Search

Addressing the current employment crisis in the humanities fields, this paper examines employment opportunities for Ph.D. graduates outside the university environment. The report notes that humanities graduates have learned skills of research, problem solving, and writing, and that graduate training emphasizes the ability to penetrate underlying assumptions beyond the immediate situation. These skills may be easily transferred to non-academic pursuits. Hypothetical projects are outlined for humanities specialists and the American Studies Internship Program designed to place its graduates in business and government. Suggested areas in which Ph.D. graduates would make effective contributions include organizational development, human resource programs, career development, and public affairs. Recommendations are that humanists realize that non-academic jobs are not second rate and that interdisciplinary studies, career counseling services, and internships be established. Sections of the paper discuss the current crisis, provide unemployment statistics, and examine academic and institutional stereotypes. A list of associations and a bibliography relevant to humanists seeking non-academic jobs are provided. (KC)

Nonformal education programs operating in the modern sector in Ethiopia are described in a perspective relevant to the Ethiopian context. The modern sector is defined as those activities concerned with the manufacture of goods, extraction of raw materials, the processing of raw materials, the provision of services, and the creation and maintenance of certain types of infrastructure such as communications, roads, railroads, and air transportation. Following the introduction, which contrasts the modern sector with the rural traditional sector and discusses recent manpower studies in Ethiopia, a second section discusses the various formal vocational and comprehensive secondary schools. Information is provided on enrollment, statistics on graduate employment, and each school's ability to teach students saleable skills. A third and major section discusses each of the following three classifications of nonformal education training programs for the modern sector: Preservice training programs, vestibule training programs, and inservice training programs. The conclusions section describes characteristics which are general to all of the nonformal education programs and then outlines five points which the author feels could be used to explain the lack of or the success of vocational education programs. (SH)

The subject of career education is a vast and complex one. For example, it often emphasizes alternative educational programs for high school and junior high students that may involve substituting work for academic experience in industrial settings outside the schools. Or it may encompass recurrent or lifelong education programs for adults that provide additional education which may or may not be work related. The youth oriented ideas can mean less education while the concepts aimed at adults suggest more. No one would deny that education and work are related. The real issue is what form any advocacy movement takes and whose interests it serves. The rationale behind much of the federally supported career education effort is weak, and many of the programs seem to be more in the interests of big business than in the interests of our nation's youth. Career education cannot solve the youth unemployment problem, but certainly there are youth problems that well-directed career education programs could help with. The American Federation of Teachers advocates dissemination of more information on job availability, occupational projections, and job access. It supports job training programs which build upon a basic education by combining further academic experiences with on-the-job experiences, but it strongly opposes any occupational education program that would diminish general liberal education or that would endanger present child labor, minimum wage, early school leaving, and health and safety laws. It also strongly opposes programs that involve turning over some of the responsibility for public education to the private sector. (BL)

Many people are investing these days, but many librarians, especially non-business librarians, are uncomfortable helping patrons with questions on the subject. This reference guide gives librarians the knowledge and confidence to assist patrons in identifying the correct information in a critical but little understood investment area--the bond market. Written in an easily understandable style, this guide provides the basic background information on: what a bond is; how to distinguish between different types of bonds; how bonds are rated; how to evaluate bonds and track their performance; and useful reference sources. The following sections are included: "Introduction" (Lydia E. LaFaro); "Bonds and the Bond Market" (Louise Klusek); "Bond Ratings" (Steven L. Lubetkin); "Sources of Bond Information" (Louise Klusek); "Bibliography of Bond Information Sources" (Louise Klusek); "Listing of Major Bond Indexes" (Gary White and Craig Wilkins); and "Glossary of Bond Terms" (Gary White, Tom Mirkovich, and Craig Wilkins). Included is a comprehensive list of the most useful reference sources on bonds, and an extensive glossary of terms related to the bond market. (SWC)

These proceedings contain the papers and posters of the 21st International Conference on e-Society (ES 2023) and 19th International Conference on Mobile Learning (ML 2023), organised by the International Association for Development of the Information Society (IADIS) in Lisbon, Portugal, during March 11-13, 2023. The e-Society 2023 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2023 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 246 submissions from more than 31 countries. In addition to the papers' presentations, the conference also included one keynote presentation from Professor Agnes Kukulska Hulme (Institute of Educational Technology (IET), The Open University, United Kingdom). [Individual papers are indexed in ERIC.]

