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Gallstone‐related illnesses are one of the most common reasons for emergency hospital admissions, often with serious complications. Standard treatment of uncomplicated gallstone‐disease is by laparoscopic cholecystectomy, which can be safely and cost‐effectively performed during a short hospital stay or as day‐case. This paper aims to evaluate the referral pattern of patients with gallstones, which treatment is given and whether patients admitted as emergency could have benefited from earlier elective referral. The management of these patients is examined in the context of payment by results to determine cost and potential savings.

The approach takens was prospective clinical audit and patient questionnaire in a district general hospital. Cost comparisons were made using secondary care income (NHS tariff) and estimated cost of hospitalisation, investigations and treatment.

Between May and July 2007, 114 patients were admitted with symptomatic gallstones, 62 (54.4 per cent) were emergencies. Cholecystectomy was performed in all 52 elective patients and performed or planned for 59/62 (95.2 per cent) emergencies. A total 17/62 emergencies (27.4 per cent) presented with complications of gallstones. 38/62 (61.3 per cent) had similar symptoms before, with 21/38 (55.3 per cent) diagnosed in primary care or by another hospital department. 11 (52.4 per cent) of these had not been referred for a surgical opinion; taking account of age, co‐morbidity and data acquired for elective admissions, the cost of their treatment could have been reduced by at least £16,194.

A large proportion of patients admitted with symptomatic biliary disease could have been referred earlier and electively. Such referral practice could improve the quality of care and reduce cost for the NHS both in primary and secondary care.

Peter J Attwood has been appointed area sales manager for Binks‐Bullows Ltd. In his new post Mr Attwood is responsible for sales of all areas of spray painting technology, extending from manual spray guns to large industrial spraybooths, high speed electrostatics and robot painting systems.

The handling of conflicts of interest has become an increasingly important concern for modern professional advisers, in particular lawyers, accountants, brokers and financial advisors. This concern has become exacerbated because of the convergence of a number of factors, namely the bureaucratisation of many areas of professional advisory work, the emergence of megafirms and large national and multi‐national partnerships dealing with this work, coupled with a customer base dominated by large corporations and governments. Indeed, it is the demand of these customers that partly accounts for the emergence of larger advisory firms. However, the outcome of this process has inevitably created severe conflicts of interest problems for such conglomerate professional practices and large advisory firms, problems that they have attempted to contain through the use of what has become commonly known as Chinese walls.

This paper seeks to consider the potential impact of new models of higher education, particularly those depending on open educational resources, using a systems thinking model to assess likely barriers and outcomes in a specific context.

The paper applies a systems thinking approach to considering the impact of open education models on higher education within the specific context of New Zealand.

The paper suggests that while open resources may be of benefit to individual learners, the complex systems of accreditation of qualifications and funding of higher education mean that substantive reductions in the cost of higher education are unlikely.

The internet has seen significant disruption to a number of existing industries, and it seems likely that higher education will also be subject to significant change. Open education is suggested as providing a model for more equitable, cost‐effective and democratic access to higher education, this paper suggests that the real situation is more complex and requires a wider engagement with the qualification systems and institutional behaviors that maintain the existing status quo.

This paper provides a contrarian perspective on a popular idea that is receiving wide support currently, framed within a specific system of higher education that illustrates the complex nature of educational change.

We explore the acceptance of new contingent work relationships in the United States to reveal an emergent entrepreneurial ideology. Our argument is that these new work relationships represent a new social order not situated in the conglomerates and labor unions of the past, but on a confluence of neo-liberalism and individual action situated in the discourse of entrepreneurialism, employability, and free agency. This new employment relationship, which arose during the economic and social disruptions in the 1970s, defines who belongs inside an organization (and can take part in its benefits) and who must properly remain outside to fend for themselves. More generally, the fusing of entrepreneurship with neo-liberalism has altered not only how we work and where we work but also what we believe is appropriate work and what rewards should accompany it.

