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The Pikes Peak Library District has served as a model for public libraries desiring to implement automated systems over the past ten years. This article discusses the creation and operation of the online community resource files system. The changes that have occurred since the initiation of the programme and the reasons for those changes are presented. The relationship of the programme for community information to the overall purpose of the library is explained. This article provides a starting point for libraries considering the automation of files of local information resources.

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 appearance of a paper on outreach in an issue devoted to practical achievement might strike some readers as odd. For one thing, outreach as a theoretical concept can appear far removed from the realities of librarianship. For another and despite any potential applications it might possess, the term is hedged about in ambiguity, misunderstanding and to an extent mistrust. Even in those circles where the term enjoys a fair degree of acceptance, one can be hard put to find a consensus as to what it actually means. And yet this is by no means the whole story because that outreach has had some influence upon library affairs during the past ten to fifteen years is quite certain. This paper re‐examines the concept and considers the extent to which it has spread among public libraries in the United Kingdom, both in terms of understanding and as regards the provision of services. An attempt will also be made to assess public library performance in respect of outreach librarianship.

Reference librarians in various library settings are often assigned responsibilities for training students, support staff, or other new professionals, a task for which they rarely have sufficient professional education. This bibliography recommends readings on topics that will assist reference librarians in understanding the philosophy of staff development. The readings listed here cover subjects such as: establishing an atmosphere that facilitates learning, assessing training needs, describing competent performance, writing clear and specific objectives, selecting appropriate training methods, maintaining skills and providing feedback, and evaluating the effectiveness of a training program.

With the rapid growth of the video and VCR market since the 1980s, librarians have increasingly used videos for staff training and development, as well as for instructional purposes. As a medium, video provides a potentially stimulating and accessible alternative to other training approaches. In many training and instructional situations, video can clarify technical procedures, step‐by‐step, using such functions as slow motion and replay. For training programs emphasizing soft skills development (including communication, supervisory, and management skills), video can enhance role playing and behavior modeling. It can also provide opportunities for self‐observation and evaluation through the taping of simulated or actual interactions.

This research follows Emerson and Conroy (2004) by examining student attitudes regarding a number of ethical vignettes, and extends their research to incorporate an investigation of the effects of different ethical prompts (including the American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct) on responses. We explore relationships within the responses and identify significant patterns in attitudes by gender, major, and experimental treatment. While female subjects consistently view unethical behavior less favorably, our results suggest that status as an accounting major also may lead to less acceptance of the unethical behavior portrayed in the vignettes. For example, male and female accounting students were less accepting of padding expense accounts and insider stock trading, indicating that ethical training in accounting classes may be delivering some desirable results.

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.

The purpose of this paper is to develop a model of ethical decision-making that applies to accountants and the accounting profession.

This model is an integration of five factors that influence ethical decision-making by accountants: professional codes of conduct; philosophical orientation; religious orientation; culturally derived values; and moral maturity.

This model is a synthesis of previous identified factors that influence ethical decision-making and incorporates them into a model that is specific to professional accountants.

The authors develop a set of propositions and explain how this model can be tested and its implications for both the accounting profession and the teaching of business ethics.

This model presents a new way of viewing ethical decision-making by accountants that is predicated on the importance of professional codes of conduct that influence both behaviour and decision-making. The external certification of professional accountants provides a layer of accountability not previously incorporated into ethical decision-making models.

Given that preschool children with disabilities exhibit three times the rate of challenging behavior as compared to their typically developing peers, and that exhibiting challenging behavior in the preschool years is associated with later academic failure and social rejection, researchers and teachers alike recognize the need to support children with disabilities who use such behavior in the preschool years. This chapter presents how one preschool special education teacher, in accordance with her teaching philosophy, employed a performance-based pedagogy as a positive behavioral approach to working with one child with special needs who used challenging behavior. Through the presentation of a series of vignettes, this teacher’s reflections illuminate how a performance pedagogy relying on the principles of theater improvisation allowed both teacher and student to step outside traditional challenging behavior patterns and scripts. These vignettes and reflections are offered to practitioners and researchers interested in developing holistic and humanistic practices that teachers can use to support children to co-create an expanded behavioral repertoire, thereby increasing their opportunities for both social and academic success.

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide provision of supports that lessen the impact of emotional/behavioral disorders (EBD). Universal screening, use of a multitiered framework, delivery of increasingly intensive support prior to chronic and persistent patterns of behavior, and continuity of service across school, home, and community settings are discussed. Specific techniques for data decision-making, use of a school-based team approach, and recommendations for future research are also provided.