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The various authorities concerned with food safety and the arrangements for detection and withdrawal of food which is hazardous to health are discussed. Suspect food can be removed from sale and from catering establishments rapidly thanks to the warning system organised by the Department of Health.

The conventional method of removing suspended solids from the soluble oil emulsion coolants used in aluminium rolling mills is by allowing the coolant to settle in large holding tanks and in some cases subsequently straining the coolant through metal gauze or paper media. This treatment removes suspended solids in the size range 5–50 microns, depending on the media employed. Filtration in the region of 5 microns using these methods only provides a very low efficiency filtration.

May 23, 1968 Redundancy — Dismissal — “Work of a particular kind at the place where … so employed” — Complex of factories — Employer's contractual right to transfer employees to other jobs — Closure of particular plant and erection of new plant using fewer employees — Unavailability of work at closed plant to employee after 10 years — Process worker — No redundancy of process workers at same factory complex — Employee's refusal of transfer to any job offered to him — Whether subsequent dismissal “by reason of redundancy” — Redundancy Payments Act, 1965 (c.62), s. 1(1)(a). 1(2)(b).

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Dr Parke emphasized the great variety of intelligence work, anything from a few reference books in a manager's office to a full‐grown section with a staff of two dozen or more, and from close attention to the detail of a single department to the whole interest of an entire works. It appeared that the officer (especially in a new post) had to take the field offered to him and try to cultivate it by friendly helpfulness and increasing knowledge, by developing in the factory the habit of using his section and by making the habit worth while. Aslib members and intelligence officers were well aware of this but it was their function to make it widely known. In this they had the encouragement of such authorities as Sir Edward Appleton, Sir Henry Tizard and the Lord President of the Council.

In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical challenges if they are to negotiate the established scholarly frameworks that resist principles of inclusion and threaten to displace and exclude the cultural knowledges, skills, and capitals of students of low SES backgrounds.

This chapter postulates a framework for productive disciplinary engagement that generates new spaces for “relational equity” (Boaler, 2008) between post-secondary institutions and outreach high schools and within diverse tertiary classrooms. It draws on three LINK learning modules designed to foster new ways of forming attachments and enhancing achievement in outreach contexts. In doing so, it describes an approach that seeks to open higher education institutions to multiple knowledges and ways of knowing (Gale & Mills, 2013) in the pursuit of what Jacques Rancière (1987, p. 2) calls “the minimal link of a thing in common.”

Increasing diversity in higher education (HE) – or widening participation (WP) – is now a concern worldwide (Billingham in this volume, Chapter 1; Bowes, Thomas, Peck, & Nathwani, 2013; Shah, Bennett, & Southgate, 2016). However, we all know that access to HE is not sufficient; access needs to be accompanied by success – staying on the course, gaining a good degree and securing graduate-level employment. In this chapter, it is argued that in order to equalise student outcomes a ‘whole institution approach’ (WIA) is required. Evidence is drawn from two studies (each led by the author): one focussing on improving student retention and success in HE, which concluded that a WIA is required (Thomas, Hill, O’ Mahony, & Yorke, 2017, pp. 133–135). The second commissioned by the Office for Fair Access to better understand a WIA to WP (Thomas, 2017). The chapter discusses three key findings: the importance of both cultural and structural change; the role of evidence and the need for a deliberate process of change. These findings are illustrated with examples.