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This paper seeks to provide a systematic understanding of the controversy surrounding commerce in US schools.

The paper surveys the history, research and policies related to commerce in schooling (1890‐2005) within the USA. The literature is organized according to four emergent US perspectives – protectionist, celebrant, cultural critic, and educated consumer.

The review finds that dominant US assumptions of commercial media subscribe to a stimulus‐response model of learning, rather than an active model of young people as constructing their own experiences with commercial media. Much of the research and many of the policies about commercial media in schools reflect adult assumptions about how young people learn, rather than provide empirical research about how young people actually interact with commercial texts while in school. The paper questions an excessive emphasis on the texts and technologies of instruction and calls for more empirical research that is grounded in theories of social constructivism, symbolic interactionism, and media education.

The four dominant media perspectives generated through this review of literature are limited to the USA.

A useful review of literature and schema to inform the understanding of educators, policy makers, and researchers as to the dominant US perspectives about commercial media and the education of young people. The schema can be used as a springboard for research and inquiry into the perspectives and policies of commercial practices and education in other countries.

This paper contextualizes nearly a century of research on commercial media and the education of youth in the USA, and provides a historical and theoretical context for researching education, technology and commerce in the USA and other countries.

E‐commerce is diffusing into developing countries (DCs), and is assumed to help deliver the international development agenda. But how can the connection between e‐commerce and socio‐economic development be conceptualised? The aim of this paper is to analyse that connection by drawing from the development studies discipline to take a broader perspective on e‐commerce than that so far provided by firm‐level research.

The authors adopt a literature survey approach, drawing their conceptual foundations from development studies, and supplementing this from the e‐commerce literature.

The paper develops a new, integrated model that explains the way in which e‐commerce can contribute to socio‐economic development.

This new model can help provide a foundation for future research on e‐commerce in DCs; research on e‐commerce policy as well as impact assessment research.

The discussion and model provide development agencies, governments, consultants and business people working in DCs with a clearer sense of the contribution e‐commerce can make; assisting them in prioritization, planning, and evaluation of e‐commerce projects.

The paper provides the first integrated perspective on the broader contribution of e‐commerce to the growth and development of DCs.

Summarizes some of the key findings of academic papers presented at the First World Congress on the Management of Electronic Commerce, which took place in January, 2000, in Hamilton, Ontario, Canada, sponsored by McMaster University. The conference was attended by 243 delegates from more than 25 countries. Outlines two meta‐management issues including: the importance of taking a strategic approach to Internet ventures as well as considering infrastructure design during implementation. Several of the papers presented fell into three broad functional categories including operations, human resources and marketing. Finally, a summary of internationalization and education implications is discussed.

Small and medium enterprises (SME) significantly alleviate poverty and generate employment to achieve sustainable economic growth. Using electronic devices, e-commerce allows an immediate and advanced communication service to accomplish business transactions. Considering logistics provider as a case, this paper aims to examine the impact of adopting an e-commerce technology on its customers’ and agents’ satisfaction.

The authors use the difference in difference methodology to examine these effects and find positive impacts on both customers and service providers.

As SMEs are widely considered as the powerhouse of an economy, the authors’ findings suggest that using e-commerce not only makes an SME agent more efficient but also accelerates an SME business transaction, which ultimately helps to achieve sustainable economic growth.

A few studies are conducted in examining the impact of SME on economy. However, according to the authors’ knowledge, this is the first research that examines the impact of e-commerce on SME.

Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face‐to‐face teaching. This paper aims to provide a review of the current literature and present the results of a survey, conducted to determine the effectiveness of a graduate online subject.

The literature was reviewed to identify measures of success and quality in online education delivery. These measures were then considered in relation to their application in practice via a case study based around a survey conducted at Deakin University in Australia.

A total of 16 relevant measures of teaching quality were identified in the literature. Most measures had elements of bias and some were more generally applicable to online learning. The case study suggested that the value of computer mediated learning in an online environment was limited and that a combination of print and computer mediated conferencing performed better in more of the identified quality matrices.

Online learning does not save teaching resources if standards of quality are maintained. It can be used to provide a remote teaching facility, provided it is backed up by resources such as printed study guides. For the subject evaluated, online mediated learning did not the provide the same quality of education.

Whilst some research has been conducted in this area, no substantive grounded theory has been applied to postgraduate or fee‐paying online education regimes. As a result, case studies of such applications can be very helpful in the design of future teaching systems.

Mr Allen shows how a commercial course was planned and put into operation with enthusiasm and high hopes. The course's aims were not fully realised, and the reasons for this failure are carefully pinpointed

Proposes to improve understanding about university life and work. Stresses the importance of a productive relationship between education and commerce but questions the perceptions that commerce may have about business education. Portrays the reality of university life and its pressures, and submits that the drive for productivity and efficiency is just the same. Explores the nature of the interdisciplinary knowledge‐base of business education in a pan‐European context, and how the product is developed and the way new courses are structured. Shows how and where new knowledge is generated which provides the momentum for business practices to change.

Examines the history of professionalism as an issue in British marketing. Investigates attempts made to establish professional attributes in British marketing and the model of professionalism adopted. Looks at limits placed on the progression of marketing with regard to professionalism. States that the ideal typical model of professionalism has never been a valid framework for marketing, in that the structural bases of the occupation are of a different order and require individual analysis.

Grand Metropolitan Foods Europe (GMFE), the European foods operation of Grand Metropolitan plc, is sponsoring a series of sponsoring a series of Understanding Industry courses throughout the country based in areas where GMFE has factories, and aimed at providing 16–19‐year‐old students with a better understanding of commerce amd industry. They specialize in putting managers in front of students; the students gain a real understanding of how business works, and schools and colleges are able to bring subjects into the curriculum of which teachers and lecturers may have little or no direct experience. Students will also have the opportunity to visit the local factories to obtain first‐hand experience of an industrial operation.

Smartphone multitasking behavior has become prevalent in our daily lives, yet factors influencing smartphone multitasking behavior have not been fully investigated. This study aimed to examine the roles of a set of demographic, personality and motivational factors on smartphone multitasking behavior, and how these factors were related to general and application-specific types of smartphone multitasking behavior.

A cross-sectional study was conducted in which 2,659 smartphone users were invited to complete an online survey on smartphone multitasking behavior. Hierarchical multiple regression analyses were used to examine the roles of demographic, personality and motivational factors on smartphone multitasking behavior.

The results showed that, in general, demographic factors, such as gender, age, occupation status, education and smartphone usage time significantly predicted smartphone multitasking behavior. People characterized by agreeableness, extraversion, neuroticism and openness to experience were more likely to multitask with smartphones. Information seeking, efficiency and habit motivations were identified as major motivational factors for smartphone multitasking behavior. The roles of demographic, personality and motivational factors differed much across varied types of application-specific smartphone multitasking behavior.

This study extends and advances the literature on media multitasking, smartphone multitasking in particular, by identifying a set of demographic, personality and motivational factors as antecedents of smartphone multitasking behavior. In addition, this study revealed the differentiated roles of the above-mentioned factors across varied types of smartphone application usages. The findings provide important implications for practitioners to tailor smartphone applications and services to different target smartphone users and use situations.