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With the aid of seed money from a federal grant, librarians at the University of Colorado at Boulder (CU Boulder) developed an online statistical abstract called Colorado by the Numbers (CBN). The last print version of the Colorado Statistical Abstract was published in 1987. CBN provides updated socio‐economic data about the state and its counties on the Web. Librarians have gone beyond the acquisition and maintenance of traditional printed information sources to producing tailor made resources that meet the information needs of their local community. The CBN design and management model is discussed.

Special collections departments are predominately portrayed or perceived as a place for researchers rather than as a means for enhancing the learning experience for the undergraduate student. The very nature of rare books and manuscripts means that arguments to discourage their heavy use prevail. The purpose of this paper is to address this issue.

This paper reviews these perceptions, considers why such perceptions continue to thrive, and provides examples in which the image of special collections departments can be refashioned into a more inclusive environment for the undergraduate student.

There are extraordinary barriers that face the average undergraduate experience with rare books at most academic institutions. Librarians of special collections departments and other primary resource collections can play a fundamental role in making these collections accessible to the undergraduate student.

This paper reexamines the notion that special collections should have limited use due to conservation concerns and demonstrates that using fragile materials may serve as a good opportunity to reflect on the collection's conservational health.

The impact of electronic publishing (e‐publishing) on library collections, services and administration is complex. There are no simple solutions to the problems of managing the collection, archiving and access to e‐publications as well as including them in library services. There are, however, many good usable solutions that libraries can learn from each other. No one needs to recreate the wheel to cope with e‐publications. Many librarians feel that the technology to solve the problems and take advantage of e‐publishing is either currently available or clearly under development. How the advent and increasing presence of e‐publications will impact the people who will read them may ultimately be of more importance than what we will do with the machines, the storage media or the delivery mechanism. Therefore, emphasis in this special theme issue is more on the human‐interaction aspects of e‐publishing rather than on the technology or delivery mechanisms.

The overrepresentation and lack of academic success for Black male athletes on college campuses are problems that warrant attention in the 21st century. A recent report from the University of Pennsylvania shows that over the four-year period between 2007 and 2010, Black males were overrepresented in college sports (Harper, Williams, & Blackman, 2013), a startling reality considering that Black males are severely underrepresented in the general student body. Further complicating matters is the fact that Black male student-athletes do not graduate from college at rates comparable to their peers (Harper et al., 2013). Focused primarily on the experiences of Division I Black male student-athletes, this chapter begins with an overview of literature relevant to successful academic support programs. The authors also present an overview of best practices for advising African American male student-athletes, derived from athletic departments with a demonstrated record of academic success for Black males.

The purpose of this study is to gain a broad understanding of public perceptions of the police and violence.

This study uses survey data collected from a nationally representative sample (N = 1,223) by the National Opinion Research Center (NORC) Center for Public Affairs Research at the University of Chicago. Descriptive, bivariate correlational and multivariate regression analyses of the data were conducted.

Descriptive analyses show the populace is equally concerned about the police use of violence and violence against the police, but bivariate analyses indicate the two types of concern are unrelated, and multivariate regression analyses show that few variables impact both types of concern. Consistent with prior research, young people and racial/ethnic minorities reported greater concerns about police violence than did older adults and Whites, yet neither age nor race/ethnicity impacted concerns about violence against the police. Perceived mistreatment by the police was the only variable which impacted perceptions of police violence and violence against the police in a consistent and cogent manner.

This study is the first to examine public perceptions of the police as both the agents and victims of violence. The results indicate public perceptions of the police are more complex than was previously believed.

Despite the boom corporate social responsibility (CSR) and sustainability are enjoying nowadays in the agendas of both small and big companies, we still have difficulties in providing a clear definition of the concept of sustainability. There is no consensus on the criteria to be used to define and enhance responsible management that creates sustainable development.

After a systematic revision of the literature, authors have been mapping the limits of the research already done at different levels, dimensions, and horizons, so we do have a 360° map of the research on sustainability. Future developments are also explored to enrich and align the diverse approaches demanded to define this wide, complex, and by now, equivocal concept and the conclusions reveal the many gaps not yet covered in the research field, signposting key issues for further work.

For over two decades, we have known from melding fertility and immigration data, that the population of the United States would become steadily more diverse. Throughout the 1990s it was reported that one in four persons in the nation was a minority. By the time we entered the new millennium, that figure increased to one in three. Now it is predicted that in the year 2030, the emerging majority of Americans will be people of color. No matter the type of library or information agency, in this century all will face the challenge of providing service to population within the context of an entirely new order of pluralism.

Situated within the conversation of the global push for teacher quality and for professional learning that positively shapes teaching practice in order to improve student learning, the purpose of this paper is concerned with transformational learning that actively shifts cognition, emotion, and capacity (Drago-Severson, 2009).

This paper is set against the backdrop of one independent, well-resourced Australian school during its professional learning intervention. It draws together findings from a narrative study that examined the lived experiences of 14 educators. The educators interviewed for this study included the researcher (also an educator at the school), two teachers, and 11 school leaders at middle and executive levels.

While the study set out to explore how educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences that shape professional selves and practices. Learning is highly individualized, not one-size-fits-all. It is that which taps into who educators see and feel they are that has the most impact on beliefs, thoughts, behaviors, and practices.

This study suggests that transformational professional learning can occur in a wide range of life arenas. It recommends that the definition of professional learning be broadened, that teachers and schools think more expansively and flexibly about what it is that transforms educators, and about who drives and chooses this learning. Schools and systems can work from their own contexts to design and slowly iterate models of professional learning, from the bottom up and the middle out.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.