Abstract: Entrepreneurship is widely regarded as instrumental in economic growth, a balanced regional development and for creating jobs. To fulfil what is called their ‘third obligation’, universities are expected to contribute by research, teaching and transfer of technology. Entrepreneurial education is one of the responses to the realities. For the field of entrepreneurship, the enhanced status may seem welcome. However, there is a downside, related to the at times nebulous conceptual and efficacy notions of entrepreneurship and its education, breeding unreasonable and unpredictable expectations. This paper explores alternative strategies in university-based entrepreneurial education, describing, as a starting point, the dominant pattern of education, based on an individual-centred mindset. Further, it is argued that by conceptualizing the university as a regional evolution mechanism, a different yet parallel educational strategy may be suggested, called a business generating model. Its aim is to foster the nece...

Abstract: INTRODUCTION March and Simon (1958) argue that, due to a large behavioral component, strategic choices reflect the idiosyncrasies of decision-makers. To each administrative situation, each decision-maker brings his or her own set of givens, which reflect his/her values and principles. Research has supported this assertion and shown that the characteristics of the owner/founder contribute to the decision to internationalize (Bilkey, 1978; Reid, 1981). Indeed, more attention and greater examination of the entrepreneur and managerial characteristics have been called for in international entrepreneurship research (McDougall, Shane, & Oviatt, 1994). At the managerial level, the attitudes and mindset of the management team play an important role in determining the extent to which a firm engages in international activities. The managerial mindset can be defined as the propensity of managers to engage in proactive and visionary behaviors in order to achieve strategic objectives in international markets. Conceptually, this line of reasoning has its foundations in the work of Perlmutter (1969). The idea of a managerial mindset affecting internationalization is supported by many researchers. For example, Bartlett and Ghoshal (1989) argue that managers' cognitive processes affect the international strategic capabilities of the firm. More simply put, the mindset of the entrepreneur and the top management team affects the firm's expansion into international markets. In terms of managers of born global and gradual globalizing firms and their mindsets, there is very little research. One exception is the work of Cavusgil and Knight (1997). In examining managerial mindset of born global firm managers, they further delineated the mindset concept and its subsequent link to firm performance. Their results show that managers of born global firms have a global orientation which is a bundle of dispositions and competencies the sum of which appears to be positively correlated with export-marketing performance (Cavusgil & Knight, 1997: 5). In support of this finding, Kobrin (1994) had previously found that firms with managers with more world-oriented mindsets (geocentric) are more likely to enter international markets quickly. In this research, it is expected that managers of gradual globalizing firms will have more of an ethnocentric mindset but will be open to international opportunities if they arise. As suggested by Eriksson, Johanson, Majkgard and Sharma (1997), managers of gradual globalizing firms are expected to have more ethnocentric mindsets and only act when they are able to detect the opportunities and reduce the uncertainties of going abroad (342). In contrast, managers of born global firms are expected to have more geocentric mindsets with more positive attitudes toward internationalization. A recent case study found that geocentrism is linked to the ability of born global firms to make their own opportunities in the international marketplace (Cavusgil & Knight, 1997). Based on the preceding arguments, the following hypothesis is given. Hypothesis 1: Born global firms will have managers with more geocentric mindsets than managers of gradual globalizing firms, Managerial experience abroad has also been shown to affect the internationalization process. This concept is defined as the amount of experience that a manager has accumulated in an international context. Roth (1992) posits that mere exposure to the international arena is not sufficient for development of a deep understanding. Rather, managers are more likely to develop a deeper understanding when they have been posted in other countries or are required to spend considerable time overseas than domestic managers who are responsible for overseas functions. Consequently, managers with international work experience or who have attended schools in ,other countries (outside the U.S.) would tend to be more familiar with the foreign market conditions and opportunities than managers without such experience. …

Abstract: Why are some companies highly successful in spotting and exploiting global opportunities, while others mismanage them or miss them entirely? The answer could lie in the company's mindset, a topical subject currently doing the rounds at numerous executive education seminars. The term corporate mindset refers to how the company sees the world and how this affects its actions. For companies operating on a global scale, developing a global corporate mindset presents a formidable managerial challenge. The corporate mindset determines to what extent management encourages and values cultural diversity, while simultaneously maintaining a certain degree of strategic cohesion. Developing a global corporate mindset and a group of global managers as its main flag bearers has become a key prerequisite for successfully competing and growing in worldwide markets. © 2000 John Wiley & Sons, Inc.

