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The purpose of this paper is to show how web sites can be a valuable research source for students if approached with due caution.

This article is the product of collaboration between a sociology professor and a librarian. The authors discuss the nature of their collaboration and present their views on web evaluation in the context of an extensive literature review.

Reputable print sources have numerous mechanisms to help ensure reliability: proven authors and editors, track record, and (sometimes) peer review. Obviously, the vast majority of web sites lack these features. Accordingly, the paper offers a critical look at the standard criteria of web evaluation with illustrations from two sites, one credible, one not.

Healthy skepticism regarding the internet is urged. It is suggested that web evaluation has costs and benefits. The chief benefit of careful web site evaluation is that the process makes it more likely than otherwise that one will wind up with reliable sites. The main cost is that evaluation takes time, and the value of a given piece of information declines according to the effort one spends verifying it. A second potential cost is that undue skepticism can prompt one to dismiss perfectly respectable sites.

This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.

A great deal has been learned about autism and childhood developmental disorders since the 1960s. No longer is the teaching of children with developmental disorders nebulous or a matter of guesswork,. The special education field has become better delineated, and its goals have been clarified. Teaching materials and techniques are constantly improving and expanding.In the 1960s, teachers had to teach children with autism with intuition and often with handmade materials (Cohen & Volkmar, 1997). Teachers now have textbooks and workbooks especially geared for students with developmental disabilities and autism, as well as other teaching aids such as computers, cassettes, television, videocassette recorders, and copying machines. A generation of teachers has developed and refined teaching approaches such as behavior modification, signing, inclusion, prevocational and vocational training, special physical education and special techniques for music, art, and recreation. Special educators have been joined by occupational therapists, physical therapists, music and dance therapists, and specialists in other disciplines. They all work together in addressing the difficult task of communicating with, enhancing the general learning potential of, and otherwise solving or alleviating developmental problems of children and youth with autism.The college student who today contemplates teaching children with autism has a good chance of making a realistic decision. A variety of classes and programs for individuals with developmental disabilities can be observed in private schools, public school general and special education programs, state sponsored service centers, and early intervention programs. From these observations, the aspiring future teacher can decide whether she or he has the capabilities and personality traits needed to be a successful teacher of individuals with autism.All the progress made in the past 25 years has still not made teaching an easy job. Anyone starting off on a career of teaching individuals with autism or other disabilities often feels lost, not knowing which way to turn, where to go, or what to do. Physical endurance, emotional stability, flexibility, ability and willingness to improvise, and respect for the value of one's own intuition are all needed to work with children who have developmental disabilities. Various methods of research, new interventions and treatments are becoming available. These methods will ultimately have an impact on teachers and teaching methods. Even now, they are raising questions and beginning to bring about change. The basic necessary approach to teaching, however, has not changed: each child's strengths must be analyzed and used.Children with autism present unique and challenging qualities for instruction. Hardman et al. (2000) summarized it well when they stated: “These students need creative and innovative teachers with positive attitudes” (p. 269). Preparing an increasing supply of well trained professionals to serve the needs of students with autism is, by any standard, a daunting challenge.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

March 17, 1967 Trade Dispute — Act in furtherance of — Trade union official threatening to induce strike action by employees unless workman rejoins union — Whether threat to induce breach of contract of employment — Employers dismissing work‐man by notice under his contract of service — Whether dismissal resulting from unlawful conspiracy — Whether act of inducement actionable at suit of dismissed work‐man when based on intimidation — Whether protected by section 3 of the Trade Disputes Act, 1906 — Whether justifiable — Trade Disputes Act, 1906 (6 Edw. VII, c. 47) ss. 3, 5.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

We propose that the ambiguity of discourse around a category – rather than being problematic – improves the longevity of that category. This is especially true in the creative industries. Using methods and theories drawn from sociology and art history, we tested this thesis using swing as a case study. Based on three years of archival research we found 70 co-existing definitions of swing and 89 different uses of the term. These multiple meanings enabled various understandings to come in and out of focus over time, contributing to swing’s longevity. Our findings extend to other categories within the creative industries.

WE do not apologize for devoting space this month to the Scottish Government Report on Libraries. It is, as our writers affirm, an important document and many themes for debate may emerge from it. If a reading circle of young librarians were formed in any district it could consider this document page by page with much profit. It is, for an official document, interesting in style. It starts many old ideas, it has the verve and certainty which we look for in the amateur rather than the professional writer. To some of its statements, for example its assertion that “libraries have reached or are approaching a temporary limit to their usefulness, because the schools have not yet given adequate training in the use and power of books,” librarians may well ask “why?” in relation to the second part of this statement; and they certainly refuse to admit or believe the first part of it. In fact, the use of libraries in such universal manner is largely the result of the work of modern libraries for children. The librarian teaches children what to read. We have not reached any such limit as is affirmed ; we are indeed only on the margin of our possibilities.

This chapter conducts a systematic comparison of behavioral economics’s challenges to the standard accounts of economic behaviors within three dimensions: under risk, over time, and regarding other people. A new perspective on two underlying methodological issues, i.e., inter-disciplinarity and the positive/normative distinction, is proposed by following the entanglement thesis of Hilary Putnam, Vivian Walsh, and Amartya Sen. This thesis holds that facts, values, and conventions have inter-dependent meanings in science which can be understood by scrutinizing formal and ordinary language uses. The goal is to provide a broad and self-contained picture of how behavioral economics is changing the mainstream of economics.

^∗ Indicates books which are especially recommended.