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

This survey focuses on two families of nonlinear vector time series models, the family of vector threshold regression (VTR) models and that of vector smooth transition regression (VSTR) models. These two model classes contain incomplete models in the sense that strongly exogeneous variables are allowed in the equations. The emphasis is on stationary models, but the considerations also include nonstationary VTR and VSTR models with cointegrated variables. Model specification, estimation and evaluation is considered, and the use of the models illustrated by macroeconomic examples from the literature.

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.

The Library and Information department which I represent is a joint one of two professional Institutions, the Institution of Mining and Metallurgy, and the Institution of Mining Engineers. Both Institutions possess Royal Charters and were founded in the late nineteenth century, the former for the advancement of the science of economic geology, mining and extraction metallurgy of all minerals other than coal, and the latter for the advancement of the science of coal and iron ore mining and allied subjects. The Institution of Mining Engineers is slightly the older institution.

FROM 5th to 8th October, 1951, Aslib was fortunate in holding its Annual Conference again at Ashorne Hill, near Leamington Spa, and our thanks are due for the third time to Colonel and Mrs. J. H. Alexander and their staff for the excellence of the catering and domestic arrangements. The weather also co‐operated and sunshine displayed all the autumn beauties of the garden and countryside.

The papers in this issue were given at the 25th Annual Conference, held at Bristol University from 22nd to 25th September, 1950. Some 230 delegates from the British Isles, the Commonwealth and Europe were welcomed to dinner on Friday evening by Sir Philip Morris, C.B.E., M.A., Vice‐Chancellor of the University, and Lady Morris. No papers were given on Friday evening, Mr. J. E. Wright arranging an informal dance after dinner.

Thisissue of Aslib Proceedings is mainly devoted to papers presented at the 24th Annual Conference, held at Ashorne Hill, near Learnington Spa, Warwickshire, from 9 to 11 September, 1949. In addition, we have pleasure in printing the annual report and accounts of the British Union Catalogue of Periodicals.

This issue of Aslib Proceedings is mainly devoted to papers presented at the 24th Annual Conference, held at Ashorne Hill, near Leamington Spa, Warwickshire, from 9 to 11 September, 1949. In addition, we have pleasure in printing the annual report and accounts of the British Union Catalogue of Periodicals.

The formation, in May, 1949, of the new Aslib, incorporating the Association of Special Libraries and Information Bureaux and the British Society for International Bibliography, led to a change in the dating of Aslib's financial year, which will now run from January to December instead of from July to June. This report, therefore, extends over eighteen months and links the activities of the old organization with those of its successor.

Educational psychologists have, over the last half century or so, directed their attention to the study of student motivation. While teachers have not entirely been ignored, there has been little inquiry into teacher motivation that has been systematic and theory-driven. The concentration on students has tended to overlook the centrality of teacher motivations as integral to teachers’ goals, beliefs, perceptions, aspirations, and behaviours, and thereby to student motivations and learning. It is perhaps not surprising that those motivation researchers who have developed robust theories in relation to student learning in educational contexts would begin to turn their attention to teachers, to see whether those same theories might have explanatory power with regard to teacher motivations. Teacher self-efficacy research (e.g., Tschannen-Moran & Woolfolk Hoy, 2007; Woolfolk Hoy & Burke-Spero, 2005) has made important contributions to the study of teachers. Motivation researchers are now beginning to turn their attention to other aspects of the complex of motivational factors which demand greater attention and exploration. Robust theoretical frameworks already exist in the motivation literature, which can be applied to guide future research in this area. There has recently been a surge of interest, or what we have elsewhere described as a “Zeitgeist” (Watt & Richardson, 2008a) in applying well-developed theories in motivation research, to the domain of teaching.