Abstract: When companies change, so must their managers During the past decade, significant changes have affected the world economy and international business, forcing companies to adapt to a new world, that of the global economy. Though the issue of globalization has been with us for some time and much has been written about global companies, far less has been said about the managers who have to make global firms work. Managing with a Global Mindset closes this gap. Globalization demands a need for a totally new managerial mindset - the global mindset. Jeannet's book, the first of its kind, provides the skill sets required to develop and master a global mindset. It takes a detailed look at the concept and contrasts it with other types of mindsets (domestic, international, multinational, regional). It delivers the knowledge to harness such competencies: from defining the mindset, through to delivering the analytic, strategic and personal skills required and to developing future managers of this ilk in companies of all sizes.Managing with a Global Mindset challenges the international management community, confronting it with innovative managerial concepts and research, developed, and invented, for the single purpose of assuring the competitive success of companies in the age of globalization.

Abstract: From the Publisher: Do computers foster cultural diversity? Ecological sustainability? In our age of high-tech euphoria we seem content to leave tough questions like these to the experts. That dangerous inclination is at the heart of this important examination of the commercial and educational trends that have left us so uncritically optimistic about global computing. Contrary to the attitudes that have been marketed and taught to us, says C. A. Bowers, the fact is that computers operate on a set of Western cultural assumptions and a market economy that drives consumption. Our indoctrination includes the view of global computing innovations as inevitable and on a par with social progress--a perspective dismayingly suggestive of the mindset that engendered the vast cultural and ecological disruptions of the industrial revolution and world colonialism. In Let Them Eat Data Bowers discusses important issues that have fallen into the gap between our perceptions and the realities of global computing, including the misuse of the theory of evolution to justify and legitimate the global spread of computers, and the ecological and cultural implications of unmoving knowledge from its local contexts as it is digitized, commodified, and packaged for global consumption. He also suggests ways that educators can help us think more critically about technology. Let Them Eat Data is essential reading if we are to begin democratizing technological decisions, conserving true cultural diversity and intergenerational forms of knowledge, and living within the limits and possibilities of the earth's natural systems.

Abstract: Environmental management systems and green marketing programmes have gained increasing popularity in western market economies. They are viewed as cost-efficient, effective and just means of tackling problems associated with the impact of economic activity on the environment. It is argued in this article, however, that these optimistic views are based on a number of ideas, images and metaphors that retain many androcentric and inadequate assumptions about self, society and nature that may be incompatible with long-term environmental protection goals. Copyright © 2000 John Wiley & Sons, Ltd and ERP Environment