These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]

Beginning with a biographical sketch of L. T. White and comments by his contemporaries, the volume goes on to provide a collection of his writings and speeches on distributive education emphasizing the value of cooperative activity between the marketing and educational communities. Practical suggestions are offered for improving educational programs for marketing and management. The section entitled "The Importance of Distribution" emphasizes the importance of education and business "teaming up" to continue a system of free choice and competition. The readings in the section, "The Need for Education in Distribution," present L. T. White's thought on education in business, better salesmanship, and the role of the government. It concludes with a report of the first Distributive Education Committee. In the section, "The Role of Distributive Education," articles reflect the challenges of the businessman, the need for good salesmanship, and the role of distributive education in the community and the economy. The concluding section, "The Development of Education for Entrepreneurs," stresses the need for education and business to work together more closely in order to better educate more persons for business. (MW)

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (Mª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (Mª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and skills which explored many of the concepts addressed in this book of readings. Other researchers in the area have also contributed to chapters in this book. The authors offer a variety of views on innovation and its relevance. While the authors view innovation from differing perspectives, they all implicitly acknowledge the importance of innovation to productivity. This volume contains the following papers: (1) Overview (Penelope Curtin and John Stanwick); (2) Innovation in the modern economy (John Rice); (3) What skills are relevant to innovation? (John Stanwick and Francesca Beddie); (4) Building up the innovative capabilities of workers (Ludger Deitmer); (5) Neuroplasticity and its application for skills in innovative workplaces (David Rumsey); (6) Why firms innovate and what it means for VET (Josie Misko and Lisa Nechvoglod); (7) The role of education and skills in Australian management practice and productivity (Renu Agarwal and Roy Green); (8) Building innovation capacity: the role of human capital formation in enterprises (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (9) Capabilities, innovation and performance: an assessment using Australian data (Peter Fieger and John Rice); (10) Tradespeople and technicians in innovation (Phillip Toner); (11) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); and (12) Some thoughts on VET and innovation: an economic perspective (Tom Karmel). Individual papers contain tables, figures, footnotes and references.

This report presents a collection of papers that focuses on a coordinated approach to raising the socioeconomic status of Hispanic Americans living in California. After presenting "The Need for a Coordinated Approach," the papers are: "Preschool Access" (Theresa Garcia, Sandra Gutierrez, and Giovanna Stark); "K-12 Performance" (Patricia de Cos, Christine Aranda, Cirenio Rodriguez, and Sonia Hernandez); "College & University Performance" (Patricia Gandara); "Digital Divide" (Saeed Ali, Diana Rude, Raul Araujo, Richard Chabran, and Karen Origel); "Business Development" (Gus Koehler, Trish Kelly, Manuel Pastor, Sam Perez, and Alfonso Salazar); "Employment & Training" (Alicia Bugarin, Philip Martin, and Francisco Rodriguez); "Community Building and Redevelopment" (Belinda Reyes, Kim J. King, and Nestor Ruiz); "Pensions & Investments" (Marco Rodriguez, David B. Felderstein, and Leo Aguinaldo); "Media, Culture, & Information" (Jose Perez, Refugio Rochin, and Kathy Low); "Health Care" (Richard Figueroa); and "Safe Neighborhoods" (Marcus Nieto and Arturo Venegas). (SM)

This collection of nine research papers concerning aspects of the economy of China were written by U.S. college and university professors who traveled to China as part of the Fulbright Hays Summer Seminars Abroad Program. The papers include: "The Impact of Economic Reforms on the Status of Women in China" (M. Eysenbach); "China's Agricultural Economy and Policies" (L. Fletcher); "China: Economic Reform and Social Welfare" (L. Geiger); "China's Foreign Trade" (A. W. Khandker); "China's Economic Development" (E. Kim); "Rural Township and Village Enterprises in China" (S. Park); "Joint Ventures in China" (J. Rassi); "Chinese Enterprises: Responses to Prepared Questions" (E. Ryan); and "Treasury Bonds in China" (K. Weir). (DB)

