Search

This paper explores the impact of feminist scholarship on the professions of education and business, and looks critically at the assumptions on which the study of professionalism has been based. The paper begins with a feminist critique of professionalism, based on characteristics of professions and gender theory. Feminist theory is applied to education, focusing on research, textbooks, curriculum, gender bias, and efforts to empower teachers and students. Feminist critiques of research on teaching and learning are examined, using gender as a theoretical framework through which to critique male-dominated theories, reconceptualize teaching and learning, and restructure the educational system. Feminist scholarship on business is then addressed, and its limitation to the liberal perspective is noted. Three kinds of critiques are explored: research examining gender as a regulator of individuals' activity according to their biological sex, research on the cult of true womanhood as opposed to the cult of rationality, and research on the changing character of American business. It is concluded that as feminists begin to question the professionalism paradigm and to subject it to gender analysis, models can be built that are more sensitive to women as professionals and that can eliminate the dualisms that categorize women differently from their male colleagues. Notes concerning seven suggested readings are appended. (JDD)

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

This publication contains the three addresses and all papers presented at the 1974 annual meeting of the Association of American Colleges. The theme of the conference concerned the expectations of higher education regarding business and industry and the expectations of business regarding higher education. Topics included: what business expects of higher education; what higher education expects of business and industry; financing higher education; the institutional investor and social responsibility; management techniques and higher education; the education of women and the national economy; the goals of higher education and the manpower needs of a changing society; undergraduate education for living in a technologically intensive society; the financial community as a source of student loan funds; partnership between academic and business community, productivity in higher education; liberal education; education of the black minority and its effect on the national economy; can management strategy save the private sector; implications of statewide planning and coordination; modernizing the liberal arts; narrowing the gap in charges between public and private institutions; the case for pluralism and diversity in higher education; the role of the president--manager or educator; should higher education be cansumer-controlled; and the role of the institutional governing board. (MJM)

This collection of five papers on public, school, and mobile libraries includes discussions of: (1) public library associations in the United States, emphasizing major activities; (2) dental library institutions and services in Hungary, focusing on their functions and relationships with other institutions and organizations; (3) standards, objectives and guidelines for school libraries, by a participant from England; (4) trade union libraries at German Democratic Republic Enterprises and their significance for the general public, describing their activities, services, and relationships with collectives; and (5) mobile libraries in the German Democratic Republic, including their use, problems encountered, and types of mobile libraries. Three papers provide references. (RBF)

Fourteen papers on adult education are presented from the George Mason University (Virginia) first annual conference on nontraditional, interdisciplinary, and external degree programs. The papers and authors include: "The American Experiential Learning Tradition: Educating the Whole Person" (Walter Raubicheck); "Experience, Learning, and Identity: A Transitional, Interdisciplinary Course for Adults from Urban and Suburban Settings" (Sylvia Chelala, Murial Dance); "Independent Study for Adults in Non-Traditional Higher Education" (Miriam Meyers); "Human Studies: An Individualized, Interdisciplinary Major for Adults" (Douglas L. Robertson); "Philosophy and Performance" (John L. Mowrer); "Twenty Twenty Hindsight: Student Satisfaction with Interdisciplinary Studies Degrees" (Irwin B. Levinstein); "Ten Years of an Individualized Non-Traditional Program: George Mason University's Bachelor of Individualized Study" (James W. Fonseca); "A Non-Traditional Interdisciplinary Program for Traditional and Non-Traditional Students" (Daniel C. Pantaleo, Alfred Forsyth); "Outreach for Meeting Community Needs and Institutional Revitalization: A Practical Approach" (Samuel Lee Hancock); "Educating Managers to Meet Future Corporate Education Needs of North American Business" (George Korey); "An Innovative Approach to Career-Oriented Management Education (at Undergraduate and Graduate Levels)" (Yvonne Bogorya); "Neighborhood Programming: Responding to Needs" (Gerri Corbin); "College in Prison: A Non-traditional Prison College Degree Program" (D. Malcolm Leith); and "Non-Traditional Higher Education: An Outsider's View" (Walter Moretz). (LB)

A study on leadership, conflict management, research and development (R&D) worker motivation, commitment, and risk-taking propensity in universities compared with corporations and government is presented. It arose from the recognition that R&D in any developed country is critical to the continued well-being of its economy and people, and that university R&D management must continually be assessed. The three countries used in this study are Japan, the United States, and England, with focus on Japan. The following topics were examined: psychological characteristics of effective academic and industrial research leaders; styles of conflict management predominating in effective and ineffective leaders; impact of leader characteristics defined by the three independent variables on subordinate motivation and creativity; laboratory orientation; the market force effect on variables of interest; and leadership at the end of the project. Unlike the United States and England, education and industry are not closely articulated in Japan, and advanced education and training is largely relegated to on-the-job programs. In the United States individuality is tolerated and encouraged but in education, R&D is disadvantaged by its separation from industry. Four appendices include: demographic differences between corporations, universities, and government laboratories; leader attitudes and values; differences between sections rated high or low quality, and theoretical and policy implications. Contains about 175 references. (SM)

