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The term hydrocarbon resins covers an increasingly wide range of products but this paper refers to those synthetic resins obtained by Friedel‐Crafts type polymerisation of streams derived from fossil fuels. It presents a brief picture of the types of resin which are produced, shows ICI's approach to development of a range of resins and finally, offers some thoughts on the potential uses of hydrocarbon resins in surface coatings against a background of changing raw material values.

BASF is to erect plant in Ludwigshafen for the production of 90,000 tons of acrylic acid a year from propylene. The capital investment costs are estimated at about DM 100 million, including those for the necessary infrastructure measures.

This paper aims to define a hierarchical and multi-criteria framework based on pillars of the Modernization of Higher Education to evaluate European Accounting Doctoral Programmes (EADE-Model).

The authors applied a quali-quantitative methodology based on the analytic hierarchy process and the survey approach. The authors conducted an extensive literature and regulation review to identify the dimensions affecting the quality of Doctoral Programmes, choosing accounting as the relevant and pivotal field. The authors also used the survey to select the most critical quality dimensions and derive their weight to build EADE Model. The validity of the proposed model has been tested through the application to the Italian scenario.

The findings provide a critical extension of accounting ranking studies constructing a multi-criteria, hierarchical and updated evaluation model recognizing the role of doctoral training in the knowledge-based society. The results shed new light on weak areas apt to be improved and propose potential amendments to enhance the quality standard of ADE.

Theoretical and practical implications of this paper are directed to academics, policymakers and PhD programmes administrators.

The research is original in drafting a hierarchical multi-criteria framework for evaluating ADE in the Higher Education System. This model may be extended to other fields.

The recent epidemic of food poisoning at Nelson, Lancashire, is an event which is unfortunately not unknown in this country, especially in summer time. It has been said that at least two hundred people have been affected more or less seriously, and that there have been four deaths from acute gastro enteritis. Cases of suspected food poisoning are now in many places compulsorily notifiable to the local authority by medical practitioners to whose notice such cases may have been brought in the course of their practice. As far as we know such notification was not made compulsory before the year 1924, when Wakefield obtained powers under a Corporation Act to do so. A large number of places since that time have followed the lead of Wakefield. Thus among watering places, Cleethorpes, Bridlington, Brighton and Bournemouth; among manufacturing centres, Sheffield, Stoke‐on‐Trent, Bradford, Blackburn, Oldbury, Smethwick, Cardiff and Rochdale have powers of compulsory notification.—Cheap, rapid, and frequent means of road and rail transport has in these days resulted in an enormously increased influx of holiday makers from the manufacturing centres into seaside towns during the summer. Here, then, is a floating population amounting to several thousands. They are at a place that has been freely and emphatically advertised as a health resort. The have come for a “change” in every sense of the word. It is high summer. The weather is hot. The holiday spirit in the air. A very natural result is for people to eat more fruit, ice cream, and fancy dishes than they would ordinarily do. Assume through some mischance there are one or two cases of food poisoning. These are now automatically reported to the local authority, which at once institutes investigations, tries to trace the evil to its source, and check it from spreading. A serious outbreak is a damning catastrophe for the place, and may adversely affect its future for years to come. In manufacturing centres the need for action on the part of the local authority is still more urgent. The danger is perennial. It may easily reach the dimensions of an epidemic in a poor and crowded district. The people are there from necessity not from choice, and there they would have to stay even if the place were swept by cholera. In the County of London notification is compulsory under the London County Council (General Powers) Act, 1932, Pt. II., s.7, which says : “ Every registered medical practitioner, if he suspects that a person is suffering from food poisoning shall notify the Medical Officer of Health for the district.” This section it is pointed out, was drawn up on the lines of the Sheffield Corporation Act, 1928, s.190, one of the main Corporation Acts that insist on notification. There seems indeed to be a growing belief that compulsory notification of food poisoning is desirable in the interests of public health. Processed foods are particularly liable to become sources of infection. Thus the Act just quoted, Pt. II. s.5, states that premises used for the sale or manufacture of ice cream; or for the preparation or manufacture of sausages or potted, pressed, pickled, or preserved meat, fish or other food must be registered with the Sanitary Authority of the district. Under the same section registration may be refused or registration may be cancelled. Many towns have similar regulations. This section of the London County Act is founded on the Exeter Corporation Act, 1928, s.111. The fact that the London County Council have adopted these two regulations that had already been “ tried out ” in two important cities of such widely different interests as Sheffield and Exeter is a good illustration of how closely associated all municipal bodies are in matters connected with public health. Medical Officers of Health and Public Analysts are officers of the Ministry of Health, and the Ministry itself is a clearing house for general information, investigation, and the co‐ordination of statistics. The sanitary authority of, and the medical practitioners in, any given district discharge not only admittedly most important but, as it seems to us, complementary duties. Each has knowledge not possessed by the other. Diagnosis in cases of suspected food poisoning is by no means easy. Time is not on the doctor's side so that the sooner the sanitary authority is notified the better are the chances of being able to trace the trouble to its source and to deal with it— assuming, of course, that it did not originate in some piece of purely domestic carelessness or ignorance. The information acquired may be slight, or even negative in any given case, but in the aggregate a fund of knowledge must accumulate that cannot fail in the long run to be of value. In many cases of suspected food poisoning further investigation has shown that they are not due to food poisoning at all. For instance, in one borough nine cases reported were found to be due to “ dietetic indiscretion ”; in another twenty reported cases were only forms of more or less acute digestive disturbance of the ordinary kind; in another it was found that daffodil bulbs had been eaten in mistake for onions. Other instances could be given. Facts like these would seem to support the argument that compulsory notification is unnecessary, but it is surely better that twenty suppositious cases should be reported than that the circumstances of one real case should escape investigation. In other cases the cause may remain unknown, but as to the seriousness of the matter there can be no doubt. In a recent outbreak in a home for “unwanted” children out of thirty‐nine infants in one dormitory twenty‐seven were attacked, and twenty died in from two to four days from some obscure form of gastro enteritis. Bacteriological examination of excreta and vomit yielded negative results. The high rate of mortality was attributed to the poor physical condition of the children when they were admitted to the institution in which they died. The case is admittedly an extreme one. Another was reported of exactly the opposite character. Twelve cases of undoubted food poisoning were reported, but these were of so slight a character that no action was taken in regard to the circumstances. In general, however, there is no room for giving the benefit of the doubt. The error—even if it may be so called—of reporting what turns out to be a case of indigestion instead of one of food poisoning is an error on the right side. A question arose recently in the House of Commons as to whether it was necessary to retain an Act on the Statute Book when there had been no prosecutions under the Act. It will be remembered that the Solicitor‐General replied that the mere fact that the Act was on the Statute Book had a very salutary effect. As far as it may be possible to draw an analogy it seems that even better reasons exist not only for retaining, but for extending, compulsory notification of cases of suspected food poisoning. Registration and inspection of premises, plant, storage conditions, and the food itself in places where food is prepared and sold is now a general practice in all centres of population. How necessary this is a glance at the Law Reports of this journal will show. The state of the places mentioned in the records of the prosecution was often such as to ensure them being potential centres of food poisoning. Had it not been for the vigilance of the respective sanitary authorities they would have become actively and permanently so. Such prosecutions are comparatively rare having regard to the large number of food shops in existence, but it would certainly be a backward step to cease to register and to inspect.

