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The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

This paper is an original look at dialogic assessment within the upper secondary sector.

The paper examines case law and statutory provisions related to lifting the corporate veil. The aim of the paper is to explore recent case law in order to determine whether courts have moved away from an overly restrictive approach when dealing with cases relating to the corporate personality. To offer a full account of the exceptions to the corporate personality doctrine, this paper also examines cases where the veil of incorporation is lifted due to a breach of a statutory provision.

The paper reviews recent case law and statutory provisions relating to lifting the corporate veil. The paper critically reviews the exceptions to the corporate personality doctrine which amount to lifting the corporate veil.

The paper finds that courts are more willing to lift the corporate veil compared to before. They have moved away from the restrictive approach and this is demonstrated by the tendency to find new exceptions to the corporate personality doctrine such as the interests of justice argument or lifting the veil in tort cases.

The paper offers an up-to-date assessment of the exceptions to the corporate personality doctrine and highlights the growing tendency to finding new ways of lifting the corporate veil.

Annual increases in the number of parenting referrals made to a learning disability team over a ten‐year period led to this audit. The increase in the number of these referrals highlights a growing need for services to support parents with learning disabilities, to ensure that children remain in the family home wherever possible. Previous research has identified several factors that may reduce a learning‐disabled parent's ability to parent his or her children effectively, including social and familial issues. This audit aimed to examine the relationship between parents' demographics and children's outcomes, specifically whether children were removed from the family home. Information was gathered from the files of both the learning disability team and social services, and involved all parenting referrals made to this team between 1994 and 2003. The findings of this audit suggest that the earlier services can become involved with parents, the better the outcomes for their children will be. If services do not become involved early on, the children are more likely to have developmental problems, and once child protection proceedings have begun there is a very high likelihood that children will be removed from the family home.

This study investigates the current practice of referrers with regard to consent to treatment of adult patients who have learning disabilities. It addresses specifically referrers' awareness of any guidelines on consent, whether they obtain consent before referral and, if so, whether and how they keep written records on gaining consent. Professionals who had referred an adult patient to the Community Team Learning Disability (CTLD) in Newcastle in the last two years were sent a postal questionnaire. The results of the questionnaire are being used to gain better understanding of present practice among referrers and to provide local guidelines on gaining consent in line with recommendations from the Department of Health.

There has been a steady trickle of press reports into cases of so‐called ‘grand corruption’. The scale of the wealth reported to have been acquired in such cases is staggering and can even threaten economic development and stability of whole countries. One can but contrast this wealth with the poverty of countries that have been the victims of corruption in such cases, namely the people of the countries in question. While there is nothing new about corruption the impression gained from press reports is that the problem of grand corruption is getting worse. Obviously it is difficult to know whether this really is the case as there is a complete and understandable absence of reliable data on the extent of the problem.

The purpose of this paper is to conduct an in‐depth quantitative and qualitative evaluation of a family‐based weight loss and healthy life style programme for clinically obese children in England.

The mixed method case study evaluation used included obtaining pre and post measurements of anthropometry and a range of attitude and behavioural attributes. The qualitative phase of the study involved in‐depth interviews and focus groups.

The programme is demanding and resource intensive and designed as an intervention for children needing most help with their weight. Participants included the families of five referred children (n=18 individuals) and the intervention team (n=7). All but one child had reduced BMI centiles at the end of the programme. There were also improvements to a number of self‐report aspects of healthy eating and levels of activity and quality of life, self‐esteem and levels of depression indicators. The qualitative evaluation generated a number of insightful data themes.

Limitations include the case study design and small sample numbers. Also weight loss is an important indicator of any weight management programme's success however the short length of time programme was run is a barrier to seeing any substantive changes in any of the participating children's weights.

The evaluation conducted gives insights into the positive aspects of the programme and can inform development of similar programmes.

There are few examples of in‐depth and comprehensive quantitative and qualitative approaches used to evaluate this type of intervention.

The purpose of this paper is to focus on details of strategies in classroom to inspire Chinese undergraduates to feel free in speaking English fluently and accurately without reliance on Chinese.

The paper is based on the practice of oral English in immersed-English class of seminars on current American issues for undergraduates in China

Strategies to teach class in English to Chinese undergraduates in immersed way: complete involvement motivate fully fair and transparent evaluation

It is hands-on experience of the author. It focusses on the real practice of the class.

The Department of Homeland Security (DHS) states in 2018 that safeguarding “civil liberties is critical” to their official duties. The Office for Civil Rights and Civil Liberties within DHS, as its website explains,

reviews and assesses complaints from the public in areas such as: physical or other abuse; discrimination based on race, ethnicity, national origin, religion, gender, sexual orientation, or disability; inappropriate conditions of confinement; infringements of free speech; violation of right to due process … and any other civil rights or civil liberties violation related to a Department program or activity.

My chapter tracks the centrality of deportability in shaping the civil liberties and rights that DHS is tasked with enforcing. Over the course of the twentieth century, people on US soil saw an expanding list of civil liberties and civil rights. Important scholarship concentrates on the role of the courts, state and federal governments, advocacy groups, social movements, and foreign policy driving these constitutional and cultural changes. For instance, the scholarship illustrates that coming out of World War I, the US Supreme Court ruled that the First Amendment did not protect something the Justices labeled “irresponsible speech.” The Supreme Court soon changed course, opening up an era ever since of more robust First Amendment rights. What has not been undertaken in the literature is an examination of the relationship of deportability to the sweep of civil liberties and civil rights. Starting in the second decade of the twentieth century, federal immigration policymakers began multiplying types of immigration statuses. A century later, among many others, there is the H2A status for temporary low-wage workers, the H2B for skilled labor, and permanent residents with green cards. The deportability of each status constrains access to certain liberties and rights. Thus, in 2016, when people from the Office for Civil Rights and Civil Liberties within DHS act, they are not enforcing a uniform body of rights and liberties that applies equally to citizens and immigrants, or even within the large category of immigrants. Instead, they do so within a complicated matrix of liberties and rights attenuated by deportability, which has been shaped by the history of the twentieth century.

The purpose of this paper is to advance a classification of satisfactory and unsatisfactory critical incidents of student-university relationships at German universities.

Using the Critical Incident Technique (CIT), this paper reports the results of an exploratory study of 15 tertiary education students at three German universities.

Participants perceive satisfaction and dissatisfaction stemming primarily from their courses of study, their interactions with faculty, and their perceptions of administrative and student services.

The sample was small, dominated by female participants, and the recollection of past events is assumed to be accurate.

University administrators should consider creating institutional environments that ensure the responsiveness and engagement of faculty, the assessment of student perceptions of their university experience, and the improvement of administrative and student services to aid the satisfaction of students.

The CIT method allows participants to express what matters most to them in their university experience rather than following researcher-generated questions, which tends to be the norm in traditional studies on the university student experience. Given that this study was conducted in Germany with German students, it highlights a different understanding of satisfaction that counters the dominant western-focused research on this topic.