The Conference for Education in the South, which for 16 years has held its annual sessions at different places in the Southern States, is unique among educational conferences, in that its membership does not consist chiefly of teachers and school officers, but of farmers, professional men of all kinds, business men, and women of varied interests, and in the further fact that its discussions are not confined to problems of educational theory, school organization, and schoolroom practice, but include rather the broader problems of education in their relation to State, society, and industrial and commercial life. Its members are all interested in the upbuilding of the Southern States. Every question on the program is considered with reference to its practical application to life and conditions in these States. The program for the sixteenth conference held at Richmond, Virginia, April 15-18 of this year was unusually rich in matter of both local and general interest. This bulletin presents the abstracts of papers read at the sixteenth conference. These are: (1) The conference on cooperation (D. H. Hill); (2) Fundamental principles of cooperation (E. M. Tousley); (3) From the grower's standpoint (L. C. Corbett); (4) Typical cooperative enterprises (W. J. Shuford); (5) Seven obstacles to cooperation (W. E. Halbrook); (6) Cooperative credit: The American need (John Lee Coulter); (7) The pioneer credit associations in the United States (Leonard G. Robinson); (8) Cooperation and the rural schools (T. J. Coates); (9) Business men and the rural problem (Harry Hodgson); (10) Farm tenancy in the South (E. C. Branson); (11) The rural problem and transportation (L. C. Johnson); (12) A country life survey (P. H. Rolfs); (13) Man and the land (Henry Exall); (14) Origin and development of the work (Wallace Buttrick); (15) Demonstration work in Louisiana (Mason Snowden); (16) The boys' and girls' club work (O. B. Martin); (17) Social service and the country church (B. M. Beckham); (18) The rural church and public health (Ennion W. Williams); (19) The country church and good literature (P. P. Claxton); (20) Creed adopted by the country church conference; (21) The need for reform (C.L. Raper); (22) The principles of assessment (Lawson Purdy); (23) The local assessor (T. S. Adams); (24) Results of improved assessment methods in West Virginia (Fred O. Blue); (25) The conference on education of women in the country (D. B. Johnson); (26) An indictment of the rural school (H. L. Whitfield); (27) How to relieve the drudgery of women on the farm (Joe Cook); (28) How can the country school as it now is help the woman on the farm? (Susie V. Powell); (29) The qualifications of woman in the farm (I. E. Lord); (30) How can the girls' industrial club work be made a part of the rural school work? (S. V. Powell); (31) How the Department of Agriculture aids the home maker (C. F. Langworthy); (32) Plans of State supervisors for rural school improvement (L. J. Hanifan); (33) Rural school supervision (Albert S. Cook); (34) The need of a country unit (A. C. Monahan); (35) The educational awakening in Kentucky (T. J. Coates); (36) Teaching woodlot management in rural schools (E. R. Jackson); (37) Teaching agriculture in the one-room rural school (E. E. Sell); (38) Demonstration schools (T. J. Coates); (39) The conference and the rural schools (P. P. Claxton); (40) Changes in the normal school curriculum (L. J. Corbly); (41) Training rural teachers by means of high schools (Joseph S. Stewart); (42) Some general principles with regard to certification of teachers (T. J. Woofter); (43) The certification of teachers in the Southern States (E. E. Rall); (44) What has been done in Alabama (James S. Thomas); (45) The commission on accredited schools of the Southern Sates (N. W. Walker); (46) College extension work (E. D. Sanderson); (47) The trend in negro education (W. E. Aery); (48) Improvement in standards of southern colleges since 1900 (Elizabeth Avery Colton); (49) What should the bachelor's degree represent? (Eleanor Lord); (50) Public opinion and higher education of women (Edward K. Graham); (51) Keats for the kitchen (Lawrence F. Abbott); and (52) Concluding remarks on the conference (Walter H. Page). An index is included. [Best copy available has been provided.]

The aim of the paper is to identify suitable methods of education for individual types of voluntary further corporate professional education, which could be applied also when changing the physical teaching environment to virtual or hybrid learning environment, and to propose the methods of education suitable for companies and attractive for the participants of the corporate trainings. In the empirical research, the questionnaire method and the interview method were applied. The respondents (140) were selected from two sections of the Statistical Classification of Economic Activities of the Slovak Republic, SK NACE Rev.2. The research results presented in the tables characterize the types of education in relation to the educational methods applied in the companies analyzed. The suitability of education methods is characterized also in terms of teaching environments, the physical, virtual and hybrid environments. The results of the research confirm that the methods of education affect the interest of the participants in all types of education. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

The last few years have witnessed significant integration of technology, particularly Information and Communication Technology (ICT) in both content as well as delivery of business courses in higher education. On the one side, the contents related to technological applications are increasingly expanding the space in business education curriculum while on the other hand the mode of delivery has also been significantly influenced. The teaching of business ethics involves a number of distinct issues, often challenging the educators to plan and deliver the course effectively. The current chapter, which is based on review of literature as well as authors' own experiences in teaching business ethics in university courses, critically examines the role of technology as enabler of business ethics course delivery. The Chapter also provides a framework of how the technology can be used to link the teaching, research and participative community action in enhancing the relevance of business ethics teaching in a given context. The chapter provides conclusions for deans, course leaders and faculty members in order to manage change smoothly. [For the full proceedings, see ED654100.]

The digital world in the creative industry has provided new opportunities for entrepreneurs to utilize and exploit products and services in a more transparent and widespread manner. Products and services can grow exponentially and be offered to all users and communities throughout the world without time and space limitations. Creative SMEs, especially batik SMEs, are currently required to keep abreast of technological developments, especially digitalization. They must be able to take advantage of digital transformation in managing their business. One effort that can be made is through digital entrepreneurship training. It's just that they are still faced with several obstacles, including digital skills, digital knowledge, management commitment, and government support. Even though batik SMEs adhere to the basic principles of digital entrepreneurship, these four aspects are very important to improving the sustainable performance of SMEs. This research uses a qualitative approach using participants from batik SME owners and managers, the government, and customers of natural color batik SME in Ciwaringin Cirebon, West Java, Indonesia. Validity and reliability were carried out using a triangulation approach with three parties (SMEs, government, and customers). In increasing the success of digital entrepreneurship, fundamental changes must be prioritized: digital knowledge, digital skills, management commitment, and government support. These four aspects will make a significant contribution to improving sustainable SME performance. Apart from that, batik SMEs must play an active role in participating in digital training and connect actively and proactively with people who do not understand digital. [For the full proceedings, see ED652261.]