Purpose – This chapter explores the work of one expert seventh-grade science teacher, Ann, as she used the gradual release of responsibility (GRR) to develop students’ knowledge and use of science language and conceptual knowledge. Ann’s use of scaffolds such as thoughtful definition, classroom discussion, and writing frameworks is explored, as well as her methods of incorporating language into science inquiry, and the evidence she gathered as proof of learning. Her instructional decision-making and specific instructional actions are analyzed to describe the ways she gradually guided students from heavily scaffolded learning opportunities, through guided practice with extensive modeling, and ultimately to independent and accurate use of science language and conceptual knowledge in spoken and written discourse.

Design/methodology/approach – In a researcher/teacher partnership modeled on the practice embedded educational research (PEER) framework (Snow, 2015) the author worked with Ann over four school years, collecting data that included interviews, Ann’s teaching journal, student artifacts, and vocabulary pre/post-assessments. The initial task of the partnership was review of science standards and curricular documents and analysis of disciplinary language in seventh-grade science in order to construct a classroom science vocabulary assessment that incorporated a scaffolded format to build incremental knowledge of science words. Results of 126 students’ pre/post scores on the vocabulary assessment were analyzed using quantitative methods, and interviews and the teaching journal were analyzed using qualitative techniques. Student artifacts support and triangulate the quantitative and qualitative analyses.

Findings – Analysis of students’ pre/post-scores on the vocabulary assessment supported the incremental nature of vocabulary learning and the value of a scaffolded assessment. Improvement in ability to choose a one-word definition and choose a sentence-length definition had significant and positive effect on students’ ability to write a sentence using a focus science word correctly to demonstrate science conceptual knowledge. Female students performed just as well as male students: a finding that differs from other vocabulary intervention research. Additionally, Ann’s use of scaffolded, collaborative methods during classroom discussion and writing led to improved student knowledge of science language and the concepts it labels, as evident in students’ responses during discussion and their writing in science inquiry reports and science journals.

Research limitations – These data were collected from students in one science teacher’s classroom, limiting generalization. However, the expertise of this teacher renders her judgments useful to other teachers and teacher trainers, despite the limited context of this research.

Practical implications – Science knowledge is enhanced when language and science inquiry coexist, but the language of science often presents a barrier to learning science, and there are significant student achievement gaps in science learning across race, ethnicity, and gender. Researchers have described ways to make explicit connections between science language, concepts, and knowledge, transcending the gaps and leveling the playing field for all students. Analysis of Ann’s teaching practice, drawn from four years of teacher and student data, provides specific and practical ways of doing this in a real science classroom. Scaffolding, modeling, and co-construction of learning are key.

Originality/value of paper – This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.

A business analyst at Mead Corporation had just begun the process of estimating Mead's cost of capital for the fourth quarter of 1990. As part of her analysis, she hoped to explain why the cost of equity had increased and recommend whether the company should consider the increase a problem.

A Wall Street Journal article states, “At PepsiCo, Inc., cola was king, but it is quietly being dethroned.” PepsiCo is composed of three lines of business: soft drinks, restaurants, and snack foods. Using data from comparable pure-play companies, the student is asked to compute divisional costs of capital and see if they can be reconciled with the company's reported cost of capital, 11%.