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A course on the needs of students with disabilities implemented an activity for preservice vocational teachers to promote problem solving and active application of knowledge. Participants carried out the following activities: (1) observing and interviewing a student with a disability and his or her teachers; (2) writing a case study about the student; (3) participating in group problem-solving sessions with other preservice educators; and (4) designing an instructional modification for their student. Over a 2-year period, 37 vocational education majors at a large southeastern university participated. Participants were teamed according to their students' areas of disability or learning difficulty. Three main themes emerged from the participants' written case reports: perception of normality, self-image of the student, and lack of friendships. Many participants found that their assigned students looked like their peers without disabilities, wanted to keep their disability a secret, and had low self-confidence, esteem, or image. Participants were aware that many students had very appropriate peer relationships but not all had positive social interactions. The preservice educators indicated the case study was beneficial in encouraging them to reflect on their preconceptions; they benefitted from observing other school personnel making accommodations for special needs students; and they learned how multidimensional the issue of assisting a student with a disability could be. (Contains 19 references.) (YLB)

A study was conducted to determine the certification requirements in each state for regular and vocational teachers regarding students with disabilities, disadvantages, and minority backgrounds. It also assessed the perceptions of state vocational special needs supervisors concerning the adequacy of their state's certification requirements. Two questionnaires were sent to each state and the District of Columbia. The first questionnaire, regarding regular and vocational teacher certification requirements, was sent to the certification division of each department of education. A 100 percent response rate was achieved. The second questionnaire was sent to each state's vocational special needs supervisor. The return rate was 72.5 percent. Results indicated that supervisors did not consider teacher certification requirements to be adequate for preparing teachers to work with students with disabilities, disadvantages, and minority backgrounds. Preservice teachers in many states took courses concerning special populations if they wanted, but were not mandated to do so. Required coursework varied from university to university. Inservice training was the most frequently used method of providing support and continuing education for vocational teachers. Supervisors reported that limited state support was available for first-year teachers. (Appendixes include 26 references and two tables that show results of the first questionnaire and a summary of comments and suggestions for improvement.) (YLB)

A study was designed to determine the following: (1) if concepts associated with eating disorders are being addressed in home economics courses; (2) through what context the concepts are presented; and (3) if the following variables affect whether, with which emphasis, and in what context the teacher presents concepts--having previous personal and/or academic experiences, the number of years of teaching experience, and teacher's level of educational attainment. From a stratified random sample of 368 home economics teachers, 266 completed a questionnaire containing demographic information and eating disorder concepts. Most teachers included these topics in their classroom teaching. Having previous personal and/or academic experiences increased the likelihood that a teacher would address the concepts with greater emphasis as well as increased the ability to recognize a student with an eating disorder. The variable most likely to affect variety in context of presentation was previous academic experience. Teacher's level of educational attainment had no effect on emphasis or context of concept presentation. (NLA)

This paper proposes a strategy for the research of leadership and entrepreneurial learning and development processes in a small business context. It is relevant to wide ranging local, national and European policies to develop SME entrepreneurial leadership practice and SME growth. Leadership is probably the most important factor to business success (Analoui and Karami 2003). Yet, as Rae and Carswell (2000) point out, a greater understanding is needed of the nature and the process of entrepreneurship in terms of how people learn to start and grow businesses, especially those that become high performing businesses. The authors argue that the life story approach is an industrious and valid method of researching entrepreneurial learning. It is noted elsewhere that empirical understanding of the informal processes of leadership learning of entrepreneurs is limited (Kempster and Cope 2010). Offering a solution in the field of leadership studies, Kuhnert and Russel (1990) propose biographical data can illuminate the development processes involved in life events. Biography as a methodology teaches us about life and human behaviour; it can help us to understand individual motives, personality, the people and conditions that influenced an individual in a way that brings their life and work to life. "Biography adds flesh to the bones of achievement; it adds human form to the spirit of ideas and emotions" (Jones 1998 p. 161). Howe (1982) suggests biographical data can draw out a person's uniqueness and provide insights into individual human development that reveal the relationship between earlier experience and later achievements. It has been argued that biographical research is equal to more traditional approaches adopted in the field of small medium enterprise, and can tap into the intangible nature of creativity, whilst also introducing creativity and imagination into the research process (Fillis 2006). Methodologically, biographical research can involve a range of data-collection methods and analytical approaches. This research involves biographic narrative interpretive method interviews. These begin with a single initial narrative-inducing question. 'Minimalist- passive' (Wengraf 2000) interview techniques facilitate uninterrupted narration. Thematic questioning follows and finally non-narrative questions can be posed (Wengraf 2004). The sample is drawn from owners of small medium enterprises (SMEs) registered on a leadership and development programme known as 'LEAD Wales'. The programme is backed by funding from the European Social Fund (ESF) and Welsh Assembly Government. The study forms part of a larger research agenda that will track the longer term effects of the intervention. A sample of 17 biographical interviews will form part of the initial study but this target will remain fluid. Despite its scope, limited contributions to the literature on biography emerge from this field. This paper will explore the feasibility of biographical research in the context of LEAD Wales by critically reflecting on this work in progress and the potential contribution of biography as a means of exploring the temporal nature of the lived experience, and an appreciation in the self and representations of the self as an entrepreneur and leader. [ABSTRACT FROM AUTHOR]

Information about the International Textile Manufacturers Federation Annual Conference 2009 in Shanghai, China is presented. Conference highlights the volatility of crude oil price and the negative trend in synthetic fibers industry due to slow demand, extended oversupply situation and global economic recession. Marketing strategies including superior customer service, low-cost commodities and value-added specialties are also provided.

The article presents the discussion on proceeding representing the work of contributors to the 3rd international conference on Gender Research (ICGR) hosted by the University of Reading.