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For many years zinc has been used for the protection and decoration of iron and steel sheet and manufactured goods; with the method of application taking into account such factors as service requirements, economics, and convenience of application. Among the most widely adopted methods have been galvanizing (immersion in molten zinc or zinc alloys), zinc spraying, peen plating, vapour diffusion (Sheradizing), and electroplating.

Social environments can be presented as complex systems that are continually changing their structures in a nonlinear fashion. However, this notion of complexity is commonly disregarded in the study of strategic interactions between competing actors. One of the major reasons for this is the inability to collect sufficient empirical data in order to adequately study decision making under dynamic circumstances. In order to cope with this problem an online simulator module is being developed. This module allows researchers to create interactive simulators that confront human subjects with virtual social environments designed by the researcher. Unlike previous simulator modules, this one provides a high degree of flexibility and imposes fewer restrictions on the simulated environment and the manner in which decisions can be made. Thus, the subjects operating this simulator can pursue multiple policies simultaneously rather than choosing between alternatives. They can make decisions in real time and receive feedbacks also at anytime, including delayed feedbacks. Decisions that are made can alter the environment, resulting in changing payoffs and the policies that are available. It is also possible to provide subjects operating the simulator with different formats for presenting information. Another significant feature is the capability to monitor when choices are made and what information is being analyzed and when it is being observed. In comparison to other simulator modules that have been developed in the past, this one is not based on an old simulation language but is completely newly programmed in a language designed for online interactions.

Suggests that, while quality systems and the measurement of quality in higher education are much discussed, there has been little focus on what quality organizations are actually like to work in. Quality systems generate a quality culture and this is what is at the heart of successful quality organizations. Examines organizational culture and indicates the main features of successful quality cultures appropriate to higher education. It links these with quality values and beliefs. These are expressed in terms of rites and rituals, myths and legends within the organization. Readers are invited to consider their own organizational culture by working through a specially designed exercise. They are asked how rewards and recognition can be made relevant to a quality culture and what will happen if some parts of HE fail to adopt a quality ethos in keeping with the values of higher education.

In keeping with the socio‐economic and cultural transformation that has placed newer demands on the educational system, in terms of greater responsibility and accountability and increased expectations by stakeholders, the system has been pressurized to shift its focus from one in quantitative expansion to one with emphasis on quality. Such shifts and changes are being witnessed not only in the developed countries, but also in the developing countries of the world. The education system, and more so the higher education system in particular, in an attempt to react to the demands and ever increasing pressures from its stakeholders, finds itself in a market‐oriented environment, with internal and external customers; wherein, “delighting the customer”, is the rule for survival in the long run. “Delighting the customer”, is the core message of total quality management (TQM) and, hence, there is a need to identify and apply the relevant concepts of TQM to each and every aspect of academic life; that is, to the teaching, learning and administrative activities. The paper is a theoretical attempt at conceptualizing TQM in education.

Presents the general thesis that absolute academic quality is something which must be sought after but, by its nature, can never be fully attained. Describes the quality‐assurance and quality‐control systems which operate within The Robert Gordon University, Aberdeen, and shows how these have recently been supplemented by the establishment of an internal quality audit team within the university, charged with the task of monitoring the quality of these existing quality systems. Describes the team′s first three audits – evaluating the university′s course appraisal system, evaluating its validation and review procedures, and evaluating the quality of its teaching. Then outlines the team′s future programme as currently envisaged, showing how this is designed to help the university to prepare for its first HEQC Audit, which is expected to take place around 1995‐1996. Finally, evaluates the success of RGU′s Internal Quality Audit Team, and argues that other higher education establishments might find it useful to establish similar “meta‐quality” systems.

Presents the case that in the 1990s further and higher education in the UK is facing unprecedented and increasing levels of market accountability precipitated by the legislative processes of Conservative administrations. Linked to their new responsibilities and freedoms (made possible by the 1988 and 1992 Education Acts), management in the newly incorporated institutions is becoming increasingly “business‐like”. The need for managers to justify their actions and demonstrate quality and effectiveness has never been greater. Hence the proliferation of league tables, performance indicators and the focus by audit units on measurement of an increasingly complex array of process and output statistics. The result has been a preoccupation with quality, among other issues, which is linked to performance appraisal and management techniques synonymous with the commercial sector of the economy. Points to the limitations of such models as TQM and of management‐driven approaches to quality which deprofessionalize, and proposes the need for a collegial model of organizations which accepts the central importance of interactive professionalism in assuring real quality of teaching and learning. Acknowledges the existence of common strategic drivers within the international and European arena and points to the need for quality assessment systems which overlay professional practice and serve to provide relevant information in a comparative international context.

Explores the concept of quality from the perspective of the learner as part of the learning process. Focuses on the centrality of the learner in identifying and working towards building‐in quality to the education and training process. Proposes that, rather than the retrospective approaches to evaluating quality, approaches should be developed which follow the life cycle of the learner. Sees recent curriculum innovations, including the development of modular schemes and proposed funding arrangements in further education, as means of facilitating this approach.

There is emerging evidence that leadership is an indispensable element in the process of initiating and sustaining the development of a quality culture in organizations. Such leadership is of particular importance to schools, where cultural, political and organizational factors make the management of quality problematic. For leaders to make decisions about the development of quality culture within their schools they require a thorough understanding of the theoretical basis of current approaches to quality management in education. In an effort to contribute to this theoretical understanding, considers the paradigm of total quality management (TQM) as a broad philosophy for the development of quality culture in schools. Describes how TQM is being identified increasingly as a viable paradigm for the development of a quality culture in school education and has been the focus for improvement efforts in individual schools internationally and in school districts, particularly in the USA.

This paper aims to explore the extent to which principles of recovery-oriented practice are evident in the published perspectives and experiences of health professionals and service users on seclusion in adult mental health services.

A systematic review informed by PRISMA guidelines was conducted, drawing from four databases, which were searched in August 2018 and August 2022. Only original empirical studies rated as having “major” relevance were included. Data were extracted from 31 studies and qualitatively synthesised through deductive analysis using recovery principles as themes.

There was limited evidence of perceptions of seclusion being being consistent with recovery principles, with greater evidence of perceptions that directly opposed them. Studies of service user perspectives highlighted this more often than staff perspectives. The findings highlight paradoxical relationships between care and control and conflicting rights and emphasise the need to openly acknowledge the complexity of seclusion and its interface with recovery.

This review was developed in line with international best practice and the protocol was registered. Using a search string with only three components maximised sensitivity during searches and minimised the risk of relevant literature being missed. Limitations include the focus on studies where the full text was published in English.

This review makes a unique contribution, highlighting that, to the best of the authors’ knowledge, no studies to date have explicitly explored the perspectives and experiences of staff and service users on the use of seclusion in the context of recovery-oriented practice. The findings are relevant to clinical practice, policy and future research, including amending procedures and practices to partially reconcile seclusion and recovery where the seclusion is deemed necessary.

Outlines a model for the development of quality systems in New South Wales schools. Also considers quality assurance as a means of auditing such a system and the role of leadership in the development of such systems. Looks into the nature of quality systems and international quality standards. Notes the problems and challenges inherent in the introduction of a quality system concept into schools and suggests further research to look into leadership factors and training required to support such an introduction.