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Korean firms are in the process of transforming their human resource management (HRM) systems to compete effectively in the global market. Whereas the traditional HRM system emphasized group harmony and age norms, the “new HR policy” emphasizes a performance‐based system. Whether the new HR policy can achieve its objectives remains to be seen. This radical change from the traditional HRM system to a new one is likely to cause a variety of problems. Discusses, specifically, four potential problems in the case of Samsung.

Ineffective expatriate performance and premature returns have been found to relate primarily to an inability to adjust to the foreign environment rather than a lack of technical competence. Research has identified three dimensions of expatriate adjustment: adjustment to work, adjustment to interactions with people in the foreign country and general adjustment to the culture and living conditions. Five major factors that have been found to influence these dimensions of adjustment and research using these factors provides a framework to help international firms understand and take a more active role in facilitating expatriate adjustment.

ACCORDING to a pamphlet just issued by Mr. Thomas Greenwood, the total amount expended by Mr. Andrew Carnegie on the provision of Public Library, school, and other educational buildings is about £14,000,000 sterling. Some of this enormous amount has been devoted to the endowment of scholarships in universities, but the major part of it has been given for the purpose of enabling towns to erect library buildings. About £1,300,000 have been given to Scotland for this purpose, and probably about £50,000 to England, though this latter sum is being augmented almost daily. Mr. Carnegie's action in this matter is without precedent in the history of the world, and his extraordinary generosity and enthusiasm in this particular field of educational work deserves the heartiest recognition and applause from every section of the public. His work, so far as British libraries are concerned, is largely supplemental to the niggardly and short‐sighted policy of Parliament, which allows municipal authorities to establish Public Libraries, and raise funds which are barely sufficient in many cases to pay the gas bill and provide a few of the current magazines. Hence it follows that, in many cases, our libraries are housed in all kinds of temporary premises, from disused warehouses to prisons, churches, and market‐halls, where their utility is impaired by the complete unsuitability of their environment. Thus, about 75 per cent. of the British municipal libraries are administered under conditions which are desperate when compared with those of the United States. But worse even than the matter of equipment is that of efficient administration. Extraordinarily good work is accomplished, and great use is made of the books, in library premises which are a disgrace to the community which owns them, and to the Parliament which sanctions such makeshifts in the name of education; but this is owing more to luck in obtaining capable officers than the action of any systematic attempt to train competent staffs and improve methods of administration. Mr. Carnegie has done such a great work in making good the failure of the Legislature to provide adequately or the material side of Public Libraries, that it is not too much to suggest a practical method of making his valuable gifts even more valuable and effective. At present many of the Carnegie libraries are object‐lessons in what to avoid in library administration. They are staffed by untrained men, whose methods are the laughing‐stock of the more competent American librarians, whose opinions Mr. Carnegie is bound to respect in view of his belief in everything American. They are classified in a manner which would prove ruinous in any business run for profit, and catalogued in such a painfully bald manner as to reduce the whole method of book‐selection to the level of a lottery. We could name libraries in Scotland, which have been lavishly helped by Mr. Carnegie, which are doing greatly inferior work to little municipal libraries elsewhere, which are not even decently housed. They have not adopted a single modern or scientific method of doing anything, and they have been officered in a manner which will prevent any possibility of improvement for years to come. Other instances could be given of libraries housed in fine buildings which are simply libels on the aims and objects of modern librarianship, but enough has been said in a general way to show that something more is required to make Public Libraries efficient than good homes, or even a penny rate. How this could in part be accomplished, it is the purpose of this article to try and show.

