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This study was designed to determine if health care provider utilization of cardiac medications has been influenced by the US Department of Veterans Affairs (VA) ischemic heart disease (IHD) guidelines dissemination. Retrospective chart reviews were conducted on a random sample of 1,397 IHD patients at six VA hospitals. Use of IHD medications was high even in the pre‐IHD guideline period, which may explain the lack of observed differences between the pre‐ and post‐guideline dissemination eras.

The chapter examined the consumer meanings of product placements embedded in social games in different cultural contexts.

The theoretical perspective guiding the study is phenomenology, and the essay assignment and in-depth interviews were used to collect data.

The chapter was based on two qualitative research projects. Findings revealed that consumers in both countries appreciated certain characteristics of product placement in the context of social game, such as subtleness (naturalness) and unobtrusiveness (users’ freedom of choice and proactive choice); consumers’ real-world consumption in both countries seems to be more or less influenced by the product placement in social games; and while the young American consumers didn’t construct specific meanings for Facebook, the Chinese white-collar consumers actively created meanings for the Chinese social-network site.

The chapter offered some thick descriptions and in-depth analyses of product placements in social games in different cultural contexts from consumers’ experiential perspectives to enrich our theoretical understanding of product placement in the new media environment as well as to add valuable insights to the research literature on new advertising formats in general.

No study to date has been conducted to explore the product placement in social games in different cultural contexts. The study fills the research gap by exploring US college-aged consumers’ and Chinese white-collar consumers’ interpretations of product placements in the context of social games.

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

SEPTEMBER this year will be unique in the history of the librarian in England in that for the first time in nearly sixty years the annual conference of the Library Association has already become a memory only. There are those who profess to believe that the conference should be restored to the autumn months. It may be suggested on the other hand that the attendance at Margate lent no assistance to that point of view; indeed, the Margate conference was one of the most pleasant, one of the most successful, of which we have record. Nevertheless, if it can be proved that any large body of librarians was unable to be present owing to the change of month, it appears to us that the matter should be considered sympathetically. Although no one holds any longer the view that one week's attendance at a conference will teach more than many months' study in hermit‐like seclusion—the words and sentiments are those of James Duff Brown—because to‐day there is much more intimate communication between librarians than there was when that sentiment was expressed, there is enormous value, and the adjective is not an exaggeration, in one large meeting of librarians in body in the year. It is an event to which every young librarian looks forward as the privilege to be his when he reaches a high enough position in the service; attendance is a privilege that no librarian anywhere would forego. And this, in spite of the fact that there is usually a grumble because the day is so full of meetings that there is very little chance of such recreation as a seaside, or indeed any other, place visited, usually provides for the delegates.

An astute and dedicated follower of The New York Times Book Review “Bestsellers” column may have noted an unusual entry in the hardcover bestseller list on September 11, 1983. The nonfiction title popped up, in fifth place no less, and just as quickly went off the list in the next issue of NYTBR; but that is not what made the title unusual. What did is the fact that it was published by Thomas Nelson Publishers, a religious publishing house which claims to be the “world's leading Bible publisher,” and produces such giants for the bible‐buying world as The Open Bible, The New King James Version, and The Good News Bible, huge sellers all. The book which made the list in The New York Times Book Review, however, was not a bible, but a self‐help book called Tough Times Never Last But Tough People Do, by Robert H. Schuller, a radio/TV evangelist whose weekly programs claim a listening/viewing audience in the millions.

The study examines how late adolescents use the resources embedded in their social network to obtain the information and support they need to do their homework. A particular attention is paid to how social network sites (SNSs) are used and perceived by late adolescents for academic help seeking.

This qualitative study uses in-depth interviewing and critical incident technique. An egocentric approach to Social Network Analysis is also employed to examine the core social network of each participant.

Most adolescents had a solid personal social network but did not always fully take advantage of the resources embedded in it for schoolwork. Availability was the most important criteria for deciding who to approach. SNSs were often used to obtain the help they needed, although phone calls and in-person visits were considered more efficient in certain situations.

This study draws on a small purposive sample that may limit generalization. This research contributes to our understanding of the resources late adolescents have access to within their core social network, the way they take advantage (or not) of these resources for schoolwork, and the role SNSs play in the process. Findings have implications for services that educators and school librarians should provide to support the educational needs of late adolescents.

This study contributes more generally to our understanding of late adolescents’ use of people as primary sources of information to complete school-related homework.

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 purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.