The paper details a course offering that centers on student transformational experience and self-efficacy growth in an international environment by merging business, entrepreneurship and cultural experiences. Self-efficacy is achieved through both a mastery experience, mastering a task and controlling the environment, and vicarious experience through observation of people and activities. An inexpensive but very effective combination of multi-cultural virtual and in situ team work with a strong cultural component provides the transformational experience. Originally involving only two universities, one in China and one in the United Sates, the course has expanded over the years of its existence to four participating universities, each representing a different continent. The virtual pre-travel component, which was always an important part of the course design, became especially prominent during the COVID-19 pandemic. The advantages and challenges associated with the course design and implementation are discussed. [For the full proceedings, see ED622227.]

Contains history, case studies, and discussion of the use and benefits of flex-time employment, a pattern of working hours in which individual employees begin and end their work day at times of their choice, within certain limits, as long as they work a prescribed number of hours. The paper addresses the following topics: (1) What is flex-time, (2) variations on the flex-time theme, (3) where flex-time began--and why, (4) flex-time system spreads, (5) flex-time crosses the ocean, (6) capsule comments from flex-time users, (7) flex-time and overtime, (8) flex-time and exempt status employees, (9) flex-time and individual efficiency, (10) flexibility of flexible work schedules, (11) variety of flex-time at Control Data Corporation, (12) flex-time problems--that needn't be, (13) benefits of flex-time for employees, (14) benefits for management, (15) flex-time and the energy crisis, (16) disadvantages of flex-time for employees, (17) disadvantages for management, (18) flex-time and you, (19) case histories of flex-time at Samsonite Corporation and Scott Paper Company, and (20) prognosis for flex-time. (WL)

The purpose of this paper is to analyse the entrepreneurial leadership as one of the modern styles of leadership in organizations. The concept of entrepreneurship constantly increases in business organizations and in educational systems. Large and strong businesses around the globe today are borne out of the creativity and effort of start-ups. Analysing the profile of the entrepreneur and the role in organizations as entrepreneurial leaders show that there is a close relationship between the concept of entrepreneurship and the exploration of opportunities which the entrepreneurial leader bases on innovation, risk-taking and adaptability to change. To run successful organizations, managers must have both leadership and entrepreneurial skills. The main motivation of entrepreneurial leaders is in their strive to create and explore social, environmental and economic opportunities. The concept of entrepreneurial leadership is relevant to academic knowledge in that, it is a new stream being developed and written literature on this topic is increasing per year. The work will aim to employ quantitative and qualitative research methods, firstly, to gain prior knowledge and secondly, to ascertain the views of the participants on their entrepreneurial leadership styles and impact on the success of their business ventures. The findings of the research will form the basis for future research for the aspiring doctorate degree in the field.

The increasing focus of the Council on International Educational Exchange on helping meet the needs of American businesses to be competitive in international markets is discussed in a preface by Barbara B. Burn, noting that the absence of competence on the part of American business in foreign languages and cross-cultural skills and knowledge can seriously hamper performance. Four papers are presented as part of the Council's more active role in the relation to international business and commitment to international educational exchange. They are as follows: (1) "The Globalization of Economic Life" (Paul W. McCracken); (2) "International Business Programs at the University of South Carolina" (Jeffrey A. Arpan); (3) "Thunderbird--American Graduate School of International Management: A Pioneer in International Business Education" (Marshall Geer); and (4) "International Business Education at the Lauder Institute" (Jerry Wind). (SM)

Globalization continues to influence the focus, method, and pace of education across different levels. This paper draws attention to the challenges globalization poses and its impact on the individual and learning. Also, highlighting a "new school structure" based on the logical relation between transformative emancipatory learning and critical pedagogy. The new structure uses problem-based classrooms to cultivate students as co-creators of useable knowledge. The paper draws extensively from Freire's liberating pedagogy and concludes that it is the task of educators to change the educational school structures and pedagogy. To set students free from the ontological bondage of the neoliberal, market-dominated societal construct accentuated by globalization. [For the full proceedings, see ED597456.]

Opportunity Identification (OI) is one of the key entrepreneurial capabilities targeted in most entrepreneurship education programs. The most frequently used technique for facilitating business OI in entrepreneurship courses is brainstorming. Previous findings indicated the positive effect of hybrid (individual and group) settings on overall brainstorming outcomes, i.e., quality and quantity of the generated ideas, compared to only individual or group settings. However, to date, no study has explored the effect of hybrid brainstorming sessions on individual idea-generation skills outside the group, a possibility labelled "group-to-individual transfer". This study aims to fill this gap by conducting an experimental study with 33 bachelor's and master's students who attended an entrepreneurship course at a Dutch university. A repeated measurement study design is used to explore the effect of group idea generation on individual performance outside the group. Based on this design, students passed three phases, i.e., (1) individual, (2) group, and (3) individual idea generation, using an online platform, and the measurement was taken after the individual idea generation phases. The findings indicated that individual idea generation after the group work resulted in fewer comprehensible business ideas but with a higher rate of concrete ideas that were more innovative compared to ideas generated before the group work. [For the full proceedings, see ED630948.]

This paper discusses our experiences teaching a doctoral-level course in emerging information technologies. The concept of emerging technologies is put into context by describing the technology life cycle. The emerging information technologies of current interest -- Artificial Intelligence and related areas, Collective Human-Computer Intelligence, Blockchain, Quantum Computing, Cybersecurity, Biometrics, and Internet Platform Businesses -- are described and the distinctions among them explained. We conclude that teaching emerging information technologies is an area rich with opportunity for growth. [For the full proceedings, see ED596991.]

The introduction of a learning organisation model brings many benefits to organisations. To evaluate whether it is a learning organisation, the Marsick and Watkins Dimensions of a Learning Organisation Questionnaire can be used. In the Czech Republic, only a few studies have been conducted using this questionnaire. The aim of this paper is to compare the IT sector and the education sector in terms of learning time and assessment of the individual dimensions of the learning organisation by Marsick and Watkins. In 2018 and 2019, studies with the Dimensions of a Learning Organisation Questionnaire focusing on the IT sector and the education sector (secondary schools) were conducted in the Czech Republic. In total, 201 respondents from the IT sector and 121 respondents from secondary schools participated in the study. When comparing the time spent on self-education in both sectors, it is clear that the employees spend 1 to 20 hours per month with self-education, while in the IT sector common employees dedicate more to self-education, executives dedicate more to self-education in the education system. When comparing the average values of the dimensions of a learning organisation in relation to the time spent on self-education, the results in both sectors are very similar. It can be argued that the assessment of individual dimensions increases with the time spent on self-education up to 20 hours per month. The biggest difference in average values can be seen in Dimension 4, while the smallest difference on average dimension can be seen in Dimension 7. [For the complete proceedings, see ED608557.]