Abstract: What is a professional? A professional commands a special body of knowledge and skills. A professional also is given specific rights not generally provided to the public, and has specific responsibilities or duties not generally expected of the public. What distinguishes a professional from an expert, then, is the contract negotiated between a specific group of experts and society.[1] In trade for specific rights--physicians, for example, have the right to ask private and personal questions, to prescribe narcotics, and to perform operations--professionals must accept responsibilities or duties not expected of society in general. These include confidentiality, compassion, integrity, interprofessional respect, public service, responsibility, and self-policing.[2] These are values that society expects its physicians to uphold as professionals, and values we intend to teach, promote, or at least not destroy in the course of medical education.[3] But there is good evidence that we in fact inhibit or impair the development of positive professional values in medical education. While the formal curriculum of medical school espouses professional values, the informal curriculum may teach something quite different. How Professional Values Are Taught The formal curriculum of values is taught in medical school through both texts, including the medical school's statement of goals, and experiences. The goals statement of the medical school at the University of Michigan, for example, reads: [The medical school's] goals will be attained when students have acquired ... [i]nterpersonal skills that facilitate effective and empathetic relationships with patients and effective collaborations with other health care professionals; the professional attributes of compassion, honesty and integrity; and social and professional responsibility in the context of a diverse and changing society ...[4] Formal curricular experiences include courses variably titled "Introduction to the Patient," "The Patient-Physician Relationship," or "Doctoring," in which the principles of the doctor's behavior and relationship with patients are explored.[5] Other formal curricular experiences in medical school are similarly designed to instill some of the professional characteristics expected of doctors. The Arnold P. Gold Foundation for example, has supported an exercise in North American medical schools in the last few years in which entering medical students are provided with a white coat and a lapel pin, signifying their preliminary initiation into the profession.[6] During this exercise, students are advised that the wearing of a white coat signifies the acceptance of a code of professional conduct, and that the public has very specific expectations of the wearer's behavior. Although many of these entering students will not have significant patient contact for at least two years, they are explicitly appraised of the standards to which they will be held. Although some institutions continue a few formal lectures and seminars into the third and fourth medical school years, professional values are heavily influenced by the socialization process that occurs during the clinical portion of medical education. While the values taught in the formal curriculum of the first and second years are highly consistent with the values outlined by the school and the profession, the values learned in the informal curriculum of the clinical years are highly variable.[7] Some values are enhanced, some are ignored, and some are overtly inhibited through demonstration or explanation, through parables, and through the negotiation of values conflicts. When asked how values are taught in clinical medical education, many individuals respond with "role-modeling." As Melvin Konner noted in his first-hand account of medical school: The physician's attitudes, mindset, moral stance, and the hour-by-hour decisions about how to use one's time--all these and many other matters, even including how and what and how much to feel, are observed by the student and imitated assiduously. …

Abstract: This article considers strategic transformation and how organisations can learn to become better at strategically transforming themselves over time. Two case studies are considered, Marks & Spencer and Intel, and these provide two contrasting examples of how organisations can either be reactive or proactive in managing strategic transformation. The article argues that in order for strategic transformation to become an art it must become part of the unconscious competence mindset of the organisation. A number of questions/statements are developed which help managers to fine‐tune their strategic transformation skills and these are interlinked and combine to form a strategic transformation framework. Thus, the article intends to be of practical use to managers.

Abstract: Prologue. Introduction to Brief and Solution-Focused School Counseling. Brief and Solution-Focused (Brief) Counseling in the School Setting. From Problems to Solutions: Changing the Mindset. Application to Individual Students and Groups. Working with Children of Challenge and their Parents. The Solution-Focused School. References. Index.

Abstract: Using the Chinese, family‐owned manufacturing firm as a primary example, Asian styles of management are examined in light of their ability to compete in a free‐trade environment. It is concluded that traditional, authoritarian, relationship‐based management concepts are not likely to fare well in fast‐changing global arenas. Nevertheless, a model for expanding into international markets is presented, with the realization that most Chinese‐managed firms would be advised to adopt regional rather than global strategies.

Abstract: Why is it so difficult to make change happen? Many companies fail because they do not have the right internal structure and mindset to succeed. The author illustrates how to manage change effectively by examining how product‐based companies must transform to launch true service‐driven ventures. Using three case studies, he documents common pitfalls and barriers, then outlines the steps necessary for developing a well‐conceived service strategy. He introduces “business logics” as a key for identifying characteristics that define business types and the performance measures that support their success. The author then explains how a knowledge‐driven business model identifies the critical behaviors, competencies, market conditions, finances and other resources needed to make change happen. He advises organizations to test their strategies using simulations to ensure employees are prepared to internalize behavior and culture changes.

Abstract: This article considers strategic transformation and how organisations can learn to become better at strategically transforming themselves over time. Two case studies are considered, Marks & Spencer and Intel, and these provide two contrasting examples of how organisations can either be reactive or proactive in managing strategic transformation. The article argues that in order for strategic transformation to become an art it must become part of the unconscious competence mindset of the organisation. A number of questions/statements are developed which help managers to fine‐tune their strategic transformation skills and these are interlinked and combine to form a strategic transformation framework. Thus, the article intends to be of practical use to managers.

Abstract: So, What is PBL? PBL is becoming an increasingly popular pedagogic jargon. “What does PBL stand for?” your students may ask. Whether PBL stands for Problem-Based Learning, or Partnership and Bonding in Learning (cited from the ‘PBL Student User’s Guide’ by the PBL committee of NUS’s Faculty of Medicine), it makes no difference to some students who do not care as long as this is not a question in the examination. There are those who care and are curious; they want to know not only what PBL stands for, but also how PBL works. I am sure that this holds true for teachers as well.

