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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.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 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.

Though lectures in military studies were given at King's College in the mid nineteenth century and again in the inter‐war period there was virtually no library to support them and history further records that towards the end of the Second World War military studies ceased and were not revived until 1953 when a Lectureship in Military Studies was established in the King's History Department. The holder of this lectureship was Michael Howard, who has since achieved wide renown in military history and strategic studies and is at present Chichele Professor‐Elect of the History of War in the University of Oxford. When he was appointed Reader in War Studies in 1961 and Professor of War Studies in 1963 the subject may be said to have finally got off the ground and in token of this it was organized as a separate Department of the College in 1961. I may add that, in common with higher education in general, the 1960s was a period of great expansion in the Department and between 1965 and 1971 four other lecturers were appointed to the staff. The growth of the War Studies Library kept pace with this expansion, for as early as 1953 when London University voted a special grant Michael Howard began to build up the Library on the surest foundations, so that as regards numbers there were approximately 2,500 volumes by the end of the 1950s and by 1977 it has grown to some 11,000.

The challenge of connectivity in Texas, between libraries and between citizens, is complicated by the state's size—both geographic and demographic—and its diversity—ethnic, economic, and technological.

Much of the literature on targeting of federal grants to the most needy local governments concentrates on the explanations of population and need. The author proposes that a third explanation, the aggressiveness and competence of city staffs, should receive attention from scholars also. The last major categorical grant program aimed at distressed urban areas, the Urban Development Action Grant program, is examined to find evidence of differences in the rates of submitting applications and successfully receiving funding among the eligible large cities. In a competitive grants program, federal targeting success will be limited because it is dependent on the initiative and capability of local officials to apply.

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 handling of conflicts of interest has become an increasingly important concern for modern professional advisers, in particular lawyers, accountants, brokers and financial advisors. This concern has become exacerbated because of the convergence of a number of factors, namely the bureaucratisation of many areas of professional advisory work, the emergence of megafirms and large national and multi‐national partnerships dealing with this work, coupled with a customer base dominated by large corporations and governments. Indeed, it is the demand of these customers that partly accounts for the emergence of larger advisory firms. However, the outcome of this process has inevitably created severe conflicts of interest problems for such conglomerate professional practices and large advisory firms, problems that they have attempted to contain through the use of what has become commonly known as Chinese walls.

Social studies teachers possess a daunting task in a 21^st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.

The purpose of this paper is to explore a framework for considering moral K‐12 instructional technology. It seeks to examine the extent that development of technology policies consider and respect affected parties' interests.

Interpreting morality as an economic concept that involves a reconciliation of societal members' diverse needs and wants, the authors describe moral instruction technology use as a negotiation of administrative, teaching and learning needs along five continua defined by Mason, in 1986 and Peace and Hartzel in 2002: property, freedom of speech, privacy, accessibility, and accountability. The paper commences with observations concerning research into technology‐based empowerment and associated ethical issues. It then describes the five continua of ethical instructional technology challenges within the contexts of K‐12 settings.

The authors encourage research through observational and survey studies to clarify understandings of these continua. Although presented separately, they acknowledge that these dimensions overlap and interact to comprise a mesh of moral dilemmas. If morality represents a concept designed to balance societal powers, then implementation of moral instructional technology processes respects the views of all educators. The authors argue that how educators interpret technology's placements along these moral continua have important consequences for practice. They encourage research that interprets these relationships and how they may best support classroom processes.

The paper presents an exploratory framework, offering insights into ethical issues in instructional technology.