Nowadays, any modern company or organization is focusing on the strategic management of human resources, many of them through dedicated applications, enabling the attraction and the retention of the best employees and a better management of human resources in general. Studies have been conducted showing that training represents a source of motivation for the human resources and a large number of the employees in general are feeling motivated by non-material benefits, one of the most important of those being the possibility of developing new skills, through training. The training methods are pursuing at the present moment two main trends: first, a part of the companies will get in touch with external companies, whose specialization is based on training and team building, and second, the other part of the companies will hire people that have the task of providing that specific training. Given the advantages known about the modern learning platforms, like diminishing the costs by eliminating transportation costs, the possibility to make modifications on the information provided, the collaboration between learners, the fact that it can be done anywhere at any time, this article aims to find out what is the degree of e-learning platforms implementation within companies in Romania. At the same time, this paper will present the employers' perception on e-learning, identifying and measuring it by means of a questionnaire, analyzing the human commitment degree due to the training, showing the benefits of developing new skills and how this is influencing their evolution. [For the complete proceedings, see ED590269.]

The study was carried out to access the activities of Idia renaissance skill acquisition programme in enhancing livelihood among women in Benin City. The need for the study arose as a result of the rising cases of unemployment, poverty, human trafficking, experienced in Benin City. The study was guided by four research questions and three null hypotheses. A descriptive survey research design was adopted for the study. The population of the study consisted of 150 women, 135 of them were adult learners who were registered in the programme, while 15 of them have graduated and established their businesses. The researcher used the entire population for the study because they were readily accessible and manageable, no sampling was done. The data for this study was obtained using a questionnaire. The findings revealed that IRSAP was effective in providing skills in hair dressing, cosmetology and bead making. It was recommended among others that the Government should expand and extend IRSAP programme to all the 18 local governments in the State. Finally, The State Government should continue to assist the trainees with micro credit loan after learning a skill at the Centre. This will encourage many vulnerable people in our society to enrol in the programme. [For the full proceedings, see ED613257.]

Multicultural organizations can be central to mitigate organizational situations in which envy could potentially flourish, therefore contributing to fostering organizational conduct that leads to institutional social responsibility. The paper focuses on the inner workings of organizations related to their leaders' understanding of what the expression "social responsibility" means. The article highlights how envy among its members could be tackled in order to boost social responsibility, and promote social justice. The paper analyses institutional leaders' discourses from an enterprise and from a higher education institution (HEI), gleaning their meaning of social responsibility and their perceptions of their role in challenging envy as part of that social responsibility agenda. In order to challenge envy and promote fair conducts and social responsibility, the role of positive multicultural leaders and the strengthening of an organizational collective identity should be emphasized. The findings suggest that organizations need to be better equipped in order to face organizational turbulences detrimental to the social responsibility success, by focusing on cultural diversity and retention of good workforce as part of their social responsibility and social justice remit. The paper discusses social responsibility in a way that goes beyond the hitherto prevalent focus on environmental concerns and corporate accountability. Also, it is relevant comparatively in that it shows aspects to be addressed for the success of social responsibility in international contexts. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Teaching an online fully asynchronous information technology course that requires students to ideate, build an e-commerce website, and develop an effective business plan involves a well-developed and highly engaging course design. This paper describes the design, development, and implementation of such a course and presents information on students' learning effectiveness and challenges associated with managing a course using this approach. [For the complete proceedings, see ED579335.]

The author has attended and presented at most ASCUE meetings since 1994, and has worked professionally in research and development, industry, military, government, business, and private and public academia--moving between computer science, software engineering, and business fields at both the undergraduate and graduate level, and even running academic computing for a few years. This paper/session will present/discuss definitions, implications, and relationships of and between the areas of computer science, software engineering, information technology, and business information systems. Included will be perspectives of the history of the past, specific needs of the present, and general directions and predictions of the future, and the implications to academia, business, and other areas. [For the full proceedings, see ED575713.]

Digital Natives are raised with computers and the Internet, which are a familiar part of their daily life. To gain insights into their attitude and behavior, methods and media for empirical research face new challenges like gamification, context oriented embedded research, integration of multiple data sources, and the increased importance of personal data. The paper presents and evaluates a method based on Delphi technique, which integrates multimedia data capturing in the field with multi-round face-to-face discussions. As the front end, a very fast and fuzzy platform was implemented, which is currently being used by over 100 million Digital Natives. It allows teaching the participants to use embedded research and to understand the impact of self-monitoring for health and fitness on business models, which was one central aim of the supported course. Additionally, it is used to gain insights into Digital Natives' attitude and behavior. [For the complete proceedings, see ED579190.]

The premise of Computing Education for Sustainability (CEfS) is examined. CEfS is described as a leverage discipline, where the handprint is much larger than the footprint. The potential of this leverage is described and the development of the field explored. Unfortunately CEfS is found not to be making sufficient impact in terms of a contribution at scale to system change actions resulting in restorative socio-ecological transformation. The paper considers why this might be, and what could be done about it. Two inspirations are described--a case study of a learner with an ambitious change aspiration, and a values-driven business. These lead to the presentation of an alternative model which while not exhaustive, is intended to provoke debate about the nature of computing education for sustainability. [For full proceedings, see ED571459.]

