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The Government Printing Office (GPO) is authorized by law to act as the primary printer and distributor of U.S. government documents for the federal government. Among its mandates is the operation of the Federal Depository Library Program — one of America's oldest information networks — through which certain libraries across the country and its territories receive government publications. The majority of depositories are designated as official Congressional Depository Libraries by members of Congress for their respective districts or states. Some libraries enter under special legislation, such as most of the law school libraries, and are called “by law” depositories. All of these depositories work closely with GPO to ensure that the public will receive free access to federal publications.

A primary role of libraries is to organize, manage, and store collections of information and data resources. Librarians and information professionals, serving as facilitators in information seeking, access, and use, are primary gateways to such resources within libraries and information centers. Based on a solid philosophy of and commitment to cooperative information sharing and resource exchange, these professionals have the expertise to locate and access resources from diverse sources.

This paper aims to assess whether the factor structure of the Psychopathic Processing and Personality Assessment (PAPA) could be confirmed in a large community sample (n = 1,850), comprising three subsamples of adult men (n = 189, 248 and 198) and women (n = 499, 469 and 247). It was predicted that the four-factor solution originally proposed in earlier studies (i.e. dissocial tendencies, emotional detachment, disregard for others, lack of sensitivity to emotion) would be replicated and produce a multi-dimensional structure consistent across sex.

This study explored the structure of the newly developed PAPA among a non-forensic sample.

Although exploratory analysis indicated a four-factor solution, the structure was different with “lack of sensitivity to emotion” being replaced by “responsiveness to perceived aggression.” Confirmatory analyses supported this structure among women, yet a three-factor structure was preferred for men that excluded emotional detachment.

This study highlights the importance of attending to sex differences when assessing for psychopathy.

This is the first confirmatory factor analysis completed on the PAPA, with the findings conveying its value when assessing for psychopathic traits among a community sample.

The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles.

The questions raised by 100 first‐year chemistry students in Science and Engineering courses at the University of Aveiro, Portugal, were collected. These students were invited to complete Kolb's Learning Styles Inventory (LSI) and were observed during diverse class activities. Ten of these students were then selected for interview.

The paper finds that the data enable the placement of students at different stages of learning development, at an “acquisition”, “specialisation” or “integration” phase. The ten interviews confirm the results of the LSI survey, and indicate that these students show either “deep” or “surface” approaches to learning, with evidence of a meso approach (intermediate between the two, with characteristics of both). The paper concludes that it is possible to relate students' questions to their learning styles and approaches to learning. Students, who show a surface approach and stay within the acquisition stage, tend to formulate low‐level questions. Students at the other end of this continuum seem disposed to ask higher‐level questions.

The generalisability of the overall study is limited because of the few students involved in the interviews. However, there are some clear pointers here for the relationship between the level of students' question asking and increasing sophistication in learning.

Appreciating the diversity of learners, and their approaches to learning, enhances the possibilities of improving the quality of teaching at this level.

This paper expands on two congruent models that are frequently considered separate and distinct.

The purpose of this study is to build on previous literature in this area thus, the views of professionals working with those who report institutional abuse was sought using a Delphi method.

Professionals working with those who report institutional abuse, such as psychologists, social workers and personal injury lawyers, were invited to engage in the Delphi study. Sixteen professionals completed the final round (with four rounds in total). This method was used to gain professional consensus on the considered impacts of institutional child abuse and what factors influence impacts.

Eight superordinate themes were developed, as follows: institutional abuse has lasting negative effects on well-being, functioning and behaviour; loss of trust in others and the system is a potential outcome of institutional abuse; negative impacts on future life chances; negative impacts of institutional abuse are exacerbated by numerous factors; protective factors reduced negative impacts; psychological intervention is useful for survivors; positive and negative impacts of disclosure – the response of others as important; and keep impacts individualised.

The need for an individualised approach when working with those reporting institutional abuse was a salient finding.

Institutional abuse is known to result in several negative impacts, although research into this area is limited with a need to better understand what may protect or exacerbate impacts.

Because of the special “State of the States” issue of Library Hi Tech and other circumstances beyond my control, the four quarterly “Comp Lit” compilations for 1996 appear here in a single and possibly peculiar chunk. A lot changes in a year of personal computing, but on reflection it seemed useful to include the citations and comments as I originally wrote them.

The purpose of this paper is to examine the influence of board gender diversity on the transparency of corporate political disclosure (CPD).

Two empirical proxies, CPD transparency and policy transparency, are constructed from a data set jointly produced by the Center of Political Activity and the Carol and Lawrence Zicklin Center for Business Ethics Research. The CPD transparency score measures the level of transparency in voluntary corporate disclosure of the amount of political contributions and the identity of the recipients as well as the titles and names of the executives who authorize the political spending. The policy transparency score measures the level of transparency in the voluntary disclosure of the policies governing corporate political spending. Board gender diversity is measured by the percentage of women on the board of directors.

Higher proportions of female directors are associated with more transparent disclosure of political contributions after controlling for a set of corporate governance and firm-level variables.

This study is the first to examine whether and how gender-diversified boards enhance the transparency of CPD. It contributes to the literature by providing evidence that gender-diversified boards enhance corporate governance.