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Before distribution managers can effectively manage customer service, they must be able to determine how sales respond to various levels of service. The potential for customer service to contribute to a company's sales is generally acknowledged and has received considerable attention in the literature over the past several years. Much of the work, however, has been of a theoretical nature. Empirical studies have been confined largely to analyses of data collected by surveys which measure respondents' opinions regarding varying levels of logistics service. Hence, conclusions are based on sales expectations or purchase intentions of sellers and buyers, respectively. It is not suggested that respondents would misrepresent their concern for service levels, but little work has been done to confirm the proposed sales‐service relationships through analysis of historical data. If expectations and/or intentions indeed become actions, the impact should be observable in sales patterns over time.

Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and function in technology rich environments. Addressing numeracy from the early years of learning, and across all areas of the education curriculum, is key to lifelong learning and quality of life. Being numerate, however, is more than mathematical knowledge; the language that underpins it heavily impacts how we become numerate. This chapter examines numeracy, or mathematical literacy, investigating how literacy can include, and exclude, students from opportunities to learn at school and beyond. This chapter will also examine how numeracy can be used to provide access to educational curricula and personalised goals for students with diverse learning needs in ways that many have ignored.

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction and to practice aligned with scientific evidence. It is hoped that technologies will advance practices in instruction, improve the uses of artificial intelligence in teacher training and teaching, and encourage the appropriate use of artificial reproduction to avoid disorders. Neuroscience, it is hoped, will yield more reliable and helpful classification of disorders, better and more useful imaging, and more effective treatment of a variety of emotional, behavioral, and academic problems. In law and policy, the authors hope the Supreme Court's Endrew case will result in greater focus on challenging, appropriate education. Law and policy should also encourage trauma sensitivity in education, make whole-school approaches to trauma sensitivity the priority, and avoid universal trauma screening. Students' and families' legitimate interests in confidentiality and data privacy should be protected in newly constructed information-sharing infrastructures.

Identifying students for intensive intervention (also referred to as Tier 3 supports) is most effective when implemented within a tiered system of support. Effective tiered systems include both academic and behavioral supports for identifying and serving students with varied needs. In this chapter, we review existing research, discuss current practice, and offer guidance for identifying students with intensive academic and/or behavioral needs.

In these days of jargon and slang, to the purist it must seem that little is described by its real name, that is, during conversation. Most people refer to the city as “the smoke” and the city‐dweller's pseudonym for the country is “out in the sticks”, which, of course, could mean that “the sticks” are kindling to a fire that has not been lit, with the city “smoke” as the end‐product of the fire that is burning up those who rush hither and thither in its bedlamite streets and ugly office blocks. The cottage, the church and inn no longer completely fill the lives of the villagers; they now have piped water supplies, electricity and telephones; deep freezers, colour television and cars; they have moved closer to the city standards of comfort and convenience without losing any of the enduring qualities which make them different. And the countryman is very different to the town‐dweller—in outlook, habit and countenance. Even the villager who works in the town and city, and nowadays there are many of them, would not change his home in the country for a flat or terrace house in a mean street, despite the long journeying to and fro. At one time, it had to be a special type of girl who chose a home in these rural settings, with few or perhaps no neighbours and no corner‐shop, but now more and more are realizing that life in a village is easier on the whole family.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

The importance of the market for corporate control as a disciplining device has received considerable research interest in recent years. Since the advent of event study methodology pioneered by Fama, Fisher, Jensen and Roll (1969), and the availability of machine readable returns data from the Center of Research on Security Prices, the effects of various control related corporate events have been well documented. Jensen and Ruback (1983) in their review of the empirical literature on the market for corporate control report that the findings in general support the hypothesis that outside takeover mechanisms do act efficiently to limit managerial departures from the objective of maximising the economic well‐being of its shareholders. They further point out that studies using the event study methodology cannot distinguish between the different sources of gains in the takeover process, namely those due to synergies, or those due to lack of efficient management in the acquired firm.

Reports of a number of countries imposing a limited ban on the use of D.D.T. have appeared from time to time in the B.F.J., but in the last few months, what was a trickle seems to have become an avalanche. In Canada, for example, relatively extensive restrictions apply from January 1st, permitting D.D.T. for insect control in only 12 agricultural crops, compared with 62 previously; there is a reduction of maximum levels for most fruits to 1 ppm. Its cumulative properties in fat are recognized and the present levels of 7 ppm in fat of cattle, sheep and pigs are to remain, but no trace is permitted in milk, butter, cheese, eggs, ice cream, other dairy products, nor potatoes. A U.S. Commission has advised that D.D.T. should be gradually phased out and completely banned in two years' time, followed by the Report of the Advisory Committee on Pesticides and Other Toxic Chemicals recommending withdrawal in Britain of some of the present uses of D.D.T. (also aldrin and dieldrin) on farm crops when an alternative becomes available. Further recommendations include an end to D.D.T. in paints, lacquers, oil‐based sprays and in dry cleaning; and the banning of small retail packs of D.D.T. and dieldrin for home use in connection with moth‐proofing or other insect control. The Report states that “domestic users are often unaware that using such packs involve the risk of contaminating prepared food immediately before it is eaten”.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.