Abstract: To transform in stride with the business changes, organizations need to think of development as "organizational learning" rather than "training." Companies need to manage learning as a strategic competitive advantage for current and future business rather than as a perk for individuals. To position themselves for success in a dynamic business environment, companies need to reframe their concept of learning and development to a mindset of organizational learning.

Abstract: The use of hypothetical questions as a creative therapeutic process is explored and described. Hypothetical questions start with the client's actual life situation-in whatever way the client construes and lives it-and triggers a search for what could be. Hypotheticals are thought experiments in which the client is challenged to think beyond the usual, common obstacles and constraints of everyday life, and to imagine "what if?" in its most constructive sense. This exercise-which requires both therapist ingenuity and client open-mindedness-can shed light on the clients' expectations, desires, motives, decision-making process, and methods of solving problems. Hypotheticals also enable clients to paint a picture of how they might be able to change the course of their lives, and to live by a more voluntary, meaningful script. Four classes of hypotheticals are reviewed, along with some representative, corresponding sets of questions. Creativity is one of those terms that is difficult to define, yet most discerning people claim they know it when they see it. One of the hallmarks of an intriguing concept is that there are usually many ways to describe it, and this special edition of the topic of creativity in cognitive psychotherapies demonstrates this phenomenon quite well. So what is creativity in cognitive therapy, and why is it potentially useful to clients? Let us start with the latter part of the question. When we choose to add a creative ingredient to our methods, whether it is something specific such as personally tailored homework, or a more amorphous element such as humor, we must do so because we believe it will be advantageous for our clients. Therefore, a "good" use of creativity in therapy is not simply an expressionistic self-indulgence on the part of the therapist, nor is therapeutic creativity without form or context (Kuehlwein, 1996). Rather, it is a clinical strategy, executed within a framework of understanding the client, that has hypothesized benefits for those individuals who entrust us with their psychological care. A creative technique has the power to stimulate a client's interest in the process of therapy, and perhaps aid in his or her retention of important information across sessions, so that new understanding and knowledge can accumulate. This brings us back to the first and most basic part of the question-how do we define the notion of creativity in general, and describe how it can manifest itself in cognitive therapy in particular? The following are some potential definitions, humbly submitted. 1. Creativity is a process of thinking that produces novel solutions to old problems. This is highly relevant to the process of cognitive therapy, whereby therapists attempt to teach their clients to think about their concerns in new, more constructive ways. A basic example is the therapist's highlighting of the clients' "tunnel vision," or "all-or-none" thinking, which limits their ability to change their helpless or helpless mindset. By shifting to a more divergent thinking strategy, such as when the clients use Socratic questions to address their problems (see J. S. Beck, 1995; Greenberger & Padesky, 1995), they are able to come up with solutions they had never before considered (or had summarily dismissed). 2. Creativity involves a presentation of stimuli or other information in a new form, so that the data are clearer and more comprehensible. A prime example of this type of creativity in cognitive therapy is the use of imagery. A client may have trouble understanding the semantic point the therapist is trying to make until the therapist paints a mental picture of the concept. One of my favorite examples comes from the 12-step tradition for dealing with substance abuse. In purely verbal terms, the saying in question posits that recovery from substance dependence requires continual, active awareness and coping. However, the creative picture that is painted is that "Recovery is like walking up a 'downward escalator'-If you're not moving forward, you're moving backward. …

