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Although typologies of violence have become more common, relatively little attention has been given to Donald Black’s (1983) distinction between moralistic and predatory violence. Moralistic violence is rooted in conflict; predatory violence is rooted in exploitation. We elaborate Black’s typology and show how it is similar to, but distinct from, other typologies of violence. We also address the criteria by which typologies of any kind might be judged. Borrowing from the literatures on typologies and on standards of scientific theory, we argue that explanatory typologies should be evaluated according to four criteria: the degree to which they are powerful, theoretical, general, and parsimonious. Applying the criteria to Black’s typology, we argue that the distinction between moralistic and predatory violence is an important contribution to the arsenal of the student of violence.

One of the newest crimes to be put on the books is stalking, usually defined as repeatedly being in the presence of another person with the intent to cause emotional distress or bodily harm after being warned or requested not to do so. Stalking must be done over a period of time to indicate a pattern or continuity of purpose. Threats against a person or person's family may be stated or implied in stalking. Stalking victims are followed and harassed at work, at school, and at home. Stalking can also be done electronically, either using computers to send harassing e‐mail messages or by jamming telefacsimile machines with unwanted transmissions. There have been numerous high‐profile stalking cases that gained a great deal of publicity and focused attention on stalking. “Celebrity stalking” cases came to the public's attention in 1982 when actress Theresa Saldana was stabbed by a stalker. In 1989 actress Rebecca Schaeffer was shot and killed by a man who had stalked her for two years. In the 1990s the assault on skater Nancy Kerrigan, television talk shows and movies, and nonfiction works on stalking, including cases that ended with the death of the stalking victim, have focused public attention on this issue.

This is a comprehensive list of books, some pamphlets, and a few sound recordings about or by Ronald (and Nancy) Reagan. Collections of photographs and cartoons as well as biographies, political commentary, speeches, quotations and even recipes are represented. Omitted are books in which there is only brief mention of him. The bibliography was compiled in connection with a major exhibit on Ronald Reagan at the Colorado State University Library. It is the author's intention to continue to collect Reagan materials.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

This study examined the relationships among ethnocentrism, group cohesion, and constituent pressure in either competitive or collaborative directions within the context of a complex simulation of intergroup conflict. The simulation elicited both a value and an economic conflict over scarce resources and their development in which pairs of groups negotiated through representatives to reach a settlement. The results from 32 four‐person groups of college males were based on self‐report questionnaires and behavioral codings from videotapes of the simulation sessions. With the questionnaire data, ethnocentrism, group cohesion, and constituent pressure were significantly related at three different measurement points and when averaged over the entire simulation. Behavioral ratings of ethnocentrism were positively correlated with behavioral measures of constituent pressure to compete and negatively with pressure to collaborate. These results provide empirical support for the effects of cohesion and ethnocentrism on conflict management behavior in line with realistic group conflict theory.

The first issue that requires examination is the question of how we got to this point to begin with. The answer to this question, of course, is a function of who “we” happens to be. The lawyers can blame Oliver Wendell Holmes (1897, p. 469), who made “the man of the future … the man of statistics and the master of economics.” The future, it would seem, is now. Legal Realist/Institutionalist lawyer-economists such as Walton Hamilton and Robert Lee Hale, who were economists on law school faculties before that tradition got started at Chicago, had something to do with this too, although neither they nor law-minded economists such as John R. Commons can be given credit or blame for the economic analysis of law – at least not directly.³ The birth of the economic analysis of law is very much a Chicago story – Coase, Becker, and Posner – although we must allow that Guido Calabresi also had more than a bit to do with these things.⁴

LOOKING BEFORE AND AFTER : BEFORE Opening, as we do, a new volume of THE LIBRARY WORLD, especially as with it we reach the venerable age of sixty‐one, does suggest retrospective and prospective view. The magazine is the oldest amongst independent library journals, though others existed before 1899 in different forms or under other titles than those by which they are known to‐day. When at the end of last century it was felt that utterances were needed about libraries, unfettered by uncritical allegiance to associations or coteries, librarianship was a vessel riding upon an official sea of complacency so far as its main organisation was concerned. It was in the first tide, so far as public libraries were concerned, of Carnegie gifts of buildings, not yet however at the full flood. The captains were men of the beginnings of the library voyage; who were still guided themselves by the methods and modes of the men who believed in libraries, yet feared what the public might do in its use of them. Hence the indicator, meant to show, as its name implies, what books were available, but even more to secure them from theft, and to preserve men and women from the violent mental reactions they would suffer from close contact with large numbers of books. There were rebels of course. Six years earlier James Duff Brown has turned his anvil shaped building in Clerkenwell into a safeguarded open access library in which he actually allowed people, properly vetted, to enter and handle their own property. This act of faith was a great one, because within a mile or so some 5,000 books had been lost from the Bishopgate Institute Library, which has open shelves, too, not “safeguarded”. Brown's “cave of library chaos” as a well‐known Chairman, who by one visit was convinced of its good sense and practicability, called it, focused the attention of scores of librarians—so much so that Brown had to beg them to keep away for about a year, so that the method might be better judged after sufficient trial. It also focused the attention of the inventors of the indicator, who, presumably, had more than a benevolent interest in its sales. So there was war against this threat and for several years this childish contention raged at conferences, in private conversations amongst library workers, and in letters to the press aimed to convict Brown and all his satellites of encouraging dishonesty, mental confusion and other maladies public. Hence Brown, L. Stanley Jast, William Fortune and others initiated this journal to teach librarians and library committees how libraries were to be run. That, in extreme brevity, is our genesis. For sixty years it has encouraged voices, new and old, orthodox or unorthodox, who had something to say, or could give a new face to old things, to use its pages. Brown was its first honorary Editor, and with some assistance in the later stages remained so for the thirteen years he had yet to live. Nearly every librarian of distinction in his day has at some time or other contributed to these pages. So much of our past may be said and we hope will be allowed.

It will take some time before the value of the recent Production Exhibition held in London can be fully assessed, but there is little doubt that this new departure in exhibitions has left its mark.

In the United States, a child with a disability is vested with the statutory right to a free appropriate public education. Public school districts fulfill this right with an individualized education program designed to address the educational needs of the child. As with all governmental programs designed to extend positive benefits, statutory rights to a free appropriate public education come with attendant and commensurate costs that must be paid by the taxpayer. Rights have costs, and while the rights may be absolute, the remedy to a rights deficiency is subject to political processes. To borrow from Ronald Dworkin’s famous aphorism, costs and politics ultimately trump the right to a free appropriate public education.