This book contain papers 13 papers on enhancing inter-firm networks, including by intervening in mergers and acquisitions and developing strategic alliances and partnerships. The following papers are included: "Introduction" (Anthony F. Buono); "Making Mergers and Acquisitions Work: A Guide to Consulting Interventions" (Mitchell Lee Marks); "Teaching to the Issue: Human Resource Intervention in Mergers and Acquisitions" (Vicki Van Steenberg LaFarge, Aaron J. Nurick, Ellen Leiter, Anthony F. Buono); "Forging a Postmerger Identity: Tough Work in the Executive Suite" (James W. Fairfield-Sonn); "What 'Due Diligence' Really Means: Intangible Capital and Organizational Reality" (Judith A. Gebhardt); "Knowledge Transfer and Organizational Learning in Strategic Alliances" (Daniele Chauvel, Nicolas Rolland, Charles Despres); "Complex Learning Partnerships: Creating the Connections in International Alliances" (Iris Berdrow); "Dynamic Competition and Development of New Competencies: The Case of the Internet Consulting Industry" (Valerie Claude-Gaudillat, Bertrand V. Quelin); "Reflexive Development of Interfirm Networks: The Role of Managers and Consultants" (Joerg-Sydow, Arnold Windeler); "Building Effective Innovation Networks: Enhancing Cooperation in Public-Private Partnerships" (Eric Davoine); "Corporate Venturing: Is an Acquisitive Strategy a Sustainable Pattern of R&D Externalization?" (Michel Ferrary); "Creating a Collaborative Community of Management Consultants" (Janice Twombly, Jeffrey Shuman); and "Building Sustainable Networks: An Action Research Strategy for Management Consultants" (Marilyn E. Harris, Guilan Wang). Most papers include substantial bibliographies. (MN)

These papers examine causes of the crisis in school leadership, offering an innovative proposal for a new kind of institution that will train school principals to be turn-around artists. The approach involves close collaboration between the new institution and entire school districts, combining face-to-face instruction with Web-based delivery. Ten papers are: (1) "Preparing Principals in the Age of Accountability" (Marc S. Tucker and Judy B. Codding; (2) "What Principals Need to Know About Teaching and Learning" (Peter W. Hill); (3) "The Principal as Moral Leader" (Thomas Sobol); (4) "Best Practices in Leadership Development: Lessons from the Best Business Schools and Corporate Universities" (Marie Eiter); (5) "Professional Military Education: A Serious Enterprise for Leaders" (Robert C. Hughes and Richard Haney); (6) "Models of Preparation for the Professions: Implications for Educational Leadership" (Gary Sykes, Cheryl King, and Jeannie Patrick); (7) "Mission Possible? An International Analysis of Training for Principals" (Brian J. Caldwell, Gerard T. Calnin, and Wendy P. Cahill); (8) "The Work of Principals and Their Preparation: Addressing Critical Needs for the Twenty-First Century" (Carolyn Kelley and Kent D. Peterson); (9) "Principal In-Service Programs: A Portrait of Diversity and Promise" (Kent D. Peterson and Carolyn Kelley); and (10) "Associations and the Principalship: A History of Advocacy, a Horizon of Opportunity" (Gerald N. Tirozzi). Two appendixes present the design for the National Institute for School Leadership and people consulted in designing the Institute. (Papers contain references.) (SM)

This book of readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation. This collection considers what the innovation process in business means for Australian workers and identifies the contributions of the VET system. International comparisons offer insights into those elements missing or under-emphasized in the current Australian innovation system. Finally, strategies to enable the VET sector to engage with business innovation are illustrated through examples. The following are included in this document: (1) Overview (Hugh Guthrie and Susan Dawe); (2) The engagement of vocational education and training and innovation in Australia: Some historical perspectives (Richard Pickersgill); (3) Innovation and vocational education and training: Lessons from leading national innovation systems (Richard Curtain); (4) How businesses innovate today and what that means for the workforce (Grant Kearney); (5) Innovation, economic growth and vocational education and training (Bob Bennett, Donald Brunker, and Rowena Hodges); (6) Innovation agents: Vocational education and training skills in the present and future Australian innovation system (Phillip Toner, Jane Marceau, Richard Hall, and Gillian Considine); (7) Vocational education and training and the commercialisation of Australian research (Karen Whittingham, Frances Ferrier, and Clifford Trood); (8) Training needs of innovative companies (Josie Misko, John Saunders, and Davinia Woods); (9) Stimulating the demand for skills within skillecosystems (Leslie Loble and Paul Williams); (10) How vocational education and training providers are working innovatively with industry (Victor J. Callan); (11) Vocational education and training engaging with emerging industries: Opportunity analysis model (Andrew Lindhjem and John Royle); (12) Tackling emergent needs: The Applied Technology Framework project (Catherine M. Down); (13) Innovation at Kangan Batman TAFE: From product development to change management (Russell Browne, Stephen O'Sullivan, and Tess Julian); (14) Central TAFE innovation: Positioning a TAFE college in the knowledge economy environment (Kevin Chennell); and (15) Vocational education and training engaging with emerging technology: The Liberated Learning Project consortium (Di Paez, Michaela Wilkes, and Mary Gurgone). (Individual papers contain references.)