Mobile commerce has provided extended business opportunities for online organisations and made it easier for customers to purchase products on-line from anywhere at any time. However, there are several risks associated with it, especially the identity theft. Online organisations commonly use electronic commerce approaches; however, these have some limitations in the m-commerce. This paper presents an evaluation of the approaches used in identity theft prevention and suggests guidelines to overcome the weaknesses in m-commerce. A case study approach, with semi-structured interviews was used as the data collection method. Thematic analysis method was adopted for the interpretation of the qualitative data. Themes and codes were created in relation to the processes, methods, approaches, activities and tools used for identity theft prevention. The results show that online organisations are using same approaches of identity theft prevention for all online business transactions, while m-commerce has some unique characteristics for which e-commerce arrangements are not effective. On the other hand, these arrangements are not evaluated for their effectiveness in m-commerce. This study suggests for the assessment of identity theft prevention system for effective functionality in m-commerce and forward guidelines for evaluation of the system in m-commerce. This study makes an important contribution by suggesting strategies for identity theft prevention in m-commerce. [For full proceedings, see ED571459.]

These proceedings contain the papers of the International Conference e-Learning 2018, which was organised by the International Association for Development of the Information Society, 17-19 July, 2018. This conference is part of the Multi Conference on Computer Science and Information Systems 2018, 17-20 July, which had a total of 617 submissions. The e-Learning (EL) 2018 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. Besides the presentation of full, short and reflection papers, tutorial and doctoral consortium, the conference also included two keynote speakers, Prof. Dr. Rosa M. Carro, Head of the Department of Computer Engineering, Universidad Autónoma de Madrid, Spain, and Prof. Dr. Ana Fernández-Pampillón Cesteros, Universidad Complutense de Madrid, Spain. An author index is provided and individual papers include references.

Facebook is currently one of the most popular platforms for online social networking among university students. The ever-growing prevalence of Facebook has led business educators to explore what role social networking technology might play in business training and professional development. Nonetheless, much is left to be learned about how Facebook is influencing student learning in the area of business communication. This paper examined the effect on learners' satisfaction of incorporating Facebook into business communication courses. A total of 147 undergraduate students from a national university in Taiwan participated in this web-supported study. To analyze the students' reflection quantitatively, a survey was employed. The findings showed that the incorporation of Facebook into coursework effectively assisted students' learning of business communication. Facebook worked as the social glue that connected students together in a learning community, provided opportunities for sharing, and transformed students' learning attitudes towards their business presentation projects. Students deepened their understanding of content knowledge learning not only from the class input but also via peer feedback activities on Facebook. In addition to the benefits gained, care should be taken not to over-privilege Facebook. Weighing the balance between social networking practice on Facebook and face-to-face interaction in class, pedagogical suggestions and recommendations are addressed for future pedagogical use and research direction. [For full proceedings, see ED565087.]

Many community colleges offer international courses and programs designed to provide students with the perspective, skills, and competencies needed to function effectively in domestic and international, private and public sector organizations. Building the international business program can take several years. As courses are developed, it should be kept in mind how the course could be adapted for seminars or short-course format to satisfy continuing education needs within the business community. Curriculum development involves identifying topics to be presented, how the teacher plans to deliver the content, and how to monitor the instruction. Preparing to teach requires the greatest amount of time and commitment during the first few months of a new course. Effective instructors are vital to a successful educational program and should possess technical and professional competency. (The four-page paper is followed by sample outlines for these courses: International Business, International Trade Documents, International Transportation and Distribution, International Marketing, International Trade Finance, and World Culture and Geography for International Business. Each outline includes a course description, objectives, course outline by topic, and list of related resources to assist with curriculum development. An additional resource list includes state government agencies, international organizations and private sectors, federal government agencies, and periodicals to assist the teacher in development of international business courses.) (YLB)

This paper proposes use of an assessment tool called "commodity relations," to measure national knowledge resources to help companies make better site selections for international production operations. The paper first reviews traditional measures of human capital, such as average years of education per individual and literacy rates. The proposed method measures human capital resources by measuring first-order commodity relations, in which thoughts are packages and distributed to others through various media (a book, for example) who pay money for them, and second-order commodity relations, in which an agency other than the senders and receivers of the thoughts finances communication of the thoughts. A survey could be administered that would measure how much time individuals spend on first and second order commodity relations and on noncommodified relations. Individuals in an environment of noncommodified relations would exhibit localized and strong cultural dispositions and strategic communication processes. In first-order relations, individuals would exhibit sustained attention-paying capacity, elaborate conceptualization capacity, and strong cultural dispositions. For second-order relations, individuals would exhibit variable cultural dispositions; short, shifting attention spans; and concrete, object-centered conceptual strategies. Application of this theory would indicate that a business may want to consider locations where mass media rely less on advertising and more on state sponsorship and where print media receive relatively more support from individual purchases than from advertising revenues. Contains six references. (JDD)

Countries in the Gulf represent thriving, globally important commercial centres. They have embraced technology and modern management methods, often originating in the western countries. In adapting to quite different cultures these do not always operate as successfully. The adoption and practices of the Information Security Risk Management (ISRM) frameworks are an example. Although ISRM has become a standard in information security for much of the world, its uptake in the Gulf countries has been poor. This study tests the possibility that this may be due to cultural "biases" built into the operation and structure of the framework. Using a Design Science approach it aims to develop a modified ISRM framework that incorporates a cultural dimension. This will lead to an increased acceptance of ISRM in Gulf countries, and also to allowing it to be used in other non-western cultures. Centring on Saudi Arabia as a typical example of a Gulf culture, a qualitative approach will be adopted. Data will be collected through structured interviews with information security experts in Saudi Arabian organisations, system integrators and vendors. These will focus on cultural dimensions of parts of the ISRM framework and business responses that result. The modified framework developed through this method will be confirmed using focus groups. [For full proceedings, see ED571459.]

