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The aim of this paper is to investigate the role of a large scale change approach, namely Reengineering, as a method of implementing change in the further education (FE) sector in Northern Ireland (NI). Case studies on 17 FE colleges in NI provided a valuable source of material on how a process‐based Reengineering project can be applied to an FE college. A comparative analysis of the key change issues facing FE colleges and the key elements of business process reengineering (BPR), revealed a commonality in key areas namely: customer focus – a key element of BPR and an imperative for the FE sector; an emphasis on designing and improving key business processes – a key element of BPR and a goal for FE colleges due to internal restructuring caused by incorporation; fundamental change – an essential key tenet of BPR and a key requirement in the FE sector; critical success factors – a key BPR implementation issue covering factors unique to the FE sector that must be addressed for the successful implementation of change.

Design-led events are known under a range of different titles such charrettes, participatory placemaking, co-design and enquiry by design. Rather than being standalone, such events form one single step in a multi-stage collaborative planning process. What comes after them has to be acknowledged as important to their effective contribution to collaborative planning. To date, no coherent body of empirical evidence on the aftermath of events has been published demonstrating critical factors that contribute to their success.

The paper’s significance resides in identifying an extended framework for the stages in the collaborative planning process and in highlighting critical issues for ensuring that the aspirations and concerns expressed by stakeholders throughout the process are acted on and delivered, namely, subsequent decision-making and delivery; follow-on support, resourcing and funding; the legal status of events and related governance issues; and appropriate monitoring and evaluation practices.

The paper provides guidance for professional and local stakeholders who are expected to carry the burden of acting on the outputs arising from such events. To be successful, collaborative planning has to be based on longitudinal stakeholder engagement – both long before but also after such events. It is here that the significance of the results reported here lie.

The originality of this paper lies in its attempt to broaden understanding of what happens in collaborative planning following design-led events, drawing on interviews with professional and lay participants in events held across Scotland over the past decade.

This conceptual paper aims to explore the possibility of human beings reaching a virtual form of immortality.

The paper is an investigation of the path from an early example of human knowledge to the birth of artificial intelligence (AI) and robots. A critical analysis of different point of views, from philosophers to scientists, is presented.

From ancient rock art paintings to the moon landing, human knowledge has made a huge progress to the point of creating robots resembling human features. While these humanoid robots can successfully undertake risky tasks, they also generate ethical issues for the society they interact with.

The paper is conceptual, and it does attempt to provide one theory by which human beings can achieve the dream of immortality. It is part of a work in progress on the use of AI and the issues related to the creation/use of humanoid robots in society.

This paper provides an overview of some of the key issues and themes impacting our modern society. Its originality resides in the linking of human knowledge to collective knowledge and then of collective mind to the hyper-collective mind. The idea of humans reaching immortality is burdened by the imperative need to define ethical guidelines for the field of AI and its uses.

IT IS AXIOMATIC that journals like WORK STUDY leave politics severely alone. This is but sensible: whichever you praise, you will most certainly offend some of your readers. They are a cross‐section of the population and how they think (or vote) is their own business. It is not ours to inquire, nor, most certainly not to condemn.

IN an address delivered recently before the members of the Library Assistants' Association, Mr. R. T. L. Parr, a Local Government Auditor, revived the suggestion that Public Libraries should be merged in the Education Authority. At first sight the suggestion seems reasonable. Public Libraries are a part and an important part, of the educational machinery of the country; a fact that the public are slow to acknowledge, if one can judge from the meagreness of the funds placed at the disposal of library authorities. Past efforts to increase generally the limited library rate of one penny in the pound have failed signally, while the unlimited general education rate has been rising steadily, without any great protests being made by rate‐payers. Why not, then, adopt Mr. Parr's suggestion, and drop all efforts to promote the new Libraries Bill, and instead favour an Education Bill, in which the necessary reforms for public libraries could be inserted? If this could be done without public libraries being placed under the control of the Board of Education, well and good, but, if not, it is advisable to pause and consider. For many years librarians have been endeavouring to organize their profession, and there is a great danger in the individuality of librarianship being swallowed up in general education. The work of the librarian is quite distinct from that of the teacher, and unless the librarian preserves his individuality he is lost. If public libraries are ever placed under the control of the Government, librarians would be well advised to see that they are specially administered on a professional basis, and not run by educationalists to whom the technique of librarianship is a thing unknown. An example of an attempt to combine librarianship with education is dealt with in the succeeding note. Apart from the idea of placing public libraries under the control of the Board of Education, a state of affairs that we do not recommend, librarians would do well to adopt Mr. Parr's hints, and talk more of the educational value of libraries, for it is in this direction that most influence can be brought to bear upon public thought.

First January 1973 will not only mark the beginning of a New Year but a year which history will mark as a truly momentous one, for this is the year that Britain, after centuries of absence, re‐enters the framework of Europe as one of the Member‐States of the enlarged European Community. This in itself must make for change on both sides; Britain is so different in outlook from the others, something they too realize and see as an acquisition of strength. There have been other and more limited forms of Continental union, mainly of sovereignty and royal descent. Large regions of France were for centuries under the English Crown and long after they were finally lost, the fleur de lis stayed on the royal coat of arms, until the Treaty of Amiens 1802, when Britain retired behind her sea curtain. The other Continental union was, of course, with Hanover; from here the Germanized descendants of the Stuarts on the female line returned to the throne of their ancestors. This union lasted until 1832 when rules of descent prevented a woman from reigning in Hanover. It is interesting to speculate how different history might have been if only the British Crown and the profits of Tudor and Stuart rule had been maintained in one part of central Europe. However, Britain disentangled herself and built up overwhelming sea power against a largely hostile Europe, of which it was never conceived she could ever be a part, but the wheel of chance turns half‐circle and now, this New Year, she enters into and is bound to a European Community by the Treaty of Rome with ties far stronger, the product of new politico‐economic structures evolved from necessity; in a union which cannot fail to change the whole course of history, especially for this country.