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Because of the amount of data and multimedia content available, searching the Web is a monumental task. Online commercial sites are growing, and travel is the fastest growing segment of online commerce, with no sign of slowing down. This article presents a selected list of travel sites to help librarians, and the traveling public, locate information to fit their needs. The sites are arranged in ten major categories: megasites, practical matters, lodging and restaurants, budget travel, specialty travel, transportation, maps, regional/country/city‐specific links, the travel business, and travelogues/current news/journal articles.

As librarians consider adopting an automated circulation system, early tasks will be to 1) scan the literature, and 2) contact librarians who have already been involved in the process. The literature itself repeatedly urges the value of communicating with other libraries and librarians. For this purpose, most books on turnkey systems append a list of the systems and their installations in particular libraries.

Concern with the size of poverty in any nation leads to a broader question: What does it mean to be poor in a rich society? More specifically, what does it mean for a family, and particularly its children, to live in a state of poverty within a prosperous society? To begin to answer these questions, we must look at poverty in the context of its opposite, plenty. As members of modern societies, we use a wide range of goods and services to effect our participation in social relations and to create and sustain our sense of social identity. The mainstream standard of living defines the average American's family resources that fall sufficiently short of the mainstream as deprivation, precarious subsistence, exclusion – in short, poverty. Our common cultural understanding is that we cannot play our social roles or participate meaningfully in our communities without the basic material resources necessary to carry out our activities. One way or another, each of us has to “make a living” in order to “have a life.” The roles and activities that define participation are age-graded – child, teenager, young adult, mature adult, senior citizen. For any one age, these common cultural understandings allow people to pass judgment on their own rank and that of others in a continuum from destitution to unseemly affluence, based on what kind of participation they can effect.

Drawn from a case study of a public library in a large urban area, this chapter offers insights into the lives of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) youth experiencing homelessness and the potential intersection of public libraries and their lives. To gain insight, the author conducted one focus group with five youth, as well as 22 one-on-one interviews with public librarians, service providers who work with the youth, and the young people themselves. The chapter offers specific examples of the challenges the youth face on the streets, as well as concrete steps libraries can take to address these challenges. These findings and strategies will help public librarians and those who support public libraries to understand and take action to address the ongoing needs of a group that falls outside what libraries may consider typical service expectations.

This paper considers an undergraduate student's coming to, and use of, an ethnographic approach as a particularly appropriate way in which to investigate aspects of life in a British hospital school. Such schools occupy a liminal position with regard to education policy and provision. There is a paucity of research on hospital schools and particularly of the experiences and perceptions of teachers who work in them. This lack of research has implications for policy development. The paper therefore offers some rare insights into one of these schools. It also gives insights into how ethnography can challenge taken for granted assumptions.

An ethnographic participant observer approach was adopted.

This paper gives insights into how ethnography can challenge researchers' taken for granted assumptions as well as offering illustration of some aspects of life in schools.

Although there is an extensive literature on uses of ethnography, this approach has rarely been applied to hospital schools. The paper makes a small step towards addressing this lack.

The purpose of this paper is to analyze the impact of personality and mentorship on expatriates’ psychological well-being. The authors argue that certain personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience) have positive effects on expatriates’ psychological well-being and that these personality traits enable them to derive a greater benefit from mentorship. By doing so, this study identifies for which personality traits which type of mentoring (home or host country mentor) is most beneficial.

Based on socioanalytic theory, the authors develop theory-driven hypotheses and test them against data of 334 expatriates.

The study shows that several personality traits as well as home country mentorship have a significant positive impact on psychological well-being, whereas host country mentorship shows no significant positive effects. Moreover, the study indicates that home and host country mentorship partially moderates the relationship between personality traits and psychological well-being.

Since the authors derive important implications for the selection process of expatriates as well as for the implementation of mentoring in multinational corporations, this study is of value for researchers and practitioners in the areas of human resource management and organizational studies.

This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific reference titles can be grouped into two categories: those that review specific titles (to a maximum of three) and those that review titles pertinent to a specific subject or discipline. The index in RSR 16:4 covered the first category; it indexed, by title, all titles that had been reviewed in the “Reference Serials” and the “Landmarks of Reference” columns, as well as selected titles from the “Indexes and Indexers,” “Government Publications,” and “Special Feature” columns of the journal.

Hardly surprisingly, like many fellow Glaswegians, I grew up believing that the language of the majority of my fellow citizens was slang¹ and hence to be disparaged, if not altogether despised. The fact that we were all equally able to express ourselves in Glaswegian or varying degrees of “Standard” English was conveniently overlooked. The hegemonical dominance of the “Standard” was total. Our native tongue was to be extirpated as rapidly as possible if we wanted any social advancement at all and in working class Glasgow in the 1960s and 1970s social advancement was a major item on many a personal agenda. The multilingualism now so much à la mode was never an issue. Implicitly we were indoctrinated with notions of transient bilingualism whose goal, like that of the 19th and 20th century social missionaries in the Celtic areas of Scotland (and elsewhere), was to teach us the English in order that we forget the Glaswegian.

Digest of Education Statistics. 1962— . A. $7.00/U.S.; $8.75/foreign. Published by U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statis‐tics, 400 Maryland Ave., SW, Washington, DC 20202. Available from the Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Indexed: ASI. S/N 065–000–00037–7. Su‐Docs ED 1.113: Depository Item No. 460‐A‐10. Following a pattern of collecting statistics on education which began under the direction of the U.S. Office of Education in 1870, the National Center for Education Statistics (NCES) has issued the Digest of Education Statistics (DES) annually since 1962, except for when it published a combined edition in 1977–78.