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The article examines the development of a professional enhancement program designed to select and develop a qualified, competent faculty and staff for public schools. It puts forth a philosophy of education that stresses the need for good administrators to be change agents.

This laboratory experiment explores the extent to which impersonal exchange emerges from personal exchange with opportunities for long-distance trade. We design a three-commodity production and exchange economy in which agents in three geographically separated villages must develop multilateral exchange networks to import a good only available abroad. For treatments, we induce two distinct institutional histories to investigate how past experience with property rights affects the evolution of specialization and exchange. We find that a history of unenforced property rights hinders our subjects' ability to develop the requisite personal social arrangements to support specialization and effectively exploit impersonal long-distance trade. (JEL C90, D23, D51, P14) [ABSTRACT FROM AUTHOR]

New teachers often have little or no preparation for engaging in the teaching-learning process with African American students. Moreover, they have probably had even less training in issues specific to African American males. This article focuses on ways to enhance learning experiences of African American males through self- esteem. We begin by defining and describing elements of self-esteem and analyzing selected literature as it relates to the education of African American males. We then suggest specific educational strategies for African American males, although they are also appropriate for others. These suggestions can help prepare pre-service teachers for a type of diversity seldom addressed in traditional teacher education programs. In the quest for excellence in education, educators have explored many factors that contribute to the quality of educational achievement among African American male students. Some assert that achievement can be improved with more financial resources. Others identify staff development and new methodologies that will meet the needs. Still others believe that poverty, racism and sexism diminish achievement, along with personal abilities and what is traditionally seen as intelligence. While all of the above seem to influence educational achievement in a myriad of complex and interrelated ways, we believe that to improve educational achievement for all students, especially African American male children, approaches must incorporate specific strategies to foster positive self-esteem. In this article, we seek to add to the discourse that currently surrounds the educational attainment of African American males by exploring self-esteem as an integral factor in success. We begin with a brief discussion of the concept of self- esteem. We then focus on the impact of self-esteem on student performance while stressing the critical need for addressing issues of self-esteem in working with children in inner city schools, especially African American male students. We end the article by presenting practical classroom strategies for the teacher. The strategies are designed to increase self-esteem, mold positive attitudes and build confidence through classroom experiences for African American males. [ABSTRACT FROM AUTHOR]

In this paper we report the results of additional exchange ultimatum game experiments conducted at the same time as the exchange ultimatum game experiments reported in Hoffman et al. (Games and Economic Behavior, 7(3), pp. 346–380, 1994). In these additional experiments, we use instructions to change an impersonal exchange situation to a personal exchange situation. To do this, we prompt sellers to consider what choices their buyers will make. Game theory would predict that thinking about the situation would lead sellers to make smaller offers to buyers. In contrast, we find a significant increase in seller offers to buyers. This result suggests that encouraging sellers to thinking about buyer choices focuses their attention on the strategic interaction with humans who think they way they do in personal exchange situations, and who may punish them for unacceptable behavior, and not on the logic of the game theoretic structure of the problem. [ABSTRACT FROM AUTHOR]