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Until the Loma Prieta earthquake of 17 October 1989, also known as the “World Series earthquake” or the “San Francisco earthquake,” many of us may have considered earthquakes a remote danger. But instantaneous television transmission from the interrupted World Series game and frightening images of the collapsed Cypress Viaduct and the burning Marina district transformed this incident from a distant disaster into a phenomenon that touched us all. The Loma Prieta earthquake was followed in December 1990 by the inaccurate but widely publicized New Madrid earthquake prediction. Despite its inaccuracy, this prediction alerted the public to the fact that the largest earthquake ever to have occurred in the United States occurred not in California or Alaska, but in Missouri, and that a large earthquake could occur there again. Americans are discovering that few places are immune to the possibility of an earthquake.

In 1984 the Health Sciences Library at the State University of New York at Buffalo created a local area network (Lan) for the Library Consortium of Health Institutions in Buffalo using a multi‐user microcomputer. The rationale, methodology, capabilities and problems of the Lan are discussed. The changed demands of the Consortium and new University specifications on compatibility which have prompted plans for a new Lan are stated. The rationale and design for the new network are presented, and suggestions for Lan planners are made.

When Eugene O'Neill died, theatre critic Brooks Atkinson said of him, “A giant writer has dropped off the earth….He shook up the drama as well as audiences and helped to transform the theatre into an art seriously related to life.” (New York Times, 30 December 1953).

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

In the wake of the extraordinary financial scandals that both preceded and followed the September–October Financial Crises of 2008, discussions about the executive virtues of honesty and integrity are no longer academic or esoteric, but critically urgent and challenging. As representatives of the corporation, its products and services, corporate executives in general, and production, accounting, finance, and marketing executives in particular, must be the frontline public relations and goodwill ambassadors for their firms, products, and services. As academicians of business education, we must also analyze these corporate wrongdoings as objectively and ethically as possible. What is wrong must be declared and condemned as wrong, what is right must be affirmed and acknowledged as right. We owe it to our students, our profession, our stakeholders, and to the business world. Contemporary American philosopher Alasdair MacIntyre (1981) proposes the issue of morality in a threefold question: Who am I? Who ought I to become? How ought I to get there? The answer to every question refers to the virtues, especially to corporate executive virtues. This chapter explores corporate executive virtues, especially the classical cardinal virtues of prudence, temperance, fortitude, and justice as defining and enhancing corporate executive life.

A strong relationship exists in many cultures between ethnic identity and educational success. This study was conducted at a teacher training university in Southwest China in 1997. It examines how ethnic minority students, through a series of micro-level interactions, construct “scholar selves” within their families, villages, and schools. The study also looks at how macro-level structural supports, built into the Chinese education system, help minority students overcome obstacles to academic success. These supports include special schools and classes for ethnic students, training teachers for nationality areas, financial support for minority education and additional points awarded on national examinations. The chapter suggests what scholars and practitioners might learn from an educational system that demonstrates the characteristics of flexibility, inclusiveness and cohesiveness.

From the sixteenth to eighteenth century, China underwent a commercial revolution similar to the one in contemporaneous Europe. The rise of market did foster the rise of a nascent bourgeois and the concomitant rise of a liberal, populist version of Confucianism, which advocated a more decentralized and less authoritarian political system in the last few decades of the Ming dynasty (1368–1644). But after the collapse of the Ming Empire and the establishment of the Qing Empire (1644–1911) by the Manchu conquerors, the new rulers designated the late-Ming liberal ideologies as heretics, and they resurrected the most conservative form of Confucianism as the political orthodoxy. Under the principle of filial piety given by this orthodoxy, the whole empire was imagined as a fictitious family with the emperor as the grand patriarch and the civil bureaucrats and subjects as children or grandchildren. Under the highly centralized administrative and communicative apparatus of the Qing state, this ideology of the fictitious patrimonial state penetrated into the lowest level of the society. The subsequent paternalist, authoritarian, and moralizing politics of the Qing state contributed to China’s nontransition to capitalism despite its advanced market economy, and helped explain the peculiar form and trajectory of China’s popular contention in the eighteenth century. I also argue that this tradition of fictitious patrimonial politics continued to shape the state-making processes in twentieth-century China and beyond.

E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.