The range and possibilities of "business anthropology" are explored in fourteen papers. The papers are presented in an order designed to illustrate five major roles for anthropologists interested in working with business: (1) conducting cross-cultural orientation programs for business personnel working in foreign countries or with different domestic ethnic groups; (2) monitoring and brokering cross-cultural business operations; (3) analyzing the business organization itself and its internal functioning; (4) analyzing the host country or host community in terms of its needs, capabilities, and limitations regarding business; and (5) teaching college courses relating anthropology to business. The papers are: (1) "Anthropological Contributions to Business in Multicultural Contexts" (Hendrick Serrie); (2) "Culture in International Business: Selecting Employees for Expatriate Assignments" (Margo L. Smith); (3) "Managing the Multinational Firm: Finding the Right Expatriate for the Job" (Jo Rainie Rodgers); (4) "Intercultural Training: An Overview of the Benefits for Business and the Anthropologist's Emerging Role" (Constance S. Ojile); (5) "Cross-Cultural Interaction: Some General Considerations for Innocents Abroad" (Hendrick Serrie); (6) "Chinese Business and Management Behavior and the Hsu Attributes: A Preliminary Inquiry" (Hendrick Serrie); (7) "A Cross-Cultural Analysis of Drinking Behavior within the Context of International Business" (Diane Zior Wilhelm); (8) "Forming Business Relationships in Bantu Africa" (Jeffrey A. Fadiman); (9) "The Anthropologist in Marketing" (S. Brian Burkhalter); (10) "The Americanization of Shoyu: American Workers and a Japanese Employment System" (John van Willigen and Richard Stoffle); (11) "The Multinational Corporation as a Form of Sociocultural Integration above the Level of the State" (Alvin W. Wolfe); (12) "The Art of Nigerian Business: Igbo Entrepreneurial Innovation Using Family Organization" (Stella B. Silverstein); (13) "Religions and Economic Externalities of American-Guatemalan Agribusiness" (Elizabeth B. Sumner-Faust); and (14) "College Courses on Business Anthropology" (Hendrick Serrie). (BZ)

This book contains 15 papers devoted to the following topics of interest to business educators: the Internet's history and management; Internet applications related to the National Standards for Business Education; and the Internet's connection with the business education profession. The following papers are included: "Vignettes in the History of the Internet" (Jay Stephens); "Acceptable Use Policy" (Billie J. Herrin, Jon Robinson); "Policing the Internet: Developing an Acceptable Use Policy" (Wayne A. Moore, Raymond Rakvic, Jr.); "Career Development" (Nancy D. Zeliff); "Basic Business and Personal Finance" (Jim Mansfield, Lonnie Echternacht); "Internet Tools" (Ken Quamme, Kent Quamme); "The Development of an Internet-Based Course Support System for an Introductory Computer Course" (William C. Ward, III); "Online International Business" (Robert J. Matyska, Jr.); "Use of the Internet in Management and Marketing" (Bobbye J. Davis, Josie V. Walker); "Integrating the Internet into a Methods Class" (Margaret J. Erthal); "Internet Use in Document Processing and Computer Applications" (Dennis Boldt, Nancy Groneman); "The Cyberprofessional Association" (Bridget O'Connor, Michael Bronner); "Using an Intranet in Business Education" (James E. Bartlett, II); "Community Networks: Pathways to a Revitalized Society" (Douglas Schuler, Cynthia Denton, Larry Denton); and "Beyond the Internet: A Virtual Education Environment" (Hazel R. Walker). A few papers include substantial bibliographies. (MN)

