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Individuals with special needs encounter multidimensional experiences in identification, assessment, labeling/categorization, placement, and instruction/intervention. These experiences call for multidimensional strategies that require different educational practitioners and professionals. These individuals must bring with them different ideas on how to remediate problems experienced by children and youth with special needs. Sometimes, in dealing with these issues, we forget that collaboration, consultation, and cooperation (the 3Cs) are keys. To advance these 3Cs, the Comprehensive Support Model (CSM) must be at work. Based on the CSM, students, families, school personnel, communities, and government agencies must work together to maximize the fullest potential of all students, including those with special needs.

Worldwide economic decline, rampant inflation, floating exchange rates and the rise of the Pacific Rim countries mean that businesses in the Western World must adopt a different strategy.

SEPTEMBER, by a traditional impulse, has always represented to some minds the beginning of the most active period in the library year. This year the month that sees the close of the holiday season, the shortening day and lengthening evening, holds fairer promises and greater difficulties than any in the past six years or perhaps in the past twenty‐five. It sees large programmes in prospect but many fences to be surmounted and, if the physicists are right, the beginning of a new era. It is doubtful if, in so short a space of time as that which has elapsed since we last wrote, so many important events have occurred. The entirely new political alignment may have its effects on our post‐war policy. We hope the library will never again be the protege of a political party because that means that it becomes thereby the target of the opposition—as was the case when in London a change of party in local government brought about the wreck for a generation of at least one library service which had the misfortune to have been initiated by the other party. We have however, no immediate apprehensions about public libraries in present circumstances.

THE beginning of a new volume is always a matter of concern both to its Editor and to its Readers. It is usual to be able to forecast some programme of work or at least policy, for the year then opening. At the moment what is usual is not here; we have the cessation of actual battle in Europe, it is true; but we are as involved in Asia as we have ever been and, in spite of the optimists, the end is not in view. It would be well, too, for us always to realize that while there is no battle here, there is conflict with disease, want, misery and homelessness on a scale never approached before. It is certain only that men of goodwill, amongst whom librarians hope they are numbered, are awake to the situation and anxious to help. Thus, in our pages we shall endeavour to keep open minds and ideas adapted to our changing world before our readers.

The rapid globalization of modern business and the multicultural nature of its workforce pose major challenges for leadership and human resource management in 1990s. One important area that is yet to be fully explored is the managing of conflict in a multicultural organization where values, orientations, preferences, and attitudes differ significantly among the members. This paper explores the implications of cultural differences for managerial intervention in conflicts between subordinates in organizations using Hofstede's four‐dimensional framework.

This article examines efforts of late nineteenth century educational reformers in Boston, Massachusetts (USA), to meet the pedagogical needs of an industrial age by balancing manual work and intellectual activity. Led by Swedish educator Gustaf Larsson and Boston philanthropist Pauline Agassiz Shaw, they employed traditional Swedish wood handcrafts (slojd, or ‘sloyd’ in English) to teach theoretical academic subjects and foster individualised learning. The reformers hoped to create, for students in kindergarten through to twelfth grade, a progression of manual work to parallel intellectual activities in the curriculum. That task became difficult as tool work moved from wood to steel, machines replaced hand tools, and artistic handcraft fell victim to efficient production. The school failed to sustain itself following the deaths of Shaw and Larsson. Today sloyd is credited as being a forerunner of technology education as well as an important influence on arts education in the United States.

This research illustrates a methodology to segment industrial markets on the basis of corporate culture. The consumer marketing segmentation technique based on psychological profiles is adapted and applied to the corporate purchase of a financial service. The methodology provides industrial marketers with a new way to view major corporate purchases and to segment the entrenched marketplace for increased penetration.