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It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

The field of Government publishing is a wide one, albeit there are fewer signposts to guide the uninitiated than in any other branch of the publishing world. I, therefore, propose to take as my principal theme a survey of those bibliographical aids which contribute to a better appreciation of Government publications and which help us to cope in some measure with the enquiries which beset us as part of our normal daily routine. In doing this I am fully aware that at the Aslib Conference last year, Mr. W. Cox, of H.M.S.O., covered much of this ground and dealt with it with an authority I cannot claim. When I read his paper, I was struck by the amount of detail he compressed into it, but I had the feeling that his presentation was too one‐sided. He, quite naturally, spoke from the official side, the publisher‐angle—today I want to approach the field of Government publishing from the user‐angle.

We examined the relationship between employee equity compensation, incentive compensation, and firm growth using a sample of 480 privately held firms from the Ewing Marion Kauffman Foundation’s database of Ernst & Young Entrepreneur Of The Year (EOY) winners. Using frameworks from agency and motivation theories, we argued that larger percentages of both equity- and incentivebased compensation allocated to top managers and employees would be associated with firm growth. After controlling for firm and industry effects, the results of the study showed that while the firms in the sample preferred providing incentive compensation, providing equity compensation for employees was a positively significant predictor of firm growth over a three-year period. These findings suggest that prescriptions for growth in larger firms developed from agency theory also may be applicable to entrepreneurial firms, and founder/CEOs seeking to grow their firms should consider using equity compensation to motivate their current employees and to attract new ones.

I must make clear that I am speaking of a Special Library—that is to say a library that is something between the large General Library that attempts to maintain a complete collection of at least some official documents (as Westminster, of which Mr. Mallaber has spoken) and the smaller general library which only deals with a small quantity of such material, and which therefore usually looks at a Government or an international organization simply as a publisher, and whose only problems are those of author cataloguing (problems which we hope will be largely solved, as far as H.M.S.O. publications are concerned, by Mr. COX).

Drawing on the social cognitive theory, this study investigated the effect of mentors' drinking norms on their protégés' alcohol misuse by focusing on the mediating role of conformity drinking motives and the moderating role of moral disengagement. We conducted a three-wave survey of 148 mentor–protégé dyads and found that mentors' drinking norms were positively related to their protégés' alcohol misuse and that this relationship was fully mediated by conformity drinking motives. Moreover, the moderated mediation model revealed that moral engagement strengthens the main effects of mentors' drinking norms on conformity drinking motives and the indirect effects of mentors' drinking norms on protégés' alcohol misuse via enhanced conformity drinking motives. The theoretical and practical implications are discussed.

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

This study employs the concept of emotional ambivalence, in an exploration of the complex emotions experienced by organizational members during organizational change.

The study entailed 37 in-depth interviews conducted in two English housing associations. The interview transcripts, as well as organizational documents and research fieldnotes were subject to thematic and narrative analysis.

The emotions experienced by organizational members during organizational change are inherently ambivalent.

Results show that engaging with organizational members who experience ambivalent emotions in response to change offers an important resource which can be utilized by change managers.