Environmental problems such as climate change, pollution, non-sustainable energy, resource depletion, and recycling Information Technology (IT) devices considered the biggest glitches which are facing developed and developing countries. IT devices have become a critical issue due to the great amount of environmental damage caused by IT companies from consumption of resources, raw materials, energy, and waste disposal. To tackle this problem, sustainability strategies have become crucial in Information Technology (IT) organizations--private and public. Sustainability and Green Information Technology (Green IT) have been introduced to reduce these environmental issues and increase the sectors' needs in a direction away from older IT. Green IT and sustainability aspects are essential to reduce the environmental damages that run rampant in developed countries such as Australia, USA, and the UK. However, in developing countries such as Gulf Cooperation Council (GCC) countries, China, and India, there are difficulties in applying Green IT models since they were introduced to meet the developed countries' needs especially in GCC. Currently, the organisations in GCC countries do not consider sustainability in their strategy to reduce the environmental impacts; however, GCC countries are causing a great deal of environmental damage due to their economic growth in different sectors such as oil, gas, and telecommunications. Furthermore, GCC countries are sharing the same policies to achieve the financial stability and change in the oil market. Thus, this research aims to develop a Green IT model for GCC in IT departments to reduce the environmental impacts. A mixed-methods approach will be employed to assess the GCC's needs and to examine the new model. [For full proceedings, see ED571459.]

Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users' collaboration in these environments. We believe that Game-based Learning can significantly enhance learning. That is why we have developed learning environments grounded on graphical representations of a course. These environments allow us to set up experiments with students in our university. The emergence of online multiplayer games led us to apply the metaphor of exploring a virtual 3D world, where each student embarks on a quest in order to collect knowledge related to a learning activity. In the environment, each part of the world represents a place, sometimes a collaborative place, where students are supposed to acquire a particular concept. Learning objects, artefacts or collaborative tools may be present in each location and a correct answer to a specific exercise gives a key to the students, allowing them to access other activities. Although the students appreciate this approach, there is a lack of assessment of know-how-type skills, especially for the teacher. Indeed, certain domains present the particularity of exhibiting both theoretical knowledge and practical know-how (operations in manufacturing or medicine, for example). For such contexts, the current Learning Games are not efficient concerning this second point: a unique and full digitalisation of these objects alone is not sufficient to guarantee both effective learning and assessment of the techniques. We consider this as a gamification problem. As a matter of fact, in industrial domains, the learning processes are often based on the use of certain objects that are difficult to include in a learning game. Moreover, although some games are collaborative, an effective collaborative activity is more effective in a real context. Our objective is then to facilitate the transfer by integrating a new object present both in the game and in the classroom. In this paper, we focus on the way to integrate the use of real objects into the learning game environments. In our approach, we develop a digital copy of the object that will help to exhibit the specific know-how that must be evaluated. It is then easier during the gamification process to include in the learning scenario certain parts that are relevant to the use of such an object and that are achieved in a real context. First, we describe briefly the "Learning Adventure" environment: a generic game-based platform. Then, we explain what the new issues of such contexts are, and how we are able to setup a collaborative learning session with both virtual and real objects. The third part concerns the application to a concrete problem: to identify and manage NonConformities thanks to a Product Lifecycle Management tool. A real experiment has thus been carried out at our university in the PLM domain with the help of a multi-touch tabletop, to validate the feasibility of the approach and illustrate our point. [For the full proceedings, see ED562107.]

A two-year project was organised to promote creativity, innovation and entrepreneurship for young people in eight Slovenian regions. The project's aim was to train teacher-mentors, who then trained pupils and worked with them and local community representatives to carry out projects. The paper presents the findings of a project that monitored the work of enterprise circles and analysed their strengths and weaknesses. Differences were also found between the positions taken by the group of teachers that participated in the project and a randomly selected control group of teachers. The findings indicate that teachers who led enterprise circles were critical of an over-emphasis on administrative work connected to the preparation of typical business plans. They were frustrated by overly detailed and prescriptive syllabuses, are more likely to accept pupils' ideas, and make more frequent use of ICT in their teaching. They are less likely to attribute open thinking and innovation to their schools and also believed that their schools were less tolerant of mistakes and put more emphasis on discipline. [For complete volume, see ED567118.]

Universities need to keep up with the demand of the business world when it comes to Big Data. The exponential increase in data has put additional demands on academia to meet the big gap in education. Business demand for Big Data has surpassed 1.9 million positions in 2015. Big Data, Business Intelligence, Data Analytics, and Data Mining are the four main branches of data analysis. These areas intertwine, overlap, and clearly depend on each other. This study endeavors to examine the concepts, tools, and techniques of these topics through an introductory class in Big Data. After serious efforts and examination, this study found Data Analytics to be the most suitable topic. One main reason for making this choice included the need to teach the students how to ask questions when they manipulate large amounts of data. The other reason is the availability of PowerPivot and DAX as an Add-In to MS Excel. Most students are familiar with MS Excel, since it is readily available to them. The tools, the techniques, the built-in functions, PivotTables, and DAX, as a formula language, will allow students to experiment with a million rows of data resulting in a rich and rewarding learning environment. The class will also cover the other areas of Big Data and their relationships. Students should become Big Data literate by the time they finish the class successfully. [For full proceedings, see ED570898.]

The article discusses the shortcomings of the methodology of neoclassical theory as a basic theory determining the content of contemporary economic theory course at Russian educational institutions namely unrealistic conditions of perfect competition, rationality of economic behavior of business entities, completeness and authenticity of commercially relevant information, consideration of exclusively quantitative characteristics of economic processes and phenomena without regard to their essential characteristics and patterns of evolution, unjustified simplification of the analyzed subject for the clarity of material presentation in graphical models. Indicated preconditions of economic analysis reduce the scientific and practical value of the teaching material of similar quality. The problem concerning the lack of a single strictly consistent terminology in the Russian textbooks on this subject by various authors that hinders mastering of the learning material by the students is also emphasized. In order to achieve scientific consistency and practical significance of the economic theory course it is proposed to link it mainly on the basis of the ideas proclaimed by the classical school of political economy, German historical school, Keynesianism in relation to the reasoning of the state regulation directions, American classical institutionalism, German ordoliberalism. At the end of the article the need to strengthen the budget financing of the educational process in modern Russia and return to the strict competitive selection of applicants are discussed. [For the complete Volume 13, Number 2 proceedings, see ED568600.]

