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Warns computer users of the dangers they may face from the design faults that may be present in under‐tested software. Suggest that suppliers of software should be classified according to the level of maturity of the organization′s software development process. Explains the five proposed levels of maturity, providing an analogy for each stage which likens it to the stages in ability of a football team. Laments the current lack of commitment to testing among software developers.

In this article, I have traced the literature of marketing libraries and information services from 1970 to the present. This period immediately follows Kotler and Levy's introductory article in the Journal of Marketing (January 1969) which first suggested the idea of marketing nonprofit organizations. The use of the marketing concept for libraries and information services was an idea which did not appear until after that date. However, many articles on specific aspects of marketing, such as publicity and public relations, were published prior to 1970. These areas have been touched upon only briefly to show their connection with marketing.

Attempts to clarify and articulate the need to understand and search for indigenous perspectives of educational management. Notes that any understanding of an indigenous perspective requires a real understanding of the theoretical bases of the subject, and an understanding of the particular indigenous environment or setting. Argues that, in order to differentiate culture free and culture bound content in educational management, the core corpus of educational management theories, concepts and terminology have to be identified; the culture specific ways of knowing must be examined; and unique categories made identifiable. Uses the Malaysian experience as an example of the quest for an indigenous perspective of educational management.

This paper presents the findings of a survey of UK banks and building societies undertaken to understand management’s reasons behind their decisions about capital. The survey shows that: (a) firms use different approaches to form their views about “desired” capital; (b) the main factors explaining the level of a firm’s desired capital are financing the firm’s long‐term business strategy and FSA’s capital requirements; (c) actual capital usually exceeds firms’ desired capital; (d) a change in a firm’s individual capital requirements is likely to lead to a change in its desired capital in the medium term. The paper reflects the authors’ views and not the corporate views of the FSA.

The presence of heterogeneity in price stickiness has been previously shown to be the main determinant of the real effects of nominal shocks. The paper presents theoretical results that highlight the significance of labor mobility and intratemporal elasticity of substitution across sectors.

This paper explores output dynamics in a closed economy, relying on a New Keynesian model that accounts for heterogeneity in price stickiness across sectors.

The key finding from the analytical results is that changes in labor mobility and intratemporal elasticity of substitution across sectors have an equivalent impact on sectoral output when accounting for differences in price stickiness. The model is then calibrated for the US economy using data from the manufacturing and services sectors, providing validation for the analytical results.

Conventional models often assume either immediate labor reallocation across sectors following shocks or no labor mobility at all. Additionally, these models assume either strong complementarity in consumption or some degree of substitutability. This paper demonstrates the crucial role that labor reallocation and the elasticity of substitution across goods across sectors play in generating well-known economic outcomes.

Despite its stated intention to be independent, impartial and thorough, the 9-11 Commission was none of the three. The Commission was structurally compromised by bias-inducing connections to subjects of the investigation, and procedurally compromised, among other reasons, by (1) its failure to take up promising lines of inquiry and its failure to try to force the release of key documents that were closely guarded by the Bush administration, the FBI and various intelligence agencies; (2) its distortion of information about pre-9-11 military preparedness, foreknowledge of the attacks or attacks of like-kind; and (3) omissions of information related to the funding of the plot and the specific whereabouts of key officials on the morning of September 11, 2001.

These structural compromises and procedural failings converged to assure that the Commission would not challenge core elements of the “official story” of the 9-11 attacks. This failure was compounded by the Commission's desire to produce a final report that would read as a “historical narrative” rather than as an exhaustive set of findings on the critical unanswered questions that arose after the attacks. The Commission's unquestioning acceptance of the official narrative also meant that it missed a perhaps larger opportunity to challenge key myths associated with American exceptionalism. Thus, the 9-11 Commission ultimately functioned as an instrument of cultural hegemony, extending and deepening the official version of events under the guise of independence and impartiality.

Resource sharing is an important element in the national planning of library and information services to meet the needs of information, education and culture of the whole community at all levels. An overview of resource sharing practices is presented, with particular reference to the British scene. It is also argued that, with the approach of the Single Market in 1992, resource sharing should now be considered on a European scale. In conclusion, some problems associated with the practice of resource sharing are considered.

The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy.

The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews.

The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism.

The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.