Abstract: Faculty members in nursing schools have the responsibility to provide learning experiences for students that have the potential to solidly link indicators of professional richness, knowledge gained about diversity, enhanced critical thinking skills, ethical reasoning and decision-making. The challenge then is for faculty members to implement systematic methods to ensure that students are exposed to in-and out- of classroom experiences that result in measurable outcomes indicating a strong association between what a student is expected to learn and the diversity knowledge gained. The purpose of this study is to describe the effect of a target intervention derived from synthesizing multiple theories (social, cognitive, moral and ethical) and learning experiences on students' perception of global diversity. Two independent cohorts of senior nursing students, (control group, N = 65 and experimental group, N = 55) were taught a required undergraduate course: Societal Health Issues (SHI) with the same objectives over two consecutive years. Drastic and remarkable differences were demonstrated using separate multiple regression analyses of the experimental group (adjusted R2 change of 47% (F = 11.123, (dfl = 4; df2 = 47), p= .000) and control group (adjusted R2 change of 1% (F=1.36, (df1 4; df2 = 52), p = .259). This study suggests preliminary empirical support for exploring how conceptual frameworks may guide faculty to consider pushing beyond traditional teaching methods to develop and organize systematic methods for using diversity to content in courses. Keywords: Diversity Theory; Nursing Education; Measurement Designing and implementing teaching and learning experiences are extremely challen ng for nursing faculty members. The goal is for faculty members to design programs that result in the student's possessing professional richness required to provide competent nursing care. Professional richness is a personal philosophy that can be used as a mindset to promote activities pertaining to professional development for enhancing potential for competence. These activities could include gaining knowledge, enhancing critical thinking skills and facing personal bias and stereotypes that harm other people. This term is used here solely to dissipate fear that some faculty members experience when assigned to teach a course in which there is an expectation to teach about "diversity" or similarities and differences in people who comprise our population. Striving for professional richness is important because it can provide a basis for addressing concerns inherent in planning the delivery of a course that is designed to help students gain knowledge about diversity and it's importance to societal health issues. However, this is easier said than done, and requires facing the first concern of how to organize teaching and learning experiences in order to enhance students' gaining diversity knowledge and relating this knowledge to societal health issues. The second concern is how to assess and evaluate the effect of the magnitude and relationship of teaching methods or a targeted intervention on expected learning outcomes. In other words, how to identify and implement salient features of traditional theories identified in the higher education literature to maximize the effects of selected teaching methods on students' learning about important interactions among health and social issues. In health care, societal issues are associated with the influences of age, race/ethnic similarities/differences, lifestyle preferences, socio-economic status, gender role ideology and religious affiliation. The concerns about what and how to teach social issues and the role of diversity factors fosters major issues around what is quality instruction and if the teaching of diversity can be assessed and evaluated. Having testable models available is needed by faculty members for understanding how to design and evaluate classroom learning experiences to positively effect students' perceptions on global diversity issues that may influence societal health issues. …

Abstract: This paper discusses how new competitive landscapes invite organizational scholars and practitioners to adopt a new organizational mindset. The proposed new mindset does not negate the importance of the traditional functions of management, but invites a reexamination of how they are expected to function. The paper is organized as follows: (1) the traditional mindset is briefly presented; (2) the precipitating conditions for the new mindset are highlighted (e.g.hypercompetition, global standards, world class competitors) and the age of emergence concept introduced (3), standard approaches for dealing with the new economic order will be advanced (e.g. trust-based organizations, designs for innovation, network forms); (4) the new emergence mindset is presented as a dialectical alternative, linking the past and the future. The new emergence mindset is derived from a larger research project on how organizations can adapt to the age of emergence. The research involves theoretical research, case studies and field research observation, interviewing). It is shown that some 'old' concepts have been prematurely condemned in recent research. We argue in this paper that 'emergence age' organizations need to synthesize 'old' and 'new' concepts in a dialectical manner, instead of getting rid of old concepts (control, planning, etc.). We believe that this view will provide a refreshing and realistic approach for the understanding of contemporary organizations in the millenium.

Abstract: Perceptions of security in this country continue to be dominated overwhelmingly by developments on land, without much appreciation of the country's dependence, in more ways than are realized today, on the sea. This is due primarily to our life and work on land, as well as our historical experiences, with the sea perceived merely as an extension of land based enterprise and activities. This is exacerbated by the continuation of the 'landward' mindset of our Mughal rulers, as well as the legacy of Britain's colonial security doctrine in the Indian Ocean, which emphasized land forces at the cost of naval forces. Not surprisingly, these factors have traditionally led to the neglect of the maritime and naval dimensions of the country's security as well as its basic economic interests.

