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This paper aims to analyze the relationship among measures of resource and service usage and other features of academic libraries in the USA and Canada.

Through the use of a self‐organizing map, academic library data were clustered and visualized. Analysis of the library data was conducted through the computation of a “library performance metric” that was applied to the resulting map.

Two areas of high‐performing academic libraries emerged on the map. One area included libraries with large numbers of resources, while another area included libraries that had low resources but gave greater numbers of presentations to groups, offered greater numbers of public service hours, and had greater numbers of staffed service points.

The metrics chosen as a measure of library performance offer only a partial picture of how libraries are being used. Future research might involve the use of a self‐organizing map to cluster library data within certain parameters and the identification of high‐performing libraries within these clusters.

This study suggests that libraries can improve their performance not only by acquiring greater resources but also by putting greater emphasis on the services that they provide to their users.

This paper demonstrates how a self‐organizing map can be used in the analysis of large data sets to facilitate library comparisons.

As more social studies classrooms gain access to the Internet each year, teachers are frequently exploring ways to maximize the use of this technology in their respective learning environments. This paper discusses the need to generate – and the subsequent benefits of facilitating – discussion when using the Internet in social studies settings, especially as it relates to learning about the Supreme Court. The author provides examples of how the Supreme Court webpage can be used in the high school Civics classroom; using the authentic intellectual work framework to provide the necessary structure for the lesson and background information on specific Supreme Court cases to help teachers implement the lesson with their students.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

The 2019 FIFA (Federation Internationale de Football Association) Women's World Cup in France saw unprecedented levels of success for women's football. FIFA estimates that, for the first time, total global viewership of the tournament reached 1bn. During the tournament, the eventual champions – the United States – saw their midfield veteran, Megan Rapinoe, win the golden boot (top goal scorer) and the golden ball award (most valuable player). In addition to her exploits on the pitch, Rapinoe, one of numerous ‘out’ lesbian athletes competing at the Women's World Cup, also received an unprecedented amount of media coverage. In this chapter, we analyse British print media coverage of Rapinoe during the one-month period of the Women's World Cup (7th June–7th July) and the week after the tournament concluded. Our findings indicate that although Rapinoe is a polarising character, media coverage of her throughout the tournament was generally positive. We show this through Rapinoe as a ‘personality’, Rapinoe as ‘outspoken’ and Rapinoe as a role model.

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

THE topics of the Library Association Conference and the election of the Council of the Association naturally absorb a great deal of attention this month. To deal with the second first: there were few novelties in the nominations, and most of the suggested new Councillors are good people; so that a fairly good Council should result. The unique thing, as we imagine, about the Library Association is the number of vice‐presidents, all of whom have Council privileges. These are not elected by the members but by the Council, and by the retiring Council; they occupy a position analagous to aldermen in town councils, and are not amenable to the choice or desires of the members at large. There are enough of them, too, if they care to be active, to dominate the Council. Fortunately, good men are usually elected, but recently there has been a tendency to elect comparatively young men to what are virtually perpetual seats on the Council, simply, if one may judge from the names, because these men occupy certain library positions. It, therefore; is all the more necessary that the electors see that men who really represent the profession get the seats that remain.

The purpose of this paper is to discuss the concept and the content of courses on ‘social ethics’. It will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of ‘applied ethics’; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of ‘occupational ethics’, usually professional ethics, with some business ethics added to expand the range of the course. Is there, then, not some middle ground that is distinctively designated by the term ‘social ethics’? The article will argue that there is such a ground. It will describe that ground as the ethics of ‘social practices’. It will then illustrate how this approach to the teaching of ethics may be carried out in five domains of social practice: professional ethics, commercial ethics, corporate ethics, governmental ethics, and ethics in the voluntary sector. The aim is to show that ‘social ethics’ courses can have a clear rationale and systematic content.

Recent neuroscience research shows that two large-scale cortical networks are involved in organizational behavior. These two networks are naturally antagonistic – when one is active the other tends to be suppressed. The focus of the chapter is to apply the opposing-domains hypothesis to problems associated with: (1) trying to balance creative thinking and global processing with analytic reasoning and focused attention; (2) avoiding ethical dangers associated with an imbalance in task positive network (TPN) and default mode network (DMN) thinking; and (3) properly motivating and incentivizing employees so as not to lead to an imbalance between the TPN and DMN. We contend that the opposing-domains hypothesis can inform organizational and leadership theory in areas where single-dimensional dual-process models are inadequate.

In 1912 Sir Frederick Gowland Hopkins reopened the whole question, and investigated again the effects on animals of a synthetic diet. Again he demonstrated the importance of the addition of milk, and in addition he pointed out the importance of the proteins and that some were capable of maintaining life whilst others were inadequate so that animals failed to grow when fed on them. Through this work he systematised previous work and also added an important contribution to our knowledge of nutrition by his discovery of the essential amino acids. These have been extensively studied in recent years, and the following are now regarded as being essential, according to a table by William C. Rose:—