The chapter presents emerging evidence on the development of the platform economy, paying particular attention to the motivations for entering platform work, the conditions of platform work, and the extent of social protections afforded platform workers. Debate thus far has tended to be highly speculative and lacking in grounded empirical analysis, with policy-makers in particular actively looking to regulate platform work on the basis of its novelty as a form of employment within the wider context of the decline of the “standard employment relationship.” The chapter explores such concerns through an analysis of European Union labor market data and a unique data-set of circa 1,200 online “click workers” across four established platforms. A novel contribution of the analysis is to differentiate between those that only work on platforms (work-dependent platform workers) and those that do such work in addition to another job. The analysis suggests that work-dependent platform workers are more likely to be differentiated by their motivations for doing such work than their experiences of job quality or access to social protections. However, the relationship between platform working and levels of social protection is complex, notably in terms of combined level of social protection and the contractual arrangement of additional job holders. This leaves us to conclude that policy initiatives designed to address gaps in social protections for platform workers would be more appropriately targeted toward problems of insecure work more broadly. Finally, a number of areas for future research are outlined.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study seeks to investigate value branding in the fashion context and young consumer perceptions of, and attitudes towards, supermarket value branded clothing with a view to identifying potential barriers to adoption.

A mixture of methodologies was employed using jeans as a product type during wearer trials and focus group discussions. Theoretical concepts underpinning the paper include value branding, consumer perceptions and attitudes and their effects on purchasing behaviour in the youth market.

The research indicated that value brands are likely to play an increasingly important role in the fashion market. The growth of the supermarkets' clothing sales indicates growing acceptance of value fashion amongst a variety of customer segments and not just the price‐conscious sector. When students had specific experience of value jeans, their attitudes were more positive about supermarket clothing, but there remain significant barriers to adoption amongst current non‐purchasers.

The exploratory research was carried out with a non‐probability sample and it is intended that this will be developed using an alternative methodology and a broader sample to provide statistical validity.

The outcomes indicate that, as perceptions related to fashion brands are well established by the age of the sample group, it will require that value fashion retailers develop an enhanced retail brand image to overcome selective distortion related to value brands.

The relationship between young consumers and value brands is an emerging and relevant area of research, given the current economic environment. The lack of contemporary literature and its potential value to fashion retailers warrant its investigation.

This chapter makes the case that school-related material and informally used content need to be considered equally important as complete, higher education (HE)-level courses when exploring how open education (OE) is used in practice. It provides a brief overview of several key HE and school-related OE projects, what they offer, their approximate reach and the significance of established brands, with short case studies of TES Connect, Khan Academy and TESSA. It also examines the evidence of impact on students, and how some of the projects counter criticism that they promote ‘closed’ forms of traditional, instructor-led education through blended and flipped teaching approaches or peer-led learning.

The purpose of the chapter is to explore how OE sites are used in practice by examining some of the key projects that provide free materials to students and teachers.

This chapter provides an overview of some of the biggest OE providers online, drawing particular attention to those that provide school-level material instead of just HE-level resources. It examines the motives of open education resources (OER) users, and provides mini case studies of a selection of HE-level and school-level projects. It also explores the reach and impact of the schemes, the significance of brand and the criticism that they simply provide a new form of ‘closed’ education. This provides a handy overview of key OE projects and an introduction to the significance of school-related projects. It should be a source of material of special interest to those involved in teacher training or development, or in OE from either a school or a university.

This chapter makes an original case for school teachers to have greater recognition in the discussion about OE, and reveals a finding from an international poll of more than a quarter of million teachers who use OE resources with their students.

Findings of this chapter indicate that the significance of school-level OE has been underestimated, given the extent of user-generated teaching material available and teachers’ powers to multiply the reach of a single downloaded resource to several classes of students.

The overview however is not exhaustive, and the author stresses the problematic nature of attempting to compare projects that deliver different kinds of content for different contexts.