Abstract: How do the Catholic Schools Consultants through their leadership and relationship with Principals influence the outcomes of Catholic systemic schools in New South Wales (NSW)? This research question has been of considerable interest to the professional communities of Catholic educators. Throughout NSW there are eleven diocesan Catholic school systems, each led by a Director assisted by senior field officers called Consultants, the equivalent position of Area superintendents or inspectors in other school systems. The leadership of these Consultants is considered critical for the effectiveness of the school systems especially through their influence on and with Principals. Within this survey research study, the total population of Consultants and Principals was invited to participate, and 45 Consultants (90%) and 365 Principals (76%) responded. The research study was based on the assumption that a 'classical' view of leadership should be augmented by a more complex, interactive view of leadership as relationship that influenced outcomes in school systems. The study was operationalized in three dimensions. Leadership was described by ten variables, derived from Sashkin's (1998) Visionary Leadership Theory. The relationship between Consultant and Principals was posited as a composite of two variables, Interpersonal Relation and Shared Catholic Leadership Mindset, that are viewed as explanatory, mediating variables. Three selected outcome variables are posited - Educational Outcomes, School Outcomes and Spiritual Outcomes. The fifteen variables so described were developed and/or validated for this study using confirmatory factor analysis. Additionally, the impact of three demographic background factors of gender, school type, and years of networking association between Consultant and Principals on the main variables in the study was examined. A mediated - effects survey research design was used.;Survey questionnaires were sent from the local Catholic Education Office to each volunteer Consultant and to her/his associated network of Principals on a confidential basis and returned directly to the researcher. At no stage did the researcher know the identity of the respondents. Data analysis methods included comparative means analysis of Consultants' and Principals' perceptions of the variables; multiple regression analysis and structural equation modelling to examine the associations between variables; MANOVA analysis to examine demographic background factors; and finally some descriptive analysis of survey data to provide validation or further insights. The study results showed that both Consultants and Principals agreed that the Consultants demonstrated visionary leadership as defined by Sashkin (1998) although there were significant differences on seven leadership factors. There was high level agreement that Consultants and Principals exhibited a shared mindset, described as Shared Catholic Leadership Mindset, and outstanding interpersonal relationships. Findings about the associations between variables showed different results for Principals and Consultants. The 'Principals' model suggested that the two relationship variables acted as mediators between some of the ten leadership variables and the three outcome variables. On the other hand, the 'Consultants' model suggested that neither of the two relationship variables acted as mediators, but that only two leadership variables, Capable Management and Creative Leadership, had any influence on Outcomes. There were no significant differences on results due to gender, school type or years of networking association for either Principals or Consultants.;These results, supplemented by qualitative findings, led to the conclusion that there was a need for system policy makers to reconceptualise the leadership of such Consultants to emphasise the importance of the shared mindset, and the synergistic element in the relationship between Consultant and Principals. There was a recommendation that further research replicate this study with other Catholic, Government and independent education systems. The use of structural equation modelling analysis in similar future research was also recommended.

Abstract: Paul Caproni's clearly written, interesting new book will give you ideas, tools, and outstanding practices that can make you a better manager - and improve your life. If you would like to feel more fulfilled with your home life and advance in your career, this inspiring book can help you utilize your role as a manager to bring out the best in yourself, others, and your organization.In addition, Caproni will show you how to: manage in a diverse, global, technologically driven and fast-changing environment balance work and life when your firm expects a "24/7" commitment build the skills you need to move from an individual-contributor mindset to a managerial mindset build trust, respect, support, and influence in all your relationships become a critical consumer of managerial knowledge, and avoid falling victim to managerial fads

Abstract: Breaking away from the linear mindset of the past, Peggy Simonsen puts individuals at the helm of their careers.

