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The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The following classified, descriptive list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” The prevailing policy of including all reference books received has temporarily allowed the listing of titles with imprints older than two years; with increased receipt of more current titles from a longer list of publishers, this policy will soon be discontinued (with the exception of reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The compilation of a reference book is often a long and strenuous process filled with agonizing, unexpected problems. To fully appreciate the magnitude of the factors involved, one has to personally undertake a major project and experience the difficulties first hand. Most of us, however, have the foresight and good sense to avoid this temptation, and are consumers, users, and interpreters of reference books instead. This writer is, alas, a member of the tired, first hand minority.

The name of Louis Shores has long been synonymous with the best that librarianship has to offer. As librarian, scholar and author, he has made many significant and meaningful contributions to a profession that would be much the less without him. We are justifiably pleased to announce that Dean Shores has graciously consented to join the Editorial Board of Pierian Press and, along with the other notable members of the Board, that he has found time in an otherwise busy schedule to allow the Press to draw upon his experience and expert counsel, particularly in the area of the expansion and improvement of RSR. To that end, we are especially pleased to note that Dean Shores has agreed to contribute a major guest Editorial to appear in one of the forthcoming issues of RSR on a topic that will be of considerable interest to our readers.

It's been three years since my previous survey in RSR. Superb reference books in pop music have been appearing so frequently that I've been having trouble keeping up. Let's hope “next year's” survey will only be 12 months in the making and not 36.

The chapter examines to what extent research from social cognitive neuroscience can inform ethical leadership. We evaluate the contribution of brain research to the understanding of ethical leaders as moral persons as well the understanding of their role as moral managers. The areas of social cognitive neuroscience that mirror these two aspects of ethical leadership comprise research relating to understanding oneself, understanding others, and the relationship between the self and others. Within these, we deem it relevant for ethical leadership to incorporate research findings about self-reflection, self-regulation, theory of mind, empathy, trust, and fairness. The chapter highlights social cognitive neuroscience research in these areas and discusses its actual and potential contributions to ethical leadership. The chapter thereby engages also with the broader discussion on the neuroscience of leadership. We suggest new avenues for future research in the field of leadership ethics and responsibility.

There is not enough space in this introduction to present a definitive analysis of the word serial, or even of the qualification of the term for this column, reference serial, and I would refer all such questions to the monographs treating the subject of serial bibliography. The purpose of this column simply is to review abstracting services, indexes, digests, serial bibliographies, loose‐leaf updating services, yearbooks, reviewing services, and annual guides and directories which are issued on a continuing basis for reference uses. Serials to be generally excluded from review in “Reference Serials” include monographic series, encyclopedic sets, proceedings, magazines and government publications, all of which are either treated elsewhere in RSR or other journals of the profession. There is no clear‐cut division that will define the coverage of this column since some series like annual reviews, which collect papers on a specific topic, deserve to be treated as reference serials, and some magazines are so highly specialized that they are in essence abstracts and indexes.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

The purpose of this paper is to illuminate the content and magnitude of care and respect issues in instructional settings, and offer some recommendations on how trainers and instructors may behave in ways to reveal to learners that caring attitudes and behavior are present in the learning environment.

The approach taken in this work is to provide an overview of issues and concerns regarding pedagogical care and respect; present the results of some recent research; and to offer some approaches, tools, and concepts for practitioners to consider using in their training situations.

There are many different types of instructor behavior, or lack of behavior, that learners attribute to an uncaring attitude on the part of the instructor. Learner responses to the perceived lack of care are varied and usually negative. The perceptions influence performance of learners in ways that many instructors are likely not aware. Analysis of the available research provides suggestions for instructors.

There was not much background literature or research to draw on. In future research, it would be desirable to actually correlate learner perceptions of caring‐respect from instructors with learner performance.

This paper represents a “wake‐up call” of sorts for instructors, trainers, and faculty. There are things we do or fail to do that may be perceived negatively by learners and the perceptions could influence their willingness to be engaged in instruction, their motivational level, their desire to fully participate, and the like.

The paper adds some new information to the existing literature about instructor attitudes and behavior towards learners. It offers several methods and tools for instructors to use to help establish a respectful and caring learning environment.

After a vigorous debate in the late 1970s, the sociology of emotion put aside most discussion of whether or not the physiological arousal associated with emotion labels is differentiated. Since this early period, scholars have made great progress on two fronts. First, theories about the interrelationship of identity, action and emotion have specified a family of new concepts related to emotion. Second, a large corpus of research on the physiological correlates of emotional experience emerged. In this chapter, we review the well-developed control theories of identity and emotion, and focus on the key concepts that might relate to different physiological states. We then review the general classes of physiological measures, discussing their reliability, intrusiveness and other features that might determine their usefulness for tracking responses to social interaction. We then offer a highly provisional mapping of physiological measures onto the concepts that they might potentially measure, given past research about how these physiological processes relate to environmental stimuli. While any linkage between concepts and measures must be speculative at this point, we hope that this review will serve as a stimulus to theoretically guided research that begins to assess the validity of these new measures for sociological use.