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User education programmes fall into two categories. They may aim simply to help the student through his course and familiarise him with a single library (short‐term objectives), or to provide a fuller awareness of the generation, role, and use of information which may allow him to research problems in any subsequent professional situation (long‐term objectives). It is argued that the latter are more valuable; the objectives of librarian and student on such courses are discussed in detail. A user education course based on long‐term objectives is described, and its effects on student and library discussed. Finally, the contribution of user education to the “information society” is considered, and user education programmes with long‐term objectives preferred.

The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.

Following is an annotated bibliography of materials published in 1974 on orienting the users to the library and instructing them in the use of library resources. Since this is a continuation of last year's review of the literature, some 1973 publications are included because they were not available for last year's perusal. Even though only English language materials are included in this review, it should be noted that library instruction has become a concern in many other countries which reported many surveys, program reports, and recommendations in their national library literature in 1973–74. Such publications have appeared in East and West Germany, Sweden, Finland, Japan, Rumania, Norway, France, Soviet Union, South Africa, Czechoslovakia, etc.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Modern scholars of the history of economic thought recognise that John Bates Clark’s earlier works bear far less formal abstraction and, instead, fervently appeal for economic reforms that are inspired by Protestant ethics and German Historicism. After the violent Haymarket incident in Chicago in 1886, Clark is assumed to have entirely dismissed his preoccupation with social reforms and ethics. We provide a counterpoint to this common understanding by finding out that Clark’s originally ethical impetus persists throughout his writings beyond Haymarket. The striking parallelism of his earlier ideas on moral progress and the role of Protestant ethics herein and his later model of natural evolution and entrepreneurial change allow us to characterise Clark’s economics as persistently reformative in character. Further, his application of marginalism must not be understood as purely deductive analysis. Instead, it shows the ideal of an economy that performs analogously to a coherent organism. Clark’s theory of value and distribution is found to build substantially on his reformative claim that the American economy should be founded on a principle of equal and voluntary exchange. This republican idea of the economy is integrated into an ontological reflection of the very preconditions of social wealth.

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.

We identify a novel concept of discretionary idiosyncratic volatility proxied by the idiosyncratic volatility component not related to the non-systematic industry volatility as a source of agency problems that have implications for firms’ cash holdings and their investment decisions. We find that firms with low discretionary idiosyncratic volatility, which likely captures discretionary effort and risk-taking by managers, have smaller cash reserves. Moreover, while high discretionary idiosyncratic volatility firms spend cash internally (internal capital building), low discretionary idiosyncratic volatility firms use it for external acquisitions, consistent with the “quiet life” hypothesis. Our findings thus indicate a need for reinforcement of existing regulations and corporate laws to control for agency costs, which could in turn reduce firm risk and the probability of financial meltdown at the aggregate level.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.