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The Librarians of Glasgow University since 1641 are identified, and their periods of office summarised and assessed as far as information allows. The terms of appointment in early years and pattern of town and university alternating nominations are outlined, and the gradual development of the post into that of a professional librarian in the twentieth century is illustrated.

NOT for a long time have books and libraries featured in the correspondence columns of The Times and other newspapers as regularly as they have in 1960. Earlier in the year Sir Alan Herbert's lending rights' scheme had a good run, and we have clearly not yet heard the last of it. Indeed, a Private Member's bill on the subject is to have its second reading in Parliament on December 9th. More recently, the Herbert proposals have had a by‐product in the shape of bound paperbacks, and a correspondence ensued which culminated in Sir Allen Lane's fifth‐of‐November firework banning hard‐covered Penguins for library use.

The purpose of this conceptual paper is to engage the field of leaders, practitioners, organizational trainers, and scholars into the idea that leader talk and the implementation of Motivating Language Theory takes ability. It takes thought and intentionality. It goes beyond just the use of the three leadership languages known as the Motivating Language Constructs that are so often written about in Motivating Language Theory research as “Motivating Language” when indeed they are not.

The conceptual approach behind this quick primer is to take previous research in Motivating Language Theory and refine and expand the work centered around Motivating Language Ability in order to bring greater attention and focus to Motivating Language and the necessary skills leaders need to bring it about.

The findings of this conceptual paper explicitly highlight levels of leader talk and Motivating Language usage and provides ideas and strategies for the implementation of Motivating Language Ability.

The research implication of this conceptual paper is to assist scholars in clarifying their use of Motivating Language in research as there are times when researchers will identify Motivating Language in their research but not have Motivating Language as a significant variable.

The practical implication of this conceptual paper is to provide guidance and information to practitioners in the field on content that is critical for leader and organizational development.

The value of this conceptual paper is that it builds off of research already published and adds additional clarification and emphasis to an understudied and discussed element of Motivating Language Theory and leader talk in general.

With profound regret we have to record the death of Colonel Charles Edward Cassal, F.I.C., who passed away on Dec. 22nd at his residence in London. The sad news has only reached us at the moment—when we are going to press. We hope to publish in the January issue an appreciation of his life, his remarkable abilities, his high minded and lofty nature, and the beneficent work which he achieved in the interests of the profession which he so conspicuously adorned. Colonel Cassal was the founder of “The British Food Journal,” and, in addition to his multifarious official duties, he occupied for fifteen years the position of Editor of the Journal.

The very large number of books at present being issued relating to, or connected with the War, conclusively shows to what a great extent the intellectual as well as the material strength of the nation is engrossed by the terrible struggle in which we are engaged. But without abating any of our own interest in the supreme events now taking place, we may well pause to remember that things will not always be thus, and consider carefully before we crowd our shelves with works that are in many cases of very ephemeral value.

At a meeting of the Council of the Royal Borough of Kensington on the 9th May, Councillor R. DUDLEY BAXTER, Chairman of the Law and General Purposes Committee of the Council, brought up a Report as follows:—

This paper aims to investigate whether environmental, social and governance (ESG) practices influence stock returns in the US stock market, looking at the period from 2002 to 2020.

The authors quasi-replicate two reference articles that found that socially responsible funds used to underperform, but that this underperformance tendency has disappeared in more recent periods.

Using US data, the authors show that independent of the ESG database used, portfolios of neutral stocks present consistently higher systematic risk (beta) than ESG portfolios, although this difference decreases over time. This may be due to the significant increase in demand for ESG portfolios in the past decade, and their consequent price inflation and increase in volatility. However, concerning risk-adjusted returns and contrary to the authors’ reference literature, the results are highly dependent on the rating provider used, and neither support underperformance nor indicate a tendency over time. These inconsistent results suggest that the “ESG label” is not a determinant of portfolio performance.

If ESG ratings are a legitim benchmark for sustainability, then the costs of going sustainable in stock portfolios might be marginal for fund managers.

Two different ESG-rating agencies, Morgan Stanley Capital International (MSCI) and Thomson Reuters, are used to identify sustainable stocks. Different from the literature, the authors selected stocks for their portfolios stochastically following a uniform probability distribution, thus avoiding fund manager bias.

This conceptual paper aims to add context and support to the field of Motivating Language Theory around the area of change and transformation. With this paper, the direction and shape of the change within the field of Motivating Language Theory for practitioners and scholars alike has been expanded.

The design and approach of this conceptual paper is to expand upon the existing literature to create a new framework for organizational learning and a new model for leadership development to support change and change leadership through the integration of Kotter’s Stages of Change, Bolman and Deal’s Four-Frame Model, and Motivating Language Theory. The “methodology” is the infusion of the W. Author & S. Colleague Four-Frame-MLT model with the Bolman & Deal and Kotter – Four-Frame model into one seamless MLT supported/driven Four-Frame change model.

The findings of this conceptual paper are in the form of an integration table that integrates the Bolman and Deal (2021) Kotter Stages of Change and the Four Frames with Motivating Language Forms and Constructs based upon ideas and assertions (guidance) from the Kotter (2007) article. These findings highlight the three concrete steps of the infused model (1) identify the appropriate Stage of Change, (2) select the best frame or frames that address the stage of change, and (3) utilize the appropriate MLT form (action) and construct (language) to execute the change effectively.

The originality of this conceptual paper is in the fusion of Kotter’s Stages of Change, the Bolman and Deal Four-Frames, and Motivating Language Theory. The three components have not been brought together before this paper. In terms of value, this conceptual paper creates an opportunity for those in the real world to have a useful framework to explore change, action/communication, and leadership. For those in academic positions, this paper creates a new starting point for exploring motivating language theory and change.

The purpose of this article is to provide support for leader improvement, development, and learning as well as provide a twenty-first century training program that meets the needs of all organizations and employees within the context of motivating language (ML) and through the framework of a trending self-initiated training practice referred to as self-mentoring (SM).

The approach of this paper is to merge the robust and well-generalized ML model with the emergent SM model around a set of guided questions to create a framework for training.

The integrated findings of the ML and SM models create a process for training that supports a well-developed organizational system, as well as a system that is void of systematic elements for leader development.

The implications call for expanded scholarship in the ML model and SM as tools for leadership and organizational development (OD).

Continued training in the ML model for leaders and application of SM as an institutional vehicle for training.

This is the first paper bringing ML and SM together.