Numerous theories concerning the etiology of hyperkinesis have been proposed in recent years, adding to the mystery of this syndrome. But, regardless of causation, the most outstanding symptom of hyperkinesis-hyperactivity-remains a problem for educators and parents. The most common treatment for hyperactivity has been the use of psychotropic drugs, and is seen by many as a panacea for resolving hyperactive behavior problems. The rationale for their use is that if drugs can help decrease the symptoms of hyperactivity and increase the benefits of educational exposure, then drug therapy has served a useful purpose. Since some children experience negative side effects, and the long-term consequences of chemical management have not been thoroughly investigated, drug therapy should be considered a more extreme alternative to nonmedical management. Available intervention techniques for treating the hyperactive child include a wide range of alternatives to chemical management and should be used whenever possible prior to the initiation of chemical intervention.

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The impact of interest arbitration awards receives attention in a case study of disputes during the 1970s between the state of Minnesota and the Minnesota Community College Faculty Association. Even when arbitration is non-binding on the government, it structures governmental decisions in allocating funds and creates political problems that extend well beyond the arbitrated cases.

In this article the author discusses the concept of power and the bases of power. He suggests ways for principals to regain lost power through the use of alternative power options.THE EVENTS OF the last two decades have produced significant changes in the distribution of power associated with the principalship. The high school principal who received community support for his autocratic behavior over teachers and students alike, who ran a &dquo;tight ship&dquo; with strict discipline, and who had almost unlimited power over his subjects is fast becoming an endangered species. The traditional powers given to the principal are decreasing, as the result of state and federal regulations, court decisions, and negotiated contracts.The stress produced by the ever-increasing demands of the public for more effective and efficient schools, accompanied by the significant decrease in the power of the principalship, has taken its toll on many principals. As a result, some have taken early retirement ; others have left the profession; some have made satisfactory adjustments in leadership styles; and others continue to administer in bitter resentment.

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