A study explored the additional knowledge and skills an international salesforce needs based upon 95 respondents from Wisconsin manufacturing companies. Six areas were evaluated by sales representatives involved with international sales and marketing to identify the education and training needed within the next 3 years by the work force. Four areas were identified as being more critical: (1) business practices in foreign countries; (2) export/import practices and procedures; (3) product and safety standards; and (4) cultural differences. The majority of manufacturing companies would be expanding into the Canadian, Mexican and Central American, and European regional markets within the next 3 years. The following recommendations for further research were made: to identify additional knowledge and skills, to identify community colleges with international degree programs that currently teach the identified knowledge and skills, and to present study results to community college faculty and those individuals involved with international degree programs. (YLB)

In response to the challenge of media technology and classroom cultural and educational diversity, this paper (1) presents a brief overview of historical literature on the suggestive powers of visual images in business and education, (2) analyzes the influence of audience diversity and biases during the production/selection of visual presentations, and (3) considers the delimiting form of new media presentations. Pedagogical and technological concerns have grown since the emergence of visually enhanced learning environments in the allied fields of business and education. Newly formed businesses which specialize in the creation of computer-generated and controlled images are examples of profitable and growing new media companies, which provide production, training, and consultation for their clients. Production and training, and cost-effectiveness are concerns for educational institutions as sophisticated electronic tools are implemented in classrooms. The advantages of using new technology for creation and display of visual images include easy manipulation to fit the customized needs of the user and saved production time and energy. In contrast, research suggests that images are also able to detract from learning, so new media productions can prove detrimental without proper training in design principles and awareness of related issues. Media producers can obtain positive results not only by skill but also by sensitivity to such issues as adverse reflection, equal reflection, along with awareness of target audience's cultural background, gender, and ethnic biases. (Contains 16 references.) (MAS)

A study examined the relationship between the quality and number of domestic and work roles in businesswomen and psychological distress. The study attempted to answer the question: As the number of roles increases does distress increase? The study also considered what aspects of the roles elevate or diminish psychological distress. Following an extensive literature review that revealed contradictory findings about women, roles, and stress, information was gathered through a survey of 104 participants from the University of Chicago Women's Business Group. Participants completed a short survey designed to measure the dispositional characteristics of stress reaction; the rewards and concerns inherent within the roles of worker, partner, and parent; psychological distress; and demographics. Analysis of the scores on the research instruments showed that as the number of roles increased, the level of psychological distress decreased. The positive attributes of assuming multiple roles seemed to offset the pressures leading to psychological distress. This effect was assumed to result from the possibility that having multiple roles cushioned negative stress from any one of the roles. (Contains 56 references.) (KC)

This paper reviews the conduct of United States-based businesses and their executives in foreign countries, and views Americans as ill-prepared to integrate their business with Mexican culture. The economic importance of Mexico is analyzed in view of the North American Free Trade Agreement (NAFTA), and expansion of Japanese and European companies in this area is noted. An overview of Mexican culture is then presented, to help American firms and their executives avoid problems and maximize their chances for success. It discusses the roles of men and women, the Mexican home, education, sports, family names, social invitations and their importance, humor, time, friendship and affection, the work week, individuality versus individualism, giving commands, nonverbal communication, when yes means no, and exchanging pleasantries. Anxieties about working with Mexico, such as government corruption and Mexico's precarious financial situation, are dispelled as obsolete. Seven recommendations are offered to American companies intending to enter the Mexican market. (Contains 15 references.) (JDD)

This paper reviews American Indian demography and the political and economic conditions on Indian reservations. After collapsing during the 19th century, the American Indian population grew gradually during the early 20th century, approaching 2 million in 1990. American Indians are heavily concentrated in the West, northern Midwest, and Oklahoma; about half live on or near reservations. The Indian population comprises over 300 tribes and is extremely diverse, but social and economic disadvantages are a common denominator. High school dropout rates are alarmingly high, as are poverty and unemployment rates. The current economic circumstances of American Indians in many ways reflect a long history of federal efforts to exterminate, subordinate, or assimilate them. These efforts are reflected in five eras of federal-Indian relations: removal, allotment, the Indian New Deal, termination and relocation, and self-determination. Today, many tribes have assumed substantial control over education, human services, and natural resources on their reservations. Economic development and eventual financial independence are being pursued as an alternative to uncertain federal aid. Many reservations have substantial resources in agricultural land, timber, water, and minerals. The 24 tribal colleges are playing a key role in human resource development. Economic development strategies include tribal businesses, attracting outside industries, entrepreneurship, legal gambling, and taking advantage of treaty rights. (SV)

The discussion on economically sustainable business models with respect to information technology is lacking in many aspects of proven approaches. In the following contribution the economic viability is valued based on a procedural model for design and evaluation of e-learning business models in the form of a case study. As a case study object a blended learning continuing education course is used. It is provided by a small technology-based education service provider, a typical representative of small and medium-sized companies (SMEs) in the German education market. The focus of the results discussion is the entrepreneurial attractiveness of such business models and recommendations for further studies [For full proceedings, see ED557189.]