MRS. — receives neither honourable nor other mention in annual reports, yet she cannot be unknown to every librarian. The assistant at the issue desk could probably give a very interesting account of her habits and instincts, of which he must perforce make a daily study. In a temple of literature issuing 100,000 volumes annually there will probably be twenty of her class, and each morning ten at least of “the old familiar faces” may be seen, apparently worshipping mystic, symbolic figures for awhile, and then offering and receiving gifts from the messenger of their goddess. From remarks passed by these devotees, we gather that they worship not Truth, but Fiction. Their saints are Miss Braddon, Mrs. Wood, Marie Corelli, and others. Many of their saints' good works are “not in,” “read long ago,” &c. Mrs. —'s reading may produce no apparent effect upon herself, but it has such an influence upon the tabulated results of Public Library work that it is worth while giving the matter some attention. It is most unfortunate that those judging the influence of a Public Library upon a community should rely solely upon the statistics usually given in annual reports. Pro and con may take the same statistics, and by most flawless logic each will prove the arguments of the other to be absurd, and in many cases it is done quite conscientiously; the conclusion arrived at quite depending upon the point of view. In this library issuing 100,000 volumes a year the percentage of fiction is, let us say, 60. Mrs. — comes at least every other day for a novel, and, as we may safely multiply Mrs. — by 20, we find she borrows 3,000 novels a year, or 3 per cent. Then, again, we never consider the many novels taken away and brought back next day because they were “not nice.” If there are 20 daily, we would now gladden the heart of the librarian by showing the percentage of fiction borrowed from his library to be 51, instead of 60. Should the issue in the class containing magazines and reviews be counted with fiction or not, certainly a large assortment of attractive magazines falsifies the record if not placed amongst fiction. Think of a classification which places in the same column—as is very frequent—the Strand Magazine and Mathew Arnold's “Essays”! Juvenile literature is surely fiction, and yet many reports totally ignore this fact, although it often amounts to 25 per cent. of the issues. For example, I find in the thirtieth Annual Report of the Borough of Tynemouth that the issue of fiction is 53 per cent. of a total issue of 85,625; but, if we take into account the 16,121 juvenile literature and 15,531 magazines and reviews, we will find the percentage of Fiction to have jumped up to 90 !

THE effective little conference of the London and Home Counties Branch of the Library Association at Brighton gave clear proof of the value of and desire for such gatherings. This experience, we are confident, will be understood by our Council and a national conference should be possible in 1946. At Brighton, amongst many good things, from the public lecture by Charles Morgan to the excellent symposium by the Service members, there was the important statement by Mr. Goldsack, Chairman of the National Book League and a well‐known publisher, on the state of British stocks of books. A census made by publishers and booksellers had revealed that some 50,000 basic books, which are required continuously by libraries, schools and the general reading world, are out‐of‐print. It may be recalled that forty years ago James Duff Brown asserted “of real, living works of literary and human interest, there are perhaps not more than 20,000 in the English language,” and if more than twice that number of books are unavailable the condition would seem to be parlous. Of course the quotation we have made is not acceptable today nor is the statement unqualified in the Berwick Sayers' editions of Brown's Manual, but Mr. Goldsack's figures give us furiously to think. We are bound to keep in every town and county a representative collection of books of every age and we do know that there is the insistent demand for current books; for some readers, indeed, this means current fiction; lacking that we are labelled as “useless” by the most vocal part of the community of readers.

We explore how absolute and relative incomes affect an individual's propensity to start a new business as a pure or hybrid entrepreneur. Using a sample of 12,686 individuals from the National Longitudinal Survey of Youth, 1979 cohort (NLSY79) in our empirical analyses, we find that individuals with high absolute income are generally less likely to engage in entrepreneurship. However, once absolute income is controlled, those with above-average relative income are more likely to become an entrepreneur, particularly in pure form as opposed to a hybrid one. Our findings provide more nuanced understanding on the differences between absolute and relative income levels influencing an individual's decision to become an entrepreneur, and if so, whether to engage in pure or hybrid form.

HARROGATE will be notable as the venue of the Conference in one or two ways that distinctive. The Association Year is now to begin on January 1st and not in September as heretofore; and, in consequence, there will be no election of president or of new council until the end of the year. The Association's annual election is to take place in November, and the advantages of this arrangement must be apparent to everyone who considers the matter. Until now the nominations have been sent out at a time when members have been scattered to all parts of the country on holiday, and committees of the Council have been elected often without the full consideration that could be given in the more suitable winter time. In the circumstances, at Harrogate the Chair will still be occupied by Sir Henry Miers, who has won from all librarians and those interested in libraries a fuller measure of admiration, if that were possible, than he possessed before he undertook the presidency. There will be no presidential address in the ordinary sense, although Sir Henry Miers will make a speech in the nature of an address from the Chair at one of the meetings. What is usually understood by the presidential address will be an inaugural address which it is hoped will be given by Lord Irwin. The new arrangement must bring about a new state of affairs in regard to the inaugural addresses. We take it that in future there will be what will be called a presidential address at the Annual Meeting nine months after the President takes office. He will certainly then be in the position to review the facts of his year with some knowledge of events; he may chronicle as well as prophesy.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.