The exploration of the growth and cost benefit effectiveness of governmental regulation of higher education is examined in this book. An introductory article by Robert Hatfield examines university regulation from a businessman's perspective. Hatfield concludes that business and higher education must work together to curb the stream of regulation. The first paper on "The Advent of Academic Bureaucrats," by Paul Seabury, provides a historical overview of the situation. Richard W. Lyman's paper, "Federal Regulation and Institutional Autonomy: A University President's View," surveys some of the regulation on the campus, such as OSHA (Occupational Safety and Health Administration) investigations and affirmative action programs. The third paper, "Regulating the Universities," by Caspar W. Weinberger, explores university regulation and assesses the impact government control has on the universities. Robert L. Sproull considers the effects of government research contract controls in the fourth paper, "Federal Regulation and the Natural Sciences." The fifth paper, "A Road to Stalemate--the Current State of Regulations," by Miro M. Todorovich, discusses ramifications of the Equal Employment Opportunity Commission's guidelines. "Regulating Business and Regulating the Universities: One Problem or Two?," by Nathan Glazer, focuses on the tendency of government to expand, to exercise more control than required by Congress. The final paper by Paul Seabury, "Epilogue--A Final Footnote," ties together previous papers and stresses the need for government and education to remain separate. (PHR)

This guide comprises four reports on the Laboratory Animal Data Bank (LADB), the National Institute of Health Environmental Protection Agency (NIH/EPA) Chemical Information System (CIS), nonbibliographic databases for the social sciences, and the Toxicology Data Bank (TDB) and Registry of Toxic Effects of Chemical Substances (RTECS). The first report describes LADB, which is designed to provide animal scientists with information on different species and strains of laboratory animals. Four annotated search examples demonstrate particular LADB features in the recall or manipulation of data. The second paper examines major files available on the NIH/EPA CIS system, which is used to identify chemical compounds and obtain information on their toxic effects. Explanations of system commands, specific search examples, and a complete list of CIS files are provided. Focusing on nonbibliographic databases which provide business, industrial, and economic information, the third report discusses Disclosure, the Economic Information Systems (EIC) files, and the Predicasts Terminal System (PTS) family of statistical databases. Two search examples are given for each file group. The final paper compares TDB and RTECS, both of which provide chemical toxicity data. Examples of a chemical unit record and three sample searches are presented for each of the two databases. (ESR)

This yearbook includes 24 papers dealing with collaboration between the vocational education and private sectors. Presented first are the following papers on the foundation for collaboration: "The Changing Nature of Work and Workers" (Joseph F. Coates), "Jobs with a Future" (Marvin J. Cetron), "The Mission of Vocational Education and Trends in Training Delivery" (Donald F. Averill), "A Rationale for Collaboration: The View from Industry" (Richard E. Clinton), "Requisites for Collaboration: The View from the Financial Community" (James M. Howell and Linda D. Frankel), and "A Rationale for Collaboration: The View from Labor" (Jack Reihl). The following papers address issues in collaboration: "Is Vocational Education Ready for Collaboration?" (Jerome Moss, Jr.), "Why Business Finds It Hard to Work with Schools" (Gayle Jasso), "Educational Institutions Must Welcome Collaboration" (Don C. Garrison), "Governance: A Help or Hindrance?" (William Payne and B. Lamont Carter), and "How Employer-Employee Contracts Affect Collaboration: The View from Education" (Harold McAninch and Joan Bevelacqua). The next two sections contain the following descriptions and case histories of collaborative programs: "The Economic Development Role of Vocational Education" (Paul V. Braden), "Collaboration: Vocational Education and the Private Sector" (John C. Graves), "Issues in Collaboration between Organized Labor and Vocational Education" (Kenneth R. Edwards and Theresa M. Carroll), "Collaboration in Apprentice Programs: Experience with In-School Apprenticeships" (Robert W. Glover),"Revitalizing an Old Medium: Using Advisory Committees" (Moody Oswald), "California's Regional Occupational Programs" (David L. Smith and Patricia B. Langlin), "Using the Community as a Resource" (Cecil L. Groves), VICA and the United States Skill Olympics" (Larry W. Johnson), "Community Work-Education Councils" (Gerald G. Gold), "The Role of Private Industry Councils in Training the Economically Disadvantaged" (William H. Kolberg), and "The Boston Compact" (William Spring). The final two papers--"Adapting Technology for Instructional Delivery" (Joseph I. Lipson) and "A Futuristic Scenario: Collaboration in the Year 2000" (Paul E. Barton)--deal with collaboration in the future. (MN)