Abstract: The categories of race used by school administrators to report student racial data assume racial purity The omission of a category for mixed racial heritage is indicative of a deeper neglect on the part of society in recognizing this segment of its people This mindset, which ignores the existence of biracial Americans, coupled with the implicit biases inherent in a White/non-White system of categorization, has contributed to a situation wherein the potential for psychological harm to biracial Americans is quite high To support biracial youth, educators must create a climate that fosters the development of a healthy identity for all students through acceptance of religious, social, cultural, and other differences This review of educational and psychological research identifies educational strategies that address the needs of biracial children: planning for student psychological, social, emotional, and cultural needs; creatively and carefully engaging young children in discussions of racial oppression and its consequences; infusing biracial issues throughout the curriculum, with curricula that are sensitive to process as well as content; aiding in the refinement of biracial children's (and their parents') identity; exposing children to their heritage; becoming sensitive to various learning styles; and providing parents and children with tools (words and phrases) to protect themselves from others who do not affirm human diversity and biraciality (Contains 71 references) (TD) Reproductions supplied by EDRS are the best that can be made from the original document WAITING TO EXCEL: BIRACIALITY IN THE CLASSROOM DR EVELYN REID MORGAN STATE UNIVERSITY BALTIMORE, MARYLAND DR GERTRUDE B HENRY HAMPTON UNIVERSITY HAMPTON, VIRGINIA US DEPARTMENT OF EDUCATION Office of Educational Researcn and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu ment do not necessarily represent officio! OERI position or Policy BEST COPY AVAILA is 555 LE "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Lemuel Berry, Jr TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" Waiting to Excel: Biraciality in the Classroom ABSTRACT This paper is the result of a research review aimed at understanding the issues and problems faced in our society and schools by biracial individuals with the hope of providing information that will help to shape our classrooms with those individuals' needs in mind This paper will attempt to briefly set the historical context that gave rise to dualistic thinking about race and culture in American society, then will present a review of the psychological research on biracial individuals, and finally, will close with recommendations for classroom teachers support of biracial studentsThis paper is the result of a research review aimed at understanding the issues and problems faced in our society and schools by biracial individuals with the hope of providing information that will help to shape our classrooms with those individuals' needs in mind This paper will attempt to briefly set the historical context that gave rise to dualistic thinking about race and culture in American society, then will present a review of the psychological research on biracial individuals, and finally, will close with recommendations for classroom teachers support of biracial students

Abstract: Recent twin decisions of the European Patent Office's Technical Board of Appeal have shifted its stance on software patents significantly. In this paper, I explore the background to this shift and suggest that the mindset to software patents enshrined in the Trade-Related Aspects of Intellectual Property Rights Agreement (TRIPS) is already being introduced ahead of formal amendment of the European Patent Convention and the national legislation that mirrors that Convention. In the light of the changing mindset, I go on to consider what the legal, economic and political may be. In conclusion, I discuss a longer-term scenario for global software protection.

Abstract: This paper discusses how new competitive landscapes invite organizationalscholars and practitioners to adopt a new organizational mindset. The proposed newmindset does not negate the importance of the traditional functions of management, butinvites a reexamination of how they are expected to function.The paper is organized as follows: (1) the traditional mindset is briefly presented;(2) the precipitating conditions for the new mindset are highlighted (e.g.hypercompetition, global standards, world class competitors) and the age of emergenceconcept introduced (3), standard approaches for dealing with the new economic orderwill be advanced (e.g. trust-based organizations, designs for innovation, networkforms); (4) the new emergence mindset is presented as a dialectical alternative, linkingthe past and the future.The new emergence mindset is derived from a larger research project on howorganizations can adapt to the age of emergence. The research involves theoreticalresearch, case studies and field research (observation, interviewing). It is shown thatsome “old” concepts have been prematurely condemned in recent research. We argue inthis paper that “emergence age” organizations need to synthesize ‘old’ and ‘new’concepts in a dialectical manner, instead of getting rid of old concepts (control,planning, etc.). We believe that this view will provide a refreshing and realisticapproach for the understanding of contemporary organizations in the millenium.1. IntroductionThe management literature is replete with accounts of how organizationalenvironments are changing. For example, Bettis and Hitt (1995) describes the “new

Abstract: In this study, senior executives with electronic data interchange (EDI) experience explained the factors their firms considered when deciding to use EDI. The majority of their comments focused on the operational (i.e., internal) benefits they are receiving from EDI. Most of the firms that participated in the study have moved from an operational mindset regarding EDI and noted external/competitive benefits as they electronically link to customers and suppliers. The executives acknowledged power inequities between their large firms and the trading partners with whom they use EDI. Although EDI is a mature technology, when classified by innovation adoption and diffusion theory, it provides adopting firms significant benefits.