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This paper addresses the paradox that five years after the implementation of the Financial Services Act and despite the apparent mandatory nature of the compliance officer's function, no clear detailed definition or description of the role has emerged. By tracing the origins of the office through the legislation and regulation, the paper suggests that the general perception of the function derives only from the common responsibilities. The difficulty of further refining this perception is demonstrated by reference to several company or employer‐specific constitutional and cultural constraints. The paper concludes that, despite the importance of establishing a detailed understanding of the compliance function, assessment of the compliance officer's role will continue to be based on those elements of the function which are common to all and exclude those aspects which are unique to particular companies or groups.

This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.

The purpose of this paper is to provide an overview of the context for strategies to overcome antimicrobial resistance in Australia, which may provide valuable learnings for other jurisdictions.

Non-systematic review of literature from websites of national, state and territory health departments and interviews with key stakeholders for Australian strategies to reduce antimicrobial resistance.

In July 2015 all states and territories in Australia adopted the National Antimicrobial Resistance Strategy 2015-2019, which is built on the World Health Organization policy package to combat antimicrobial resistance. This strategy represents “the collective, expert views of stakeholders on how best to combat antimicrobial resistance in Australia. It will also support global and regional efforts, recognising that no single country can manage the threat of antimicrobial resistance alone”. It combines quantitative and qualitative monitoring strategies with frameworks and guidelines to improve management of the use of antimicrobial resistant drugs. Prior to this, health services and states developed and implemented initiatives aimed at monitoring and improving prescribing practices. Development of the national strategy has encouraged and fostered debate within the Australian health system and a raft of new policy initiatives.

Surveillance strategies are in place to monitor impact and trends at jurisdictional and sector levels. However, actual impact on antimicrobial resistance and prescribing practices remains to be seen as existing initiatives are expanded and new initiatives implemented.

This overview of key Australian initiatives balancing quantitative and qualitative surveillance, accreditation, research, education, community awareness and price signals on antibiotic prescribing practices may be valuable to health systems in developing local strategies.

The authors provide an up to date overview of the context, strategies and aims of antimicrobial stewardship in Australia.

At a meeting of the Nutrition Panel of the Food Group of the Society of Chemical Industry, Dr. Joseph Needham, of the Biochemical Laboratory, University of Cambridge, speaking on “ The Biological Nature of the Egg,” pointed out what complex structures were the eggs of birds and other vertebrates. In fact the embryo, which is eventually to develop into the new animal, only occupies a very small space within the total egg. The remainder serves, in one way or another, to keep the organism alive until it is hatched. It is interesting to note that this is not the case in lower animals. The octopus in its egg is not supplied by its mother with enough copper but must obtain more for itself from the surrounding sea. Newts and frogs in their eggs also must to some extent look after themselves. Birds' eggs, however, represent a type of perfectly “closed box” structure which requires many ingenious devices in order to survive. One of these, through which the bird saves itself from being poisoned by its own by‐products, is the fact that the developing embryo does not excrete nitrogen as urea but in the form of uric acid which is more easily deposited as crystals.—Dr. Ethel M. Cruickshank, of the Department of Agriculture, Cambridge, who spoke on the “ Chemical Composition of the Egg,” pointed out that the hen was a physiological machine for turning raw materials into human foodstuffs. The amount of such human food which the hen could produce in a day depended on a number of factors, but to a large extent it was true to say that the bigger the hen the larger the egg. The number of eggs which a hen would lay in a year was a different matter, but an interesting point was the fact that high production had little or no detrimental effect on the quality of the eggs. In considering the composition of the egg one must divide it into three parts. The shell was principally made up of calcium carbonate, although small amounts of magnesium, phosphorus and organic matter were present. The white was composed of four different kinds of protein and could be divided into layers of thick and thin white. The proportion of thick to thin white influenced the culinary value of the egg. Together, the four proteins in the white contained the essential amino acids which made “ first class ” protein. Egg white contained minerals and also supplied valuable amounts of vitamin B. The yolk contained two proteins which were also shown to be of “ first class ” quality. Besides protein the yolk contained 30 to 32 per cent. of fat. Numerous minerals were present, including relatively rich amounts of easily assimilable iron. Vitamins A, D, B1 and B2 were also present. The anti‐rachitic vitamin D was of great significance in the diet. Dr. Cruickshank also discussed the factors in the diet of the hen which might give the yolk an unpleasant taste or a strange colour. Although the amount of fat, and hence the total food value of the egg, could only be influenced to a slight extent by the diet of the hen, the nature and flavour of the egg could be very strikingly altered by feeding mashes containing, for example, hemp seed or linseed oil. As regards vitamins, it was essential that plenty of these should be present in the diet of the hen in order that her egg might be of high nutritive value. As regards minerals, it was very well known that by feeding a hen a diet which was short of calcium a thin shell was obtained. However, the calcium content of the yolk and white were not affected. The amount of iodine in eggs was affected by the amount in the hens' food, although iron and copper appeared to be independent of the amount present in the diet.—Dr. S. K. Kon, of the National Institute for Research in Dairying, Reading, spoke on the nutritive importance of eggs in the diet. He stressed that eggs share with milk the ability to cover nutritive requirements during the period of rapid development. The vitamins, minerals and “ first class ” protein in eggs made them one of the protective foods. In particular, eggs supplemented very well the proteins present in cereals. Dr. Kon showed in detail how eggs contribute to the various factors of a good diet.—Dr. R. B. Haines, of the Low Temperature Research Station, Cambridge, spoke on the preservation of eggs. He showed how hens' eggs were in a state of rapid change. The aim of storage was to retard or stop this change and prevent the attack of outside agencies such as micro‐organisms. Although storage only affected the nutritive value of eggs to a very minor degree, any loss of palatability and cooking quality was a clear indication that certain slight chemical changes had taken place. Dr. Haines mentioned three methods for the large‐scale storage of eggs. The first was cold storage, the second, storage with the partial addition of CO2, and the third, full gas storage. For other purposes, drying or freezing could be used. Problems connected with the storage of eggs led to the consideration of questions of production and handling. For example, “ thick white ” was apparently due to the individual hen. Again, spoilage of eggs by the invasion of bacteria was influenced by the structure of the egg‐shell, which might vary greatly in successive eggs from the same hen or by the “ washing ” treatment which the eggs received. Among many other topics upon which Dr. Haines touched were “ swollen ” and “ flabby ” yolks due to loss of moisture, “ watery whites,” “ sunken ” and “ sided ” yolks due to chemical changes, and eggs with “ whiskers,” due to the growth of fungus on the shell.—Miss Mary Andross, of the West of Scotland College of Domestic Science, Glasgow, gave the final paper on the subject of “ The Cooking of Eggs.” Research in domestic science concerned itself with what effect such factors as temperature, time, rate of cooking, acidity, or the addition of salts, might have on the nutritive properties of eggs which were boiled, poached, fried, scrambled or made into omelets, custards, mayonaise, meringues, angel cakes, or sponge cakes. Another important factor which was the subject of scientific investigation was the effect of the age of the egg in relation to its cooking qualities. Miss Andross also discussed the waste of food value which might take place in different methods of cooking, and she concluded by discussing the effects which different treatments might have on the digestibility of the food.

