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This article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the historical sedimentation of racism that exists within special education organizational policies and practices. This sedimentation affects current and future organizational features that sustain historical, persistent and pernicious racial and ableist structures, relationships and outcomes.

By examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes. The pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs.

By examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes.

With clear outcomes that are responsive to all students, including those identified with dis/abilities, education leaders can make consequential shifts in access, opportunity and the distribution of social and intellectual capital throughout education.

The pernicious and sustaining structures and practices that have created unequal outcomes in our educational systems need strategic intervention, prevention and re-creation to create equitable supports and services programs.

The application of DisCrit to educational leadership practices offers an opportunity to frame leadership through a powerful equity lens.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

OUR readers need no apology from us for the attention given to Library Training in these pages. The amount of dissatisfaction with the present state of affairs, if it may be judged from the gossip and letters that reach us, is of some proportions. It is not to be supposed that complaints are necessarily justified. They may be made in the natural chagrin of disappointment by candidates who have failed. Alternatively, there may be reasons which have a disinterested origin. The record of passes and failures shows that in December there was a dêbacle in candidates in the subject of cataloguing, which at least merits thought. In earlier issues it has been suggested by our writers that examinations twice yearly encourage experiments in sitting. There has also been the suggestion that librarians place too much stress on qualifications for their juniors and urge them to struggle with subjects for which they cannot be ready. To pass in cataloguing a student must be able to catalogue anything from a novel to an academic thesis in Anglo‐Norman French on Phlogiston, supposing that to be possible!

I have been rather concerned recently to read of the growing number of bogus degrees available in this country. It is difficult to know just how many degree mills there are, as they tend to spring up overnight and disappear again, but the Department of Education estimates there are between 70 and 80 of them. Two years ago there were 30.

MR. R. A. Butler's remark about doubling our living standards within the next twenty‐five years has a secure place in contemporary political obiter dicta. It suffers from being the kind of comment that is remembered long after any qualifying context has been forgotten.

To describe the evolution of a content management system at the University of Maine Library that would function as a universal, extensible metadata repository, thereby eliminating the need to build separate databases for new digital collections, and facilitating both end‐user access and the management of electronic resources in an integrated technology environment.

Beginning with the development of a prototype system that mapped EAD encoded finding aids to a relational database, this paper discusses the evolution of this prototype into the design and implementation of a RDBMS (and continuing development of an object‐oriented database management systems (OODBMS) system) to actively manage digital objects and associated metadata. The key to the system design is metadata: extracting and mapping, transforming, and managing the processing of MARC‐based metadata into non‐MARC schemes to build digital collections. Other relevant CMS architecture issues discussed are the design of a functional bibliographic structure and utilities for metadata harvesting and indexing.

Provides information on the use of the Dublin Core Abstract Model and a flexible and adaptable collection‐centric approach in the overall CMS architecture as implemented on a non‐MARC RDBMS, and provides an explanation of the advantages of an object oriented database system over the complexity of evolving relational database tables.

A useful source for the development of an in‐house CMS, and a contribution to the growing body of literature about the transformation of MARC‐based metadata for database design.

This paper is a case study of actual work conducted at the University of Maine Library. The RDBMS manages digital collections; the OODBMS manages digital video and other multimedia resources.