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5 days. Demetric exhibited no apparent problems after delivery and went home from the hospital with his mother on schedule. At his 6-month checkup, however, initial lead screening revealed an elevated concentration in his blood (37 g/dl). The lead concentration in Ms. Young s blood was also assessed and found to be abnormally high as well. The level of lead in Demetric s blood was monitored periodically by the Health Department from 9 months (46 g/dl) until a normal level was obtained at 29 months (5.7 g/dl). Demetric attained his early developmental motor milestones within normal limits, with walking occurring at 12 months of age. In contrast, developmental language milestones were delayed signi cantly. Demetric s language skills primarily consisted of babbling until age 3. Demetric s mother was concerned about his speech when he turned 2 years old and was not saying words like other children his age. As a result, at 2 years of age, he was evaluated by a speech and language pathologist, who diagnosed a severe expressive and receptive language delay; he began receiving group language therapy shortly thereafter. Subsequently, Demetric was evaluated by an occupational therapist, who recommended that Demetric participate in an occupational/speech therapy group two times a week for 90-minute sessions to address delays in the areas of gross motor, personal/ social, and speech/language skills. Demetric was reevaluated by the speech and language pathologist at age 3 and exhibited a severe receptive language delay and a moderate to severe expressive language delay. Subsequent evaluations at age 4 revealed similar ndings. Demetric nally began speaking in complete sentences at age 5. Aside from the usual childhood illnesses and the elevated lead levels, Demetric s past medical history was not signi cant, and currently he is in good health.

Walter should undergo occupational therapy evaluation in order to determine if he would bene t from therapy at school focused on minimizing the impact of his ne motor dif culty in the classroom Accommodations will be necessary to enhance Walter s ability to succeed in the classroom, including preferential seating away from bulletin boards, doorways, windows, or other students, if necessary, where excessive stimuli might prove distracting Instruction should be provided in small-group settings whenever possible, and efforts should be made to redirect his attention Given his ADHD, a reduction in the amount, but not the dif culty level, of assignments may assist Walter in completing classroom tasks and homework in a timely manner Moreover, whenever possible, he should be given additional time to complete assignments Tests should be in multiple-choice/matching/short-answer formats instead of an essay format and should be administered individually/orally, with additional time provided when necessary.

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recipes (Miyazaki, 1994) Davenport and Prusak (1998: 17) de ne knowledge as a tangible resource which can be mobilized to obtain a competitive advantage Dixon (2000) de nes it as a resource which the members of an organization must share, although she does not indicate or discuss why workers would have reason to do so In this cultural climate and within a discipline mainly concerned with the economic value of knowledge, it rapidly becomes not only objecti ed but also commodi ed: objectively de nable commodities that can be used to create competitive advantage as Empson puts it (Empson, 2001: 812) Knowledge and competencies become resources, commodities or goods which can be stored, transferred and reused, which produce wealth and are used as and when needed.

Kalling and Styhre (2003: 25) argue that the term knowledge management is an oxymoron, since knowledge is processual and uid, while management is aimed at control and order A similar case was previously made by Weick and Westley (1996: 440): to learn is to disorganize and increase variety To organize is to forget and reduce variety The theoretical assumptions of the KM literature have been criticized on several grounds These are now summarized because the rest of this book will not deal with the said literature any further: it has a simplistic and objectifying view of both knowledge and how it can be managed it shows scant interest in exploring the relation between knowledge and power a large part of the KM literature adopts an IT-based approach which treats knowledge as information.

Walter also will bene t from the use of graph paper or different color highlighter pens to maintain place value when doing written calculation, having an outline of the steps necessary to complete multistep math problems available for reference, and the use of computer programs to solidify basic math facts Finally, as Walter progresses through school, he should be allowed and encouraged to use various compensatory devices, such as textbooks on tape/reading pen, a calculator to check written calculation, and a computer with word processing capability if necessary..

it assumes that there is a linear relation between knowledge and action, without considering that knowledge extends beyond what is useful or strictly instrumental These criticisms can be tempered by pointing out that when a new research topic arises, especially in management studies, the normative and prescriptive approach often prevails over the analytical and critical oneThe criticisms brought against KM in an attempt to extend its range of application has been well expressed by Knorr-Cetina (1997: 8):.

where 1 is the phase of 1 . Rs , the real part of Zs , can be written, from Eq. (31), as Rs = Re Zs = Re R0 = R0 1 + 1 1 1 = R0 Re

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