RLG and OCLC: Combined for the Future

On July 1, 2006, The Research Libraries Group, Inc. (RLG) and the Online Computer Library System (OCLC) combined their organizations and resources. RLG's products and services were integrated with OCLC's, and RLG's program initiatives went forward within an expanded OCLC Research division. This was a historic moment for libraries and research institutions consonant with the incredible changes in the information environment that had been underway during the previous decade. The expansion of WorldCat that resulted and the renewed attention given to research libraries by OCLC in the merger has positively impacted libraries around the globe.     

Common Carrier

50 TEARS OF TELECOMMUNICATIONS REPORTS (Telecommunications Reports, 1036 National Press Building, Washington, D.C. 20045—$100)

THE NEW TELECOMMUNICATIONS ERA AFTER THE AT&T DIVESTITURE: THE TRANSITION TO FULL COMPETITION (Practising Law Institute, 810 Seventh Ave, New York 10019—$40.00, paper)

TELECOMMUNICATIONS ACCESS & PUBLIC POLICY by Alan Bauchcum and Gerald Faulhaber (Norwood, NJ: Ablex, 1984—price not given)

BILINGUAL DICTIONARY OF INTERNATIONAL TELECOMMUNICATIONS: 2. TRANSMISSION EQUIPMENT by Andy Lauriston and Jocelyne Le Neal (Teleglobe Canada, Language Service, 680 Sherbrooke St. West, Montreal, Quebec H3A 2S4—$70.00 in Canadian funds)

CELLULAR TELEPHONES: A LAYMAN'S GUIDE by Stuart Crump, Jr. (Blue Ridge Summit, PA: Tab Books, 1985—$9.95, paper)

COMPUTER CRIME, ABUSE, LIABILITY AND SECURITY: A COMPREHENSIVE BIBLIOGRAPHY 1970-1984 compiled by Reba A. Best and D. Cheryn Picquet (Jefferson, NC: McFarland, 1985—$33.00, paper)     

Review Essay: Addressing the Epidemic of Epidemics: Germs,Security, and a Call for Biocriticism

CAPTAIN JOHN SMITH: HIS LIFE AND LEGEND. By Bradford Smith. Philadelphia: The J. B. Lippincott Company, 1953; pp. 375. $5.00.

PETER E. DIETZ: LABOR PRIEST. By Mary Harrita Fox. Notre Dame: University of Notre Dame Press, 1953; pp. ix+285. $4.75.

THE LEGISLATIVE PROCESS IN CONGRESS. By George G. Galloway. New York: The Thomas Y. Crowell Company, 1953; pp. xii+689. $6.00.

THE YALTA BETRAYAL. By Felix Wittmer. Caldwell, Idaho: The Caxton Printers, Ltd., 1953; pp. 135. $1.25.

A GUIDE TO HELP THE SEVERELY HARD‐OF‐HEARING CHILD. By Helen Hulick Beebe. Basel, Switzerland: S. Karger, 1953.

SPEECH COMPOSITION. By William Norwood Brigance. (Second Edition). New York: Appleton‐Century‐Crofts, Inc., 1953; pp. vii+385. $3.00.

YOU'RE THE SPEAKER. By Vera Gough. New York: William Morrow &; Company, 1954; pp. 158. $2.50.

INTERPRETATIVE READING. By Sara Lowrey and Gertrude E. Johnson. (Revised Edition). New York: Appleton‐Century‐Crofts, Inc., 1953; pp. xvii+595. $3.75.

HEALTH AND SAFETY PLAYS AND PROGRAMS. By Aileen Fisher. Boston: Plays, Inc., 1953; pp. viii+267. $3.50.

PARKER'S TELEVISION PLAYS. By Kenneth T. Parker. Minneapolis: The Northwestern Press, 1954; pp. 245. $2.75.

WEIRD TALES OF OLD JAPAN. By Eisaburo Kusano. Tokyo: Tokyo News Service, Ltd., 1953; pp. iii+127. $2.50.

GUIDE TO AMERICAN LITERATURE AND ITS BACKGROUNDS SINCE 1890. By Howard Mumford Jones. Cambridge: Harvard University Press, 1953; pp. 151. $1.50.

TOWARD A DEMOCRATIC WORK PROCESS. By Fred H. Blum. New York: Harper &; Brothers, 1953; pp. xxi+229. $3.50.

