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Both labour groups and the national press frequently justify demands for protection against industrial adjustment on the grounds that it leads to the destruction of communities and traditional ways of life, with a devastating effect on welfare. To justify this claim in the context of a Ricardian open‐economy model requires quite strong restrictions on worker preferences, but a plausible case can be made. Presents a model based on the attachment of workers to their socio‐cultural environment, and suggests some policy options for redressing trade‐induced inequities.

The purpose of this paper is to describe and evaluate a credit-bearing taught module in literature review skills (broadly conceived, to include literature search, avoidance of plagiarism, analysis, synthesis, writing literature reviews, formulation of research proposals). The module provides training in skills with high transferability to employment, other areas of education and research.

The structure of the module is informed by considerations from learning theory and instructional design. Training is by participation in tasks in an active learning framework (“learning-by-doing”). Students work both individually and in small work-groups, on tasks based on specially prepared reading sets. Tutorial presentations are followed by verbal and video feedback. Dedicated English language support is provided. The module is evaluated by analysing responses to an open-ended questionnaire.

Students respond very favourably to the module and are aware of the transferability of the skills they practice. However, there is no real evidence of the acquisition of meta-cognitive skills. There is demand for enhanced feedback, particularly verbal feedback.

The results of the evaluation and the instructional design of the module suggest many areas for experiments in pedagogy.

There is no other published account of extensive training in literature review skills that we have been able to find. The paper addresses a gap in both the provision of training and its dissemination.

The purpose of this paper is to investigate the changes in initial public offering (IPO) underpricing and short‐run performance following a regulatory reform (No. 54 [2002] China Securities Regulatory Commission (CSRC)) of the method of allocating IPO shares in China.

On 20 May 2002, the CSRC announced that IPO subscription and allotment would be based on the market value of investors' tradable shareholdings. Before the regulatory change, this was determined by the amount of funds used for subscription. The reform was intended to increase participation by both smaller and institutional investors. Based on a sample of 209 IPOs in the Shanghai A‐share market during the period 2001‐2003, the paper employs an event study methodology to examine the impact of this IPO regulatory reform.

The paper finds that the overall (pre‐ and post‐reform) average abnormal initial return of 116.94 per cent is lower than in earlier studies of Chinese IPOs but higher than in other markets. Post‐reform underpricing decreases by 42.27 per cent compared to pre‐reform levels. In the post‐listing aftermarket a pre‐reform upward trend of cumulative abnormal returns was reversed to become downward post‐reform. The results suggest that the regulatory change has encouraged well‐informed investors, consistent with Information Cascades and Bandwagon hypotheses. It also appears that the reform improved market efficiency and secondary market liquidity.

The findings shed light on the relationship between IPO costs, IPO pricing, market liquidity and market microstructure. They also have important implications for issuers, underwriters and in particular for policy markers.

The purpose of this paper is to provide an overview of the major provisions of the Dodd‐Frank Wall Street Reform and Consumer Protection Act passed by the US Congress and signed into law by President Obama on July 21, 2010.

This does not offer any empirical analysis of the new law given that it has just been adopted. The paper does provide discussion of the major provisions with some commentary on the arguments for an against each provision.

The new law represents the most sweeping changes in financial regulation and supervision in the USA since the Great Depression. The role of the Federal Government is greatly expanded in almost all aspects of the financial sector of the economy and will affect consumers, investors, and managers of financial service firms. Many feel that the effect of the law will be to adversely affect the competitive environment while others feel the additional regulation is necessary to prevent another financial crisis.

As the provisions of this law become more clear, much research will be needed to assess the true economic impact of the law and whether it is indeed providing the additional safeguards against a financial crisis.

This review of the new law offers a concise discussion of the major provisions of the recently passed law. This review is of value to those seeking an introduction to the law and its provisions and implications.

The health‐promoting school concept is a very promising framework which provides a comprehensive strategic approach to school health. Evidence suggests it is cost‐effective and will enhance the achievement of both educational and health goals. However, many barriers exist currently which are inhibiting its widespread adoption. Such barriers are related to resources; political issues; environmental contexts; administrative support; trained and skilled teachers; lack of understanding of the value of school health and the concept of the health‐promoting school. Teachers are fundamental to the success of developing a health‐promoting school. Evidence shows that there are priorities which need to be addressed in this area before schools can develop comprehensive and effective school health initiatives. Key among these are increased collegiality between teachers; ongoing and focused professional development; and embracing and implementing change within schools.

To highlight the challenges and identify options to improve school health evaluations.

This editorial draws on recent international and national meta‐evaluations and the experiences of the author.

A simple set of questions is needed for discussion between those commissioning evaluations and those conducting them to make school health evaluations more effective and relevant to stakeholders.

The paper identifies important steps which need to be considered in undertaking evaluations of school health interventions.

School sex education has the potential to evoke a range of personal and political reactions. While it is usually agreed that sexuality should be ‘done’ in school, few agree on the best way of ‘doing’ it. This article provides a personal account of the development of sex education at Shepparton South Technical School, Victoria, Australia from 1973‐1985. It is supported by interviews with the people involved in those events and archival materials, including media reports. It also documents the efforts of extreme right activists to discredit and stop programmes, and the State Liberal government’s attempt to formulate a policy on sex education. First I provide a general background to technical schools in Victoria in the 1970s followed by a discussion of Shepparton South Technical School specifically. I then discuss the development of the sex education (social biology) programme, the pivotal role of the Social Biology resource Centre, and the networks involved. I also describe the attacks on the programme in the late 1970s, and their origins and impact. I conclude with a discussion of the outcomes of this intense public scrutiny, and the demise of social biology and the secondary technical schools, the ‘techs’ in the 1980s.

Drawing on the author's multi‐method research on the viability of specific ecotherapy practitioner training and curriculum design, this paper debates how the use of ecotherapeutic approaches can provide a two‐pronged system to achieve both individual health (at micro level) and public and environment health outcomes (at macro level). The research sought the views of service users, practitioners and educationalists through use of interviews, focus groups, a nominal group, and an ethnographic case study group. This research raised other considerations: namely, that people seeking personal recovery also, through stewardship of green spaces, may achieve unanticipated social capital and natural capital outcomes and thereby meet current multi‐disciplinary policy targets. This added social value has not been previously considered as an important dimension in people's well‐being and recovery from ill health or social exclusion. Such outcomes emerge from the idea of green spaces becoming a ‘product’ delivered to the community by people whose pursuit of personal recovery also directly contributes to improved public mental health.