The chapter tries to highlight the critical importance of values to leadership, and argues that the research design of the ‘social scientific’ mainstream is incommensurable with the language of the scientific discipline that studies values: moral philosophy. The chapter shows that (a) through goals and actions, ethics is a central aspect of leadership and (b) that ethics cannot be reinterpreted as being ‘value-neutral’. Therefore, ‘effective’ leadership must always be connected to a specific value set. After arguing that leadership cannot be meaningfully looked at without reference to virtue ethics, two case studies are used to demonstrate the relationship between the two. By looking at two prominent terrorist leaders, the chapter shows how values are at the heart of their visions and actions. There are at least two practical implications: the study of leadership, and leadership education, must be reconnected with moral philosophy. The chapter connects three hitherto unconnected topics: leadership, (virtue) ethics and terrorism, presenting new insights into especially leadership.

Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers teacher probation prior to 2002; the components of the Teacher Induction Scheme; allocation of induction year teachers; the Standard for Full Registration; support and professional learning and tensions in the scheme, namely mentors' dual support and assessment roles, the vulnerable position of induction year teachers and the role of universities in teacher induction. While there have been some minor changes to the Teacher Induction Scheme and the Flexible Route (originally called the Alternative Route) to Registration, there has not been an official review or overhaul since their introduction in 2002. Therefore, this chapter concludes with suggestions on possible future developments.

This chapter offers a description and analysis of teacher preparation in Scotland from the period after World War 1 to the end of the twentieth century. It traces the development of the sector from Training Centres responsible to Provincial and National Committees, through monotechnic Colleges of Education, to Faculties of Education within Universities. Among the topics covered are: political and economic pressures affecting the policy context; the drive to improve standards and raise the professional status of teachers; the influence of key policy documents, such as the 1965 Primary Memorandum; the degree of control exercised by the Scottish Education Department; the significance of shifts in language (e.g. training/education/professional learning). The 1960s are seen as a particularly important period when major structural changes were introduced in Scottish education (e.g. the establishment of the General Teaching Council and Central Committees reviewing particular aspects of the school curriculum): these impacted on the aims and content of courses designed to prepare trainee teachers for work in schools. Similarly, later reforms of curriculum and assessment (Standard Grade, 5–14, Higher Still) necessitated responses by the teacher education community. Throughout the chapter certain key themes recur: the relationship between colleges and universities; the variable scope for innovation at different points in the twentieth century; the differential provision for primary and secondary teachers, graduates and non-graduates, men and women; the relative importance of academic knowledge and pedagogic skills.

The history of Catholic Teacher Education is linked to the growth and development of Catholic schools that began in the early nineteenth century. The Catholic Church struggled to recruit enough certificated teachers and relied heavily on pupil teachers. This began to be resolved with the opening of Notre Dame College, Glasgow, in 1895 and St Margaret's College, Craiglockhart, in 1920. The two Colleges would merge into the national St Andrew's College in 1981. This national college would undertake a further merger with the University of Glasgow in 1999 to become part of the newly formed Faculty of Education, later School of Education. The School of Education continues to discharge the mission to prepare teachers for Catholic schools.

This introductory chapter provides an explanation for and overview of this edited collection, including a brief synopsis of the themes which are developed in its chapters. Themes include the contested site of teacher preparation, whether it should take place mainly at university or in schools and whether the emphasis should be on the academic discipline of education or on the practical elements of teaching. A second theme relates to the impact of education policy on teacher preparation; in particular, the devolution of powers from the UK Parliament and Government to the Scottish Parliament and the Scottish Executive (now Scottish Government). In this devolved context a new curriculum framework covering those aged 3–18 years, called Curriculum for Excellence, was introduced in 2010 and recently a Scottish solution to teacher shortages has been to create online and distance learning routes into teaching. A third recurring theme in the book is the review of all forms of teacher education led by the former Chief Inspector of schools, Graham Donaldson. This review resulted in a seminal report, ‘Teaching Scotland's Future’, and its 50 recommendations included many related to teacher preparation and induction. This collection also shines a light on some hitherto neglected areas of teacher preparation, including the Episcopalian Teacher Training College and the preparation for English Language teachers.

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.