Intended as an example for other college libraries, this collection of 38 pathfinders and bibliographies was developed by the reference staff of the Calvin Coolidge Library at Castleton State College, Vermont. Designed to present the types of literature available in particular subject fields and those works readily available in the Coolidge Library, typical pathfinders include a cover page explaining the use of the card catalog and periodicals, and sections on research guides and bibliographies; dictionaries, encyclopedias, and handbooks; and indexes and abstracts. Each entry provides the author, title, call number, and a brief description of the reference tool. The pathfinders are as follows: (1) American History; (2) Art and Architecture; (3) Biology; (4) Business; (5) Business and Industry; (6) Careers; (7) Census Materials; (8) Chemistry; (9) Classical Literature; (10) Computer Science; (11) Criminal Justice; (12) Drunk Driving and the Drinking Age; (13) Economics; (14) Education; (15) English and American Literature; (16) English Composition; (17) European History; (18) French and Spanish Language and Literature; (19) Geography; (20) Geology; (21) Government Documents; (22) Indexes; (23) Investing in U.S. Stocks; (24) Law; (25) Marketing; (26) Mathematics; (27) Medical Aspects of Drug Abuse; (28) Mass Communications; (29) Nuclear Weapons and Disarmament; (30) Nursing; (31) Physical Education; (32) Political Science; (33) Psychology; (34) Research Papers; (35) Social Work; (36) Sociology; (37) Theater; and (38) World Literature. A sample cover page is provided. (KM)

This document contains papers commissioned by the Institute for Information Studies to provide a variety of perspectives on a particular topic relating to the impact of communications and information technology. Among the subjects covered are the impact of the Internet on community, education, electronic commerce, international development, and democracy, as well as the impact on the Internet of national governments' struggles to retain sovereignty in the face of the Internet's insistently global nature. The chapters are: "Sovereignty in the Networked World" (Michael R. Nelson); "The New 'Civic Virtue' of the Internet" (David R. Johnson and David G. Post); "The Internet and Community" (Jeffrey Abramson); "Will the Internet Transform Higher Education?" (Walter S. Baer); "The Internet and Electronic Commerce: A Tale of Three Cities" (Elliot Maxwell); and "Development and the Globalization of Cyberspace" (Heather E. Hudson). Author profiles are included. (AEF)

Describes the Association of Research Libraries Geographic Information System (GIS) Literacy Project and the experiences of several libraries involved in electronic mapping. An in-depth description of the University of Connecticut's map library is provided. Sidebars include information about GIS business applications and sources of products mentioned. (KRN)

This publication, which consists of selected readings from volumes 1-5 of The American Journal of Distance Education, is designed for corporate and military trainers who want research-grounded materials that can be used in programs that train trainers. The 12 articles, whose authors come from the army, navy, and airforce, from universities and major corporations, represent various media, different types of organizations, and different processes in the teaching-learning relationship. The articles include: (1) "A Historical Overview of Telecommunications in the Health Care Industry" (Joseph S. Anderson); (2) "Learning from Teletraining" (Allen G. Chute, Lee B. Balthazar, and Carol O. Poston); (3) "Use of Interactive Television for Outreach Nursing Education" (Marilyn B. Major and Donea L. Shane); (4) "A Fourth Generation Distance Education System: Integrating Computer-Assisted Learning and Computer Conferencing" (Allan C. Lauzon and George A. B. Moore); (5) "A Selection Model and Pre-Adoption Evaluation Instrument for Video Programs" (Carla Lane); (6) "Business, Education, and Distance Education" (Stephen Murgatroyd); (7) "Design Considerations in Selecting Teleconferencing for Instruction" (Ellen D. Wagner and Nancy L. Reddy); (8) "Whose Job is Teleconference Reception?" (Shirley Davis and Charles S. Elliot); (9) "A Navy Video Teletraining Project: Lessons Learned" (William L. Maloy and Nancy N. Perry); (10) "Effectiveness of Distance Education Approach to U.S. Army Reserve Component Training" (S. Delane Keene and James S. Cary); (11) "Empowering the Learner through Computer-Mediated Communication" (Lynn E. Davie and Rosalie Wells); and (12) "Effectiveness and Costs of Distance Education Using Computer-Mediated Communication" (Ruth H. Phelps, Rosalie Wells, Robert L. Ashworth, Jr., and Heidi A. Hahn). Three interviews are also presented: "Speaking Personally with Colonel William A. Wojciechowski" (Phil Savarise); "Speaking Personally with Kathryn Porter and William Mason (Aetna Life and Casualty)" (Dawn Middleton-Paradise); and "IBM's View of Distance Education: Speaking Personally with Susan Leslie, Dick Scott, and James Tomsic" (Lauren Lukert). Most of the papers list references; approximately 200 references are contained overall. (KRN)

