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The 28th annual conference of Aslib, held at Nottingham University from 11th to 14th September, 1953, proved to be the largest that Aslib has so far organized. A list of those present is printed on pp. 254–260. Yet again Aslib was glad to be able to welcome a number of overseas guests and members, including Dr. and Mrs. Lancour and their small daughter from the U.S.A., Drs. and Mrs. van Dijk and Miss Rom from the Netherlands, Mr. M. S. Dandekar and Mr. J. V. Karandikar from India, Miss D. M. Leach from Canada, and Mrs. T. Collin from Norway. Mr. Walter A. Southern, a Fulbright scholar from the U.S.A. affiliated to Aslib during his year's study in the United Kingdom, represented the Special Libraries Association, and Mr. J. E. Holmstrom attended as an observer on behalf of Unesco.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

IN making the suggestion, as some of my friendly critics have done, that the classes Fine and Useful Arts should be restored, as in Dewey, they rather miss the humour of the situation. The Subject Classification is not an amended Dewey or Cutter, but a humble attempt at an entirely new system, designed to meet the needs of popular libraries. It is not even a classification of knowledge, but, as experience has proved, a very practical and simple rearrangement of the factors of knowledge as set forth and preserved in books. The scheme is not indebted to any other system for aught but suggestions of main classes; all the details of the tables having been worked out independently, without reference to any classification save the Adjustable. It will be manifest, on reflection, that it would be fatal for the compiler of a new system to allow himself to be fettered or influenced by the schedules of other authors. I am one of those who decline to believe in the value of standardization of ideas or practice, save to a small degree in certain mechanical matters, and it would therefore be foolish to follow in the same rut as certain predecessors, simply because a longer existence has to some extent established their findings as settled conventions.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This article examines the opportunities to create optimal conditions for individuals with autism, to work successfully within the contemporary workplace and improve their well-being. These opportunities arise from digital technology (DT) development, enabling the work environment to be remodeled by providing new possibilities and ways of working. The author discusses both technology-based as well as non-technological accommodations supporting overcoming the workplace challenges faced by employees with autism.

A qualitative research was conducted with the use of in-depth interviews with 21 individuals with expertise in the field.

Possible technology-based work environment modifications and non-technological managerial practices facilitating work integration and the long-term well-being of individuals with autism were proposed. These solutions address four main problems: (1) effective communication; (2) time management, task prioritizing, and organization of work; (3) stress management and emotion control; and (4) sensory sensitivity.

Proposed solutions include primarily the wide usage of electronic mediated forms of communicating based on non-direct and non-verbal contact; a flexible approach towards work organization; accurate stress monitoring systems; and an individualized approach toward office space arrangements limiting external stimuli.

All this could lead not only to an increase in employment in individuals on the autism spectrum but also influence the improvement of the job performance of already employed. Modifications introduced could improve the long-term well-being of all employees, both with autism and neurotypical ones.

Addresses the persistent tension that exists between centralized, as opposed to decentralized (devolved), structures of school governance. Examines the claims made in the literature for the positive benefits of devolution and conversely for its negative outcomes, and proposes some more realistic expectations. Focuses on the relationship between devolution and improved teaching and learning. Contributes to future research by providing a detailed analysis of the meaning of devolution and proposes a preliminary research paradigm with a special focus on the variables likely to have a direct effect on student learning outcomes. Calls for a co‐ordinated international programme of research into the effects of devolution under the leadership of the Commonwealth Council of Educational Administration