This paper argues that communication educators must address themselves to the tasks of assuring the career relevance of the education they provide, and communicating that relevance to the potential employer of those they educate. The purpose of this paper is to offer some guidance for communication educators interested in communicating with and establishing employment relationships with business and government hiring agents. Such topics are discussed as why communication educators should establish employment relationships with business and government, who should establish these employment relationships with business and government hiring agents, how to establish employment relationships with business and government hiring agents, determining and describing the career relevance of each department's communication education, identifying the persons with whom employment relationships should be established, and establishing employment relationships with business and government hiring agents. (TS)

Disney's animated films have long been a significant source of entertainment for children across the world, and the global reach of Disney has only increased since the company's extremely lucrative acquisition of Pixar, a merger that has produced some of the highest-grossing films of all time. However, while animated Disney films are renowned for their stimulating visual pleasures and nostalgia-inducing depictions of childhood innocence, the viewing public has become increasingly aware that "behind all those cute characters, that family fun, and that nearly impenetrable aura is another avaricious multinational corporation" (Budd & Kirsch, 2005, p. 3). While the Disney brand persists as a pervasive and ubiquitous force in children's visual cultures around the world as Pixar continues to break box-office records, critics and social theorists have recognized Disney films as racially problematic, working as visual texts that both mask and reinforce institutional racism through the commodification of white supremacy. Borrowing from Hurley's (2005) work on the importance of fairy tale images on the ways that children of color internalize white privilege, I examine some of Pixar's most recent films as visual texts that shape children's ideas about race. Through the normalization of White language, culture, and beauty standards, these films serve as racial pedagogies that both reinforce structural and institutional racism and maintain status quo ideologies. I explore what critical readings of these films as visual texts reveal about their power to 'teach' viewers about diverse racial identities and examine how viewers might employ racial counter-gazes to disrupt hegemonic readings of these films. As ideological and pedagogical texts, Disney films provide multiple entry points for critical discussions about how race is represented in the media. However, these discussions are often emotionally complicated by the realization that these films have been sources of knowledge construction, visual pleasure, and the ephemeral 'magic' of childhood nostalgia for even their harshest critics. As Budd and Kirsch (2005) note, "Disney critics implicitly had to try to understand why people, perhaps including at least part of themselves, actually liked, even needed Disney--without attacking, demonizing, or condescending to those people" (p. 12). Thus, participants in any critical discussion must acknowledge that the problematic racial politics of Disney films do not necessarily preclude these films' affective and emotional pleasures, or even the more positive and wholesome messages they may convey on other levels; indeed, the coexistence of all these elements reveal Disney films as complex discursive spaces with multiple possibilities for pedagogical engagement. However, while Disney's animated films have, as visual texts, served to mask the institutional entrenchments of racism while silently reinforcing them through a history of stereotyped and Othered representations of non-White identities, they are also complex discursive spaces providing openings for alternative and oppositional pedagogies due to their ability to be read through--and complicated by--multiple racial gazes.

This article explores the relationship between school mathematics qualifications and the transition into employment. As part of a large-scale, three-year independent evaluation of pilot qualifications in 14-19 school mathematics, all 39 Sector Skills Councils and Employment Skills Boards in the UK were invited to provide evidence regarding their need for mathematical skills at work. Thirteen interviews were conducted with educational representatives of these bodies. Whilst mathematics was confirmed as playing a part in the activities of the workforce in each sector, the employer groups' representatives varied in the extent to which school mathematics qualifications were seen to be relevant indicators of appropriate mathematical knowledge and understanding. Each Sector Skills Council (in 2010 reduced in number to 23) was required to produce a "Sector Skills Training Needs Assessment" by end of 2010, and so these were scrutinized for the appearance of the words "mathematics", "maths" and "numeracy". Some surprising omissions and variations in these training needs assessments are discussed in the light of the current policy focus on school mathematics qualifications and their relevance to transitions into employment. In this article we explore this boundary. (Contains 2 tables and 2 endnotes.)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

On July 28, 2006, a panel of experts briefed members of the U.S. Commission on Civil Rights on the putative benefits of racial and ethnic diversity in elementary and secondary education. Four experts presented written statements to the Commissioners that assessed the social science literature on this issue. They also addressed whether or not racial and ethnic diversity in public schools should be mandated by the state and whether the net benefits of state-mandated diversity are different from the benefits that this diversity may yield when achieved through purely voluntary behavior. The experts also presented a number of studies to the Commission assessing the putative educational and social benefits of racial and ethnic diversity in elementary and secondary education. This volume presents the following papers: (1) The Outcomes of School Desegregation in Public Schools (David J. Armor); (2) Testimony Prepared for the U.S. Commission on Civil Rights Regarding the Educational Benefits of Diversity in Elementary and Secondary Education (Arthur L. Coleman); (3) The Benefits of Racial/Ethnic Diversity in Elementary and Secondary Education (Michal Kurlaender); and (4) Demographic Perspectives on Diversity, Racial Isolation, and the Seattle School Board's Plan to "Cure" Residential "Segregation" (Stephan Thernstrom). A bibliography is included. (Individual papers contain figures, tables, exhibits, footnotes, appendices, and references.)

This publication captures the thoughts, suggestions, and concerns Canadians expressed through an engagement process on behalf of the Government of Canada to animate discussion on Canada's innovation and learning challenges. The chapters provide summaries of what different groups had to say in relation to these key challenge areas and themes set out in strategy papers: research and development and commercialization; learning and immigration systems; skills; taxation and regulation; and community innovative capacity. Chapters 2-9 summarize what was said by people in Canada's regions; young Canadians; aboriginal groups; business associations, labor and economic development organizations, and sector councils; industry sectors; small and medium-sized businesses; the academic community; and provincial and territorial governments. Chapter 10 highlights the major suggested actions and recommendations brought forth or endorsed through the endorsement process in these areas: strengthening the learning process; building an inclusive and skilled work force; enhancing the innovation environment; improving research, development, and commercialization; and strengthening communities. The appendix presents a summary of the major goals, targets, and milestones laid out in Achieving Excellence and Knowledge Matters. A French language version is provided. (YLB)

American and European business taxation policies are compared in this booklet. Topics discussed in the paper include effects of the corporation income tax, integration of income taxation, and the value added tax. Two major differences between the American and European systems are noted. First, European countries derive substantial portions of their tax revenues from the tax on value added (TVA), a form of general sales tax, whereas the federal government of the United States levies no general sales tax. The second important difference is that most common market members allow relief from the double taxation of dividends, whereas the United States business tax system allows no such exemption. The author concludes that the present American system of taxing corporation source income has serious defects from both allocating and distributional points of view and that there should be at least partial integration of the corporation income tax and the personal income tax. Footnotes and references are included. (Author/DB)