This paper looks to Plato for guidance on business and business leadership in the twenty-first century. It focuses on three themes. The first is the concept of ˵the market″ as an agora, a meeting place where economic, political and social themes, activities and values intersect and are engaged. The second theme revolves around the concept of a ˵social contract″ that dominates Plato's account in the Crito of the life, mission and responsibilities of Socrates faced with responding to a death penalty imposed at the conclusion of a judicial process in which Socrates was on trial for corrupting the youth. The focus of the final theme is Plato's attempt in The Republic to understand the proper relationship between and among what he defines as the three functions essential to any organized human society, functions that today we would identify as government or political leadership, the generation of economic wealth and the task of protecting the state from attack by external military forces, where the goal is the creation of a just and harmonious society. The paper concludes that Plato provides indirect but persuasive reasons for the view that business and the generation of material wealth must be harmoniously interwoven with the social and political dimensions of society and government if a just society is to be realized. What Plato's insights suggest is that to abstract economic markets from the wider sphere of human activity is bound to result in a misleading account of the nature of business and economic activity more generally, and, if put into practice, is likely to result in social conflict and social and political degeneration. [ABSTRACT FROM AUTHOR]

New and cheaper means of acquisition and distribution are giving individuals easier access to information. This has contributed to dissatisfaction with corporate governance and business management and is encouraging the growth of new types of interest groups that are seeking a voice in the private sector. This may lead to a reversal of the trend toward centralization of power, resulting in a reallocation or sharing of authority at local and regional levels. Such major social changes as public alienation, distrust of institutions, and modification of personal and family values have already affected the decision-making process of major institutions. The political sector is no more immune to change than the business sector. Business leaders will find it increasingly difficult to respond to employee and public pressures and still feel they are in control of corporate decision making. Forces external to the private sector are creating an atmosphere where business leaders will be obliged to develop new approaches to decision making. These trends have implications for life and health insurance company management in several areas, including legislation, public relations, human resources, and marketing. (A related ERIC information analysis on the changing nature of work is available separately--see note.) (MN)

Differences in fund raising in public and private colleges are considered in 14 papers, with attention to different strategies, the organization of the effort, and special considerations. Article titles and authors are: "Private Support of Public Higher Education" (Michael J. Worth); "Organization of Fund Raising at Public Institutions" (John W. Leslie); "The Private Foundation at a Public University" (Curtis R. Simic); "Working with Volunteers" (Barbara W. Snelling); "Role of the Public College or University President in Fund Raising" (James L. Fisher); "Annual Giving at Public Institutions" (Robert R. Ashton); "The Role of Major Gift Clubs at Public Institutions" (Donald L. Lemish); "Corporate and Foundation Support for Public Institutions" (George E. Moore); "Capital Campaigns at Public Institutions" (Robert B. Rennebohm) "Planned Giving Programs at Public Institutions" (J. Robert Sandberg); "Raising Funds for Faculty Support" (Marion B. Peavey); "Athletic Fund Raising" (Ian T. Sturrock); "Fund Raising for Two-Year Colleges" (Stephen R. Wise, Marlene W. Camper); "State Laws and Policies Affecting Private Support for Public Higher Education" (Constance Kravas); and "The Public-Private Partnership" (M. Worth). (SW)