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Robert Bodle received his Ph.D. in Critical Studies from the University of Southern California's School of Cinematic Arts. His research focuses on the social, political, and ethical implications of networked media (social media and networks, social reporting, alternative media, mobile and convergence culture, internet governance, information ethics, and new media literacies). As assistant professor of Communication Studies at the College of Mount St. Joseph, Bodle designs and teaches a digital media curriculum that includes Social Media and Social Change, New Media and Society, Human Rights in the Digital Age, New Media Ethics, and Visual Communication. His research appears in the Journal of International Communication, Information, Communication & Society, and the book collection The Ethics of Emerging Media: Information, Social Norms, and New Media Technology.

Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.

Outlines some of the presentations at the Electronic information in the 21st century (EEI21) symposium at the University of Memphis in October 2004. EEI21 is an internationally recognized ethics meeting attracting scholars, practitioners and students interested in a wide range of information ethics and related topics. The EEI21 tradition of thematic focus areas continued with intellectual property rights as the special topic for 2004.

The dramatic increase in the fraction of all Afro‐American families headed by single women accounts for approximately two‐fifths of the Afro‐Euro family income gap. Examines the empirical objections to the conclusion that family structure is a major factor behind ethnic inequality and found to be largely without merit. Also critically examines the more normative and more important objection that the family structure argument undercuts the struggle to achieve economic justice for Afro‐Americans. Argues that an emphasis on family structure does not absolve society of responsibility for inequality, nor does it imply that government activism is futile. The family structure argument recasts but does not negate the struggle for economic justice for Afro‐Americans.

As mathematical research is a very specialized field with a relatively small number of practitioners, the list of new reference books in a given year or two is predictably short. The 1975/76 period was no exception; in fact some of the recent reference books which are of broadest interest are actually new editions of standard, established works.