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The paper shows how access to knowledge can be enhanced by using a set of innovative approaches and technologies based on the semantic web.

Emerging trends in knowledge access are considered followed by a description of how ontologies and semantics can contribute. A set of tools is then presented which is based on semantic web technology. For each of these tools a detailed description of the approach is given together with an analysis of related and future work as appropriate.

The tools presented are at the prototype stage but can already show how knowledge access can be improved by allowing users to more precisely express what they are looking for and by presenting to them in a form that is appropriate to their current context.

The tools show promising results in improving access to knowledge which will be further evaluated within a practical setting. The tools will be integrated and trialled as part of case studies within the SEKT project. This will allow their usability and practical applicability to be measured.

Ontologies as a form of knowledge representation are increasing in importance. Knowledge management, and in particular knowledge access, will benefit from their widespread acceptance. The use of open standards and compatible tools in this area will be important to support interoperability and widespread access to disparate knowledge repositories.

The paper presents research in an emerging but increasingly important field, i.e. semantic web‐based knowledge technology. It describes how this technology can satisfy the demand for improved knowledge access, including providing knowledge delivery to users at the right time and in the correct form.

This paper focuses on the policy context that led to the development of the New Ways of Working in child and adolescent mental health services (NWW CAMHS) project and the future direction of change that is its legacy. NWW CAMHS represents a merging of policy and practice across what is sometimes a divide between adult and child services. In some aspects, CAMHS had already adopted what became known as a NWW in adult mental health with multidisciplinary teams characterised by dispersed patterns of responsibility and leadership. In other areas, particularly the involvement of service users and carers, CAMHS has been less forward‐thinking. There continues to be a significant workforce challenge for children's services and a risk that innovation and development will not be fully inclusive of the full range of service users' needs. It is important that the lessons learned from the national workforce programme are kept while the usual boundaries to development across services are broken down.

Current research suggests that increases in the number of women studying engineering and related courses have not been matched by a similar increase in women engineering professionals. This sug ests that although women are attracted to engineering, their experiences in higher education (HE) discourage them from pursuing their chosen career path. The paper explores whether the masculine culture of the engineering sector permeates the culture and curriculum in engineering HE, and if it does, what impact this has on women engineering students. This is achieved through semi‐structured, qualitative interviews with a range of female engineering students from both the pre and post 1992 university sectors. Findings indicate that while women are not deterred from pursuing their chosen engineering career, the culture and structure of the engineering education system has been designed for a male audience. This suggests that engineering HE does not benefit most female students to the same extent as male students. It is recommended that HE engineering must review its structure, culture, practices and curriculum if it is to retain female engineering graduates and to attract more women into the sector. This paper fulfils an identified gap in research on women in engineering and will be of interest to university engineering departments and faculties and the Engineering Council, as well as to those in the fields of social policy, education and equal opportunities.

We are living in turbulent and uncertain times and organizations need to struggle with these circumstances in order to achieve their goals. More than ever, resilience capacity is an added value that organizations need to build to respond to obstacles in these challenging times. Resilience is a capacity of individuals, teams, organizations, communities, even society, that make them to overcome setbacks (such crises, changes, or turbulences) in a way that they not only survive but emerge even stronger. Previous research on resilience at different range of settings and groups show that resilience is a capacity that can be trained or build up. Therefore, the goal of this chapter is to review the main lines of action available to organizations that want to foster resilience at work. The chapter will review theoretical research on workplace resilience, and empirical research that links Human Resources Management and workplace resilience. Aspects covered include the role that corporate social responsibility toward employees, career development or work–family balance have in developing resilience. The chapter closes with a discussion of some practical guidelines for HR managers and practitioners.

The multiple objective decision making problem arises when two or more non‐comparable objective functions are to be simultaneously optimised. There is a definite trend towards utilising interactive techniques for solving the multiple objective decision making problem. Interactive techniques allow the involvement of the DM throughout the decision process. In this paper we first provide a brief overview of multiple objective decision making, and then give a survey of literature dealing with interactive multiple objective decision making from 1965 to 1988.

This introductory chapter elaborates on the tricky issue of measurement in public sector financial reporting, which arises due to the particular features of the public sector when compared to the private sector. It provides a summary of the book chapters, highlighting the theoretical/practical frameworks used, methodologies and conclusions. Three themes are identified in the book, namely, (a) frameworks and methodologies; (b) measuring and reporting the elements in financial statements; and (c) heritage. This chapter identifies important avenues for further research.

Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.