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THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

THE Fifty‐First Conference of the Library Association takes place in the most modern type of British town. Blackpool is a typical growth of the past fifty years or so, rising from the greater value placed upon the recreations of the people in recent decades. It has the name of the pleasure city of the north, a huge caravansary into which the large industrial cities empty themselves at the holiday seasons. But Blackpool is more than that; it is a town with a vibrating local life of its own; it has its intellectual side even if the casual visitor does not always see it as readily as he does the attractions of the front. A week can be spent profitably there even by the mere intellectualist.

A VERY interesting winter lies ahead for all students and other librarians; for, we suppose, almost immediately attempts will be made to harmonize the practice of the Library Association with the expressed wishes of its last Annual Meeting. We publish some notes in Letters on Our Affairs on the crisis, if it may be so called, but we would add such voice as we have to that of those who plead for moderation. Violent changes are rarely justified, and violent expressions still less rarely, and as there appears to be now a disposition to bury hatchets and to get to work we hope that every advantage will be taken of it.

THIS issue opens the new volume of THE LIBRARY WORLD and it is natural that we should pause to glance at the long road we have travelled. For over forty years our pages have been open to the most progressive and practical facts, theories and methods of librarianship; our contributors have included almost every librarian who has held an important office; and we have always welcomed the work of younger, untried men who seemed to have promise— many of whom have indeed fulfilled it. In the strain and stress of the First World War we maintained interest and forwarded the revisions in library methods which adapted them to the after‐war order. Today we have similar, even severer, problems before us, and we hope to repeat the service we were then able to give. In this we trust that librarians, who have always regarded THE LIBRARY WORLD with affection, will continue to support us and be not tempted because of temporary stringency, to make a victim of a journal which has given so long and so independent a service.

LUBRICANTS capable of lubricating mechanisms intended for use in present and future missile satellite systems and spacecraft must provide long‐time operational reliability under a variety of earth and space environmental and operational conditions. For example, the lubricants will be exposed to conditions attendant to ground activities; to short‐time operations during the launch, ascent and re‐entry and to extended operations in orbit. Ground operations include exposure to test and check out procedures, handling and transportation, exposure to elements and to possible fuel or oxidizer spillage. Under launch, ascent, and re‐entry, the effects of heavy shock, severe vibration, high and low temperature, and possibly fuel and oxidizer exposure, may be expected. When in orbit, the lubricant must still provide satisfactory lubrication despite the effects of ultra‐high vacuum, zero gravity, temperature extremes, and radiation exposure. Add to these requirements the compatibility factor and some idea of the demands placed on aerospace lubricants may tend to take form. It is unlikely that any one lubricant, even of the solid film type will be applicable to all these conditions; therefore, it appears quite likely that the solid film will be individually tailored to each specific application. As will be noted further that the Denver Division of the Martin Company allows the use of three distinct type solid film dry lubricants. It is expected that more will be added when environmental testing proves reliable under a specific set of requirements.

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

In this chapter, two studies are presented that describe ways to promote student engagement in and out of the classroom. The in-class study was conducted with psychology students at the University of Nebraska at Kearney (UNK). The Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) was used to measure student engagement. Study 2 examined the extent to which four high-impact educational practices promoted student engagement. Undergraduate UNK students who had participated in undergraduate research, learning communities, service learning, or internships were surveyed.

The results of the first study indicated that instructors can promote engagement by how the structure of the classroom (discussion classes), individuation (knowing student names and keeping class sizes small), and teacher support in the form of being responsive to student questions, encouraging students to seek assistance, and assigning effective aids to learning. The second study indicated that undergraduate research and internships were more engaging than service learning or learning communities.

These results suggest practical methods for meeting a variety of student needs, including their need for relatedness — by encouraging them to seek assistance and knowing their names, competence — by assigning effective learning aids and autonomy — by encouraging intrinsically motivating activities.

THE JET AGE of today and the Space Age of tomorrow would not be possible without the recent developments in specialised lubricants that have increased the capabilities of fluids, greases, solid films, plastics, ceramics and other specialised lubricating agents. The present and potential use in aeronautical and astronautical flight have imposed and will continue to levy requirements upon lubricants that were beyond the vision or imagination of the lubrication expert of a decade ago. This article does not intend to create the illusion that all our problems have been solved. Rather, it is intended to present the new concepts and capabilities of some of the present products and the potential of the new developments on the basis of knowledge gained through both actual use and through research and development efforts.

WHEN WE CONSIDER that about fifty per cent of all energy produced in the world today is lost through undesirable friction it is easily understandable that millions of dollars annually could be saved by industry through well‐organised lubrication practices. In the aerospace industry, the so‐called “austerity program” is forcing management to review costs again and again. The squeeze on profits plus the increasingly tough competition has sparked investigations into almost every area where more economical practices, without risking harm to some vital function such as quality, service or reliability, could be accomplished. Plant lubrication is one of these areas under scrutiny. This is only one place among the many to save money, but it is a very important one. For some unexplainable reason it is natural for management to assume that lubrication routines are satisfactory and unless a production crisis occurs—one that might be traceable to lubrication—the emphasis is usually on getting things running again, rather than to find time to evaluate the benefits of a properly managed lubrication program.

IN the Coventry tragedy, the central (Gulson) library was destroyed. Although not a library of the largest size, it was a considerable one, built up with the greatest skill, foresight and devotion by at least four of the best librarians of modern times, backed by a good committee for a generation. Three of these librarians have since commanded the largest municipal libraries of Great Britain.