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In March, Construction Minister Nick Raynsford officially launched the biggest and most ambitious concrete research programme in the world. The European Concrete Building Project involves the construction of four full‐scale concrete frame buildings at the BRE Large Building Test Facility at Cardington. The first of these, the in situ concrete building, is now nearing completion. Margo Cole’s article describes the background to this project.

The purpose of this paper is to provide excerpts of selected Financial Industry Regulatory Authority (FINRA) Regulatory Notices and Disciplinary Actions issued from January to March 2009 and a sample of disciplinary actions during that period.

The paper provides excerpts from FINRA Regulatory 09‐12, Auction Rate Securities; 09‐13, Threshold for Single Arbitrator Cases; 09‐14, Trading Ahead of Customer Limit Orders; 09‐17, Investigations and Formal Disciplinary Actions.

The SEC has defined reporting requirements for settlements of customer disputes involving auction rate securities, raised the threshold for single arbitrator cases to $100,000, approved alternative means for calculating minimum price‐improvement obligations that firms must provide to trade ahead of customer limit orders, and provided guidance on its enforcement process to improve transparency into its regulatory framework.

These are direct excerpts designed to provide a useful digest for the reader and an indication of regulatory trends. The FINRA staff is aware of this summary but has neither reviewed nor edited it. For further detail as well as other useful information, the reader should visit www.finra.org

This paper examines the hypotheses that the length and the depth of the Great Depression were a result of sticky prices or sticky nominal wages using panel data for industrialized and semi-industrialized countries. The results show that price stickiness, particularly, and wage stickiness were key propagating factors during the first years of the Depression. It is found that prices adjusted slowly to wages, particularly in manufacturing. Manufacturing wages are also found to adjust relatively slowly to innovations in prices, but unemployment exerted strong downward pressure on wage growth.

The purpose of this research is to show that upward mobility of female academics in regular selection procedures is evolving extremely slowly, especially in The Netherlands. This paper aims at a more profound understanding of professorial recruitment and selection procedures in relation to gender differences at Dutch universities.

This paper explores the recruitment of university professors as a gendered process and is mainly based on the analysis of selection committee reports between 1999‐2003 from six large Dutch universities (n=682).

The research findings give a clear indication of gender differences in selection and recruitment procedures. Although not in all disciplines, the paper observes a disparity in the percentages of male and female applicants who were successful in the selection procedure. There is no confirmation of the predicted relationship with the nature of the procedure (open/closed), but there is a correlation with the number of women on the committee.

As it was not possible to make any pronouncements about the quality of the applicants, a strict measurement of gender bias is not possible.

The results show that academic disciplines are gendered in a different way, requiring different measures at the institutional and individual levels.

This is the first paper on recruitment and selection procedures that takes into account disciplinary differences and factors such as the number of applicants for each professorship and the recruitment potential by gender.

This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on research-based effective practices in technological interventions for teaching specific academic skills, delivering content at the secondary level and using technology as a tool for assessment. The chapter concludes with a discussion on Universal Design for Learning and the promises this paradigm holds for educating not only students with special needs, but all learners. The chapter begins where parents and teachers typically begin: the consideration of technology.

School inclusion of students with disabilities in ordinary classes is a multidimensional phenomena that may be evaluated with respect to different dimensions: social acceptance, social interactions, and supports toward the student with disabilities, teachers’ and parents’ attitudes toward inclusion, and students’ mental representations of the peer with disabilities. The purpose of the present review is to present several methods for evaluating school inclusion: sociometric techniques, systematic observation, questionnaires, and student drawings. Additionally, an integrated use of these methods is presented to plan interventions to facilitate school integration.

Children's failure to develop proficiency in reading and writing continues to challenge educationalists, parents and carers. In this chapter we argue that the concept of dyslexia as an explanation for failure or as a starting point for intervention is fatally flawed. Our argument is that the concept is a socially constructed category with no scientific basis. Hence quasi-medical differential diagnosis is invalid and educationally divisive. We question this phenomenon that persists despite the protestations of Stanovich (1994, 2005) and others, through a brief survey of work in the fields of social categorisation, cognitive psychology and neuroscience. In summary our view is that whilst there are some ‘natural’ tendencies to categorise, with regard to literacy there is no identified objectively defined and unambiguous discontinuity between skilled and unskilled reader. There is, therefore, no support for the persistence of a distinctive category of dyslexia. Further, the notion of ‘dyslexia’ in itself does not support appropriate intervention.

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.

Reforms to teacher training in England, undertaken in the 1990s, significantly increased the proportion of time that student teachers spent in classrooms engaged in ‘on the job’ training. While this provides greater opportunity for students to develop practical knowledge, there is an inherent danger that an undue preoccupation with the development of ‘survival skills’ will reduce the fostering of broader and deeper understandings about the role of important historical, sociological and cultural factors upon children's motivation, behaviour and learning. This chapter draws upon a number of comparative international studies, particularly in Russia and the US, to illustrate the benefits of an ecosystemic analysis of human behaviour in which student behaviour is considered, not only in terms of everyday school-based practices, but also in relation to broader social, economic and historical factors.