HOW TO BE A BOARD OR COMMITTEE MEMBER. By Roy Sorenson. New York: Association Press, 1953; pp. 64. $1.00.

PARLIAMENTARY PROCEDURE MADE EASY: A VISUAL AID BASED ON ROBERT'S RULES OF ORDER. By Rheva Ott Shryock. Ellenton, Florida: College Offset Press, 1953; pp. 16. $2.50.

TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl Robinson. (Second Edition). New York: Longmans, Green and Company, 1954; pp. vii+438. $4.25.

PSYCHOLOGY IN THE NURSERY SCHOOL. By Nelly Wolffheim. Translated by Charles L. Hannam. New York: The Philosophical Library, Inc., 1953; pp. 144. $3.75.     

Understanding the Distinctive Differences between Relationally and Physically Aggressive Behaviours Used in Early Childhood Contexts

Although there has been considerable research on the distinction between categories of relational and physical aggression, very little is known about the difference in nature of these behaviours. This study presented early childhood educators (N = 123) and parents (N = 112) with common relationally and physically aggressive behaviours, to determine whether item-level behaviours differ in prevalence, intervention and whether differentiated gender perceptions for each behaviour exist. Research Findings: Educators and parents reported observing and intervening in direct relationally aggressive behaviours more frequently compared to indirect relationally aggressive behaviours. Physical acts of aggression were reported more frequently compared to threats of physical aggression. Gender stereotypical perceptions of girls’ and boys’ aggression were evident, with boys being reported to engage in physical aggression more frequently. In comparison, relational aggression was more common in girls. At an item-level, there were some behaviours that educators identified both boys and girls using about equally. Practice or Policy: These findings highlight that meaningful differences exist between relationally aggressive and physically aggressive behaviours when examined at an item-level. A greater understanding of the most common behaviours used during early childhood will allow researchers, practitioners, and parents to focus their intervention efforts more specifically on these behaviours.     

Exploratory Factor Analysis (EFA) Programs in R

We provide a brief overview of two R packages that can conduct exploratory factor analysis (EFA): psych and EFAutilities. After introducing EFA and the exemplar data used in this paper we discuss best practices for EFA. Next, we describe the approaches used in the two packages for EFA. During this explanation, we provide sample code and discuss the usage and results of two empirical datasets. Finally, we highlight the similarities and distinctions of each package on modeling EFA.     

Adductor longus mechanics during the maximal effort soccer kick

Groin pain is a common cause of athletic disability and often involves the adductor longus. A common complaint of patients with groin problems is pain while preparing to kick the ball. The purpose of this study was to examine muscle length and activation of the adductor longus while kicking a soccer ball. Three-dimensional joint positions and muscle activation were obtained from 15 National Collegiate Athletic Association (NCAA) Division 1 male soccer players during maximal effort kicks. Musculoskeletal modeling techniques incorporating joint position and muscle attachments were used to estimate adductor longus length from the beginning of the kicking leg's swing phase until ball strike. The maximum rate of stretch of the adductor longus (22.3 ± 5.3 cm/s) and maximum hip extension (23.3 ± 8.8°) occurred near 40% of swing phase. Activation of the adductor longus occurred between 10% and 50% of the swing phase. Adductor longus maximum length occurred at 65% of the swing phase. Maximum hip abduction (25.3 ± 5.4°) occurred at 80% of swing phase. The adductor longus appears to be at risk of strain injury during its transition from hip extension to hip flexion. This knowledge could be applied to muscle injury prevention and rehabilitation programs to aid with treatment of adductor longus related groin pain.     

Classroom Assessment and Large‐Scale Psychometrics: Shall the Twain Meet? (A Conversation With Margaret Heritage and Neal Kingston)

Classroom assessment and large‐scale assessment have, for the most part, existed in mutual isolation. Some experts have felt this is for the best and others have been concerned that the schism limits the potential contribution of both forms of assessment. Margaret Heritage has long been a champion of best practices in classroom assessment. Neal Kingston has been involved with the application of psychometrics to large‐scale assessments for four decades. Together they discuss what commonalities and differences exist between these two assessment contexts, whether the twain should meet, what impediments or concerns exist, and whether they expect the status quo will change at all in the near future. Based on their joint keynote address at the NCME Special Conference on Classroom Assessment and Large‐Scale Psychometrics, they have expanded and constructed this discussion piece.