurship was thus elevated to a new moral high ground; this was in spite of the strongly contested views of the Church. Interestingly, it appears that religious support for entrepreneurship, albeit in a modified form, continues with New Labour.

Much of the work in business studies and responsibility has focused on the concept of corporate social responsibility (CSR). For a time, this was very much about the relationship of business to the community. This has developed further into the so-called triple bottom-line approach stressing the importance of giving an account of the firm's relation to the social and physical environment as well as the financial state of the firm. Alongside this has been a stress on both the complexity of the external environment and the need to include the internal environment in any view of responsibility, not least in terms of health, safety, and well-being of the staff (Robinson, 2010). The concept of responsibility, however, goes beyond even these concerns.

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.

With British banking roused to the importance of diversification and competition, its relations with industry are being strengthened. Michael Blanden of the Financial Times considers the new position in the light of last week's Budget measures and the cut in Bank Rate.

The fastest growing business school in Britain today, the International Management Centre from Buckingham (IMCB), has deposited its own Private Bill in Parliament seeking Statutory Incorporation for the contribution it has already made, and direct authorisation for an even bolder future.