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During a period which has witnessed considerable growth in the number of organisations which offer banking and associated services, one of the more notable developments has been the identification of the “personal” sector as an entity by the Clearing Banks. From a position which largely considered personal banking as down‐the‐banking‐market, the banks have done a rapid about‐turn by recognising the importance of this sector. To this end they have designed ranges of services which meet the needs of this sector and have developed specific marketing strategies.

People After acting as a section head in BLR&DD since the summer of 1984 John Burchell has been officially promoted to this post. His particular responsibilities include dissemination, user education and professional education. Sue Howley, BLR&DD project officer responsible for information policy, has been promoted to the post of Head of Central Services, Science Reference and Information Service (formerly Science Reference Library). Dr Richard Snelling, the project officer responsible for social science information, has transferred to Western Manuscripts in the British Library's Special Collections directorate.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

Spawton (1991) discusses consumer expectations and risk‐reduction strategies in the purchase of wines. Spawton (1991) refers to a four‐segment model of the market. These segments include Connoisseurs, Aspirational Drinkers, Beverage Wine Consumers and New Wine Drinkers. These segments were developed from the results of an exploratory qualitative study conducted by McKinna (1987). This study aims to empirically test and confirm the segments that the wine industry has taken for granted. There are four hypotheses relating to the confirmation of Spawton's (1991) segments.

In this chapter, I will outline the labels of giftedness and underachievement and present the theoretical debates surrounding these labels. A historicist examination of these labels follows, highlighting how the gifted underachievement (GUA) label emerges through the negation of “giftedness.” Subsequently, I explore the concept of GUA and its negative connotations, stemming from the positive valuation inherent in the term “giftedness” and its implications for what is considered “normal.” This chapter also reviews perspectives on shifting the focus away from the individual within the current paradigm of labeling giftedness and explores insights from systemic thinking and symbolic interactionism (SI). The conclusion underscores the necessity of a symbolic interactionist perspective to address the gaps in research on the labeling of giftedness and underachievement. Finally, I propose a generic definition that can be used in GUA research in the light of SI.

There has been a sustained interest over the past couple of decades in developing sophisticated leak detection techniques (LDTs) that are economical and reliable. Majority of current commercial LDTs are acoustics based and they are not equally suitable to all pipe materials and sizes. There is also limited knowledge on the comparative merits of such acoustics-based leak detection techniques (ALDTs). The purpose of this paper is to review six commercial ALDTs based on four decisive criteria and subsequently develop guidance for the optimal selection of an ALDT.

Numerous publications and field demonstration reports are reviewed for evaluating the performance of various ALDTs in this study to inform their optimal selection using an integrated multi-criteria decision analysis (MCDA) framework. The findings are validated using interviews of water utility experts.

The study approach and the findings will have a broad impact on the water utility industry by identifying a suite of suitable ALDTs for a range of typical application scenarios. The evaluated ALDTs include listening devices, noise loggers, leak-noise correlators, free-swimming acoustic, tethered acoustic, and acoustic emissions. The evaluation criteria include cost, reliability, access requirements, and the ability to quantify leakage severity. The guidance presented in this paper will support efficient decision making in water utility management to minimize pipeline leakage.

This study attempts to address the problem of severe dearth of performance data for pipeline inspection techniques. Performance data reported in the published literature on various ALDTs are appropriately aggregated and compared using a MCDA, while the uncertainty in performance data is addressed using the Monte Carlo simulation approach.

This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are studying at regional universities. Interviews with 69 successful students from low SES backgrounds and with 26 stakeholders experienced in supporting these students were carried out across six regional universities. The chapter focuses on one of the key findings to emerge from the study – the criticality of the technology use in facilitating the success of these particular equity group students. The ways in which the use of technology enables flexibility and facilitates connectedness for students are foregrounded as research-based strategies for improving practice within universities.