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Most people involved with the management of commercial property have a fair working knowledge of Part II of the Landlord and Tenant Act 1954 which was subsequently amended by the Law of Property Act 1969. Although far from perfect, these statutes are generally accepted to be one of Parliament's more successful attempts to regulate the rights of landlords and tenants. And so they are, for the vast majority of relatively straightforward cases of lease expiry and renewal. Experience has shown, however, that in a minority of cases which fail to be dealt with under the procedures laid down by these statutes, intertwined with various facets of common law, that strange and possibly unfair results can emerge if the Property Manager does not think far enough ahead.

This chapter focuses on how leaders of learning and learners of leading are developed and prepared to address and advance powerful and equitable student learning. Discussion focuses on several areas identified in the literature as critical including: leading and learning in context (Knapp, Copland & Talbert, 2003); leaders’ response to changing expectations and learning agendas, and professional development of leaders of learning (Normore, 2004). Earlier research by Knapp, Copland, and Talbert (2003) and the socialization processes of leaders of learners (Browne-Ferrigno & Muth, 2004; Leithwood, Steinbach, & Begley, 1992; Normore, 2007, 2004) will serve as the foundation for several areas of action identified by these researchers including: establishing a focus on learning by persistently and publicly focusing leaders own attention and that of others on learning and teaching; professional and organizational socialization processes; what leading for learning looks like in practice (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007); professional development including pre-service preparation, field-based learning, and personal and professional formation (Daresh, 1997; Gross, 2009; Normore, 2004); and creating coherence by connecting student, professional, and system learning with one another and with learning goals (Knapp et al., 2003).

A “state-driven” approach suggests that colonists use census categories to rule. However, a “society-driven” approach suggests that this state-driven perspective confers too much power upon states. A third approach views census-taking and official categorization as a product of state–society interaction that depends upon: (a) the population's lay categories, (b) information intellectuals' ability to take up and transform these lay categories, and (c) the balance of power between social and state actors. We evaluate the above positions by analyzing official records, key texts, travelogues, and statistical memoirs from three key periods in India: Indus Valley civilization through classical Gupta rule (ca. 3300 BCE–700 CE), the “medieval” period (ca. 700–1700 CE), and East India Company (EIC) rule (1757–1857 CE), using historical narrative. We show that information gathering early in the first period was society driven; however, over time, a strong interactive pattern emerged. Scribes (information intellectuals) increased their social status and power (thus, shifting the balance of power) by drawing on caste categories (lay categories) and incorporating them into official information gathering. This intensification of interactive information gathering allowed the Mughals, the EIC, and finally British direct rule officials to collect large quantities of information. Our evidence thus suggests that the intensification of state–society interactions over time laid the groundwork for the success of the direct rule British censuses. It also suggests that any transformative effect of these censuses lay in this interactive pattern, not in the strength of the British colonial state.

Changes to government policy, deregulation and corporatization in New Zealand have influenced the number and status of women on boards of directors. Using company records, archival material and interviews, examines gender equity on boards of directors in New Zealand and compares the progress of women on the boards of corporate companies in the private sector with those on crown company boards in the public sector. While increasing numbers of New Zealand women are entering the business arena, they continue to be underrepresented in the boardrooms and there exists a clear disparity between gender representation on the boards of crown and corporate companies with women being disadvantaged in the private sector. Includes interview material from women who have successfully achieved directorships and examines the approaches they adopted. Outlines some positive steps to assist women in the bid for corporate directorship, but suggests that the challenge of changing corporate and societal attitudes remains.

Changes to government policy, deregulation and corporatization in New Zealand have influenced the number and status of women on boards of directors. Using company records, archival material and interviews, this paper seeks to examine gender equity on boards of directors in New Zealand and compare the progress of women on the boards of corporate companies in the private sector with those on crown company boards in the public sector.

The paper includes interview material from women who have successfully achieved directorships and examines the approaches they adopted. The paper uses company records and interviews to achieve this aim.

While increasing numbers of New Zealand women are entering the business arena, they continue to be underrepresented in the boardrooms and there exists a clear disparity between gender representation on the boards of crown and corporate companies with women being disadvantaged in the private sector.

The paper outlines some positive steps to assist women in the bid for corporate directorship, but suggests that the challenge of changing corporate and societal attitudes remains.

This article aims to reinterpret principal preparatory programs to also include the collective learning‐from‐success process (success‐based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality.

The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem‐based learning. Success‐based learning is then described, enumerating its potentials and pitfalls.

The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment.

The paper highlights the need to conceptualize and empirically investigate problem‐based learning and success‐based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders.

We understand that at the Annual Meeting of the Iron and Steel Institute it was decided to expel all the alien‐enemy members of that body. In commenting upon this action The Engineer observes that it is some time since the name of the German Emperor was removed from the list of honorary members of the Institution of Civil Engineers, but that up to the present time ordinary alien‐enemy members of this Institution have not been expelled. The same observation applies to the Institution of Mechanical Engineers.

The tensions of the Cold War focussed attention on the role that universities might play through their science and technology expertise and research. At the same time the United States needed to secure its allies as the threat of a new European war, and the actuality of the Korean War, developed in the late 1940s and 1950s. These pressures contributed to the Carnegie Corporation’s assessment that the time was ripe to send a ‘key man’ to Australia and New Zealand.

April 24, 1967 Master and Servant — Vicarious liability — Scope of employment — Customer's five ton vehicle blocking access to warehouse — Driver of fork lift truck's inability to gain access — Attempted removal of five ton lorry by driver of truck — Accident to fellow employee — Whether in course of employment — Liability of employers.