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This study defines, examines, and measures the effectiveness of a corporate virtual learning program. Initially, distinctions between traditional and virtual learning and university and corporate programs are defined. Then, based on the literature, an integrative model of the perceived effectiveness of a virtual learning environment is developed and examined. The demographics, perceptions, and success of participants in a practitioner certification instruction program sponsored by a Fortune 50 firm are found to be related to persistence and success in the program, as well as to the effectiveness of knowledge transfer. Conclusions and recommendations for further study are offered.

The on‐line world has increased the range of possibilities for corporate training. Employees can follow virtual training packages at their own pace without leaving their workstations. Employers can save money on costly off‐site training and do not lose irreplaceable working days. However, to date, there has been little research into how the whole on‐line learning experience compares with knowledge acquired via traditional classroom techniques. A new US study into an on‐line five course inventory control qualification at a Fortune 50 company gives fascinating insights into the realities of virtual learning.

IN October a well‐known literary periodical appeared for a single number in a bright‐red cover to signalise a certain change. Two months earlier we had altered our size, type and cover‐colour; for the last exchanging the decorous consistent grey of our outer garment for the summer yellow in which our two Conference numbers appeared. Some readers found this too gaudy, although the three colours which have most “attention value,” as the advertisement experts say, are yellow, red and Cambridge blue. We compromise on orange, which has warmth, and we hope will have welcome.

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated representation of behavior have only been achieved at rudimentary levels according to those performing the studies (e.g. Pew & Mavor, 1998; Tulving, 2002) and those building the models (e.g. Warwick et al., 2002). This chapter will address aspects of cognitive performance that are important to incorporate into models of combat based on acceptance of theory, strength of empirical data, or for other reasons such as to bridge gaps where incomplete knowledge exists about cognitive behavior and performance. As a starting point, this chapter will assess which of Pew and Mavor’s recommendations are still appropriate as determined by a review of selected literature on cognition and its representation. We will also provide some review and extensions of key literature on cognition and modeling and suggest a way ahead to close the remaining gaps. Different aspects of cognition are described with recent findings, and most are followed by an example of how they have been represented in computer models or a discussion of challenges to their representation in modeling.

NOW that it is generally acknowledged that open‐access has come to stay, the attention of Public Librarians is becoming directed more to matters of detail in management, and less to the broader questions of policy. So far, however, the larger details, such as planning and interior arrangement, classification, and methods of issue—to name a few—have received most consideration, and there are many points of great importance to the practical utility of the library which yet remain to be dealt with systematically. It is on one of these points, the provision of Guides, that I propose to touch.

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.

HIS MAJESTY THE KING is winning new admiration, if that were possible, as the speaker of words on libraries which are memorable. At the opening of the University Library at Cambridge on October 22nd, he described that great new library as “both a power house and a testing station of educational activities,” and went on to say, “It is a workshop of new knowledge and a store‐house of seasoned wisdom.” It is difficult to think of phrases which convey more fully the work and aspirations of a great national library. We cannot refrain from mentioning again the significant fact that within one year His Majesty has opened two libraries, which together have cost £1,000,000 to build. If any have doubts as to the national attitude towards the library movement, they will probably be resolved in favour of the future of libraries by thinking of this. Of course, the Manchester Public Library was built out of the sum accumulated from the sale of a previous central library, and we know that one half of the £500,000 spent at Cambridge came from the International Education Board; but in the first case, the good will of Mancunians was required for the spending on the library of this large sum of money, and in the second case, £229,000 was obtained by public subscription from friends of Cambridge. These are works of faith which must have a very great effect upon the future of education and culture of England. If they were alone, however, they would have been significant, but when we remember that Leeds University and the City of Sheffield have built great libraries, and even in smaller places such as Dover a new library has been established, while there are many new branch libraries at Birmingham, Bristol, and elsewhere, and renovations of older libraries, as at Coventry and Croydon, and Nottingham, we realise that in a time which is thought to be one of depression, the public library has made strides which are almost as great as those of the early Carnegie days.

The Supreme Court’s decision in Federal Trade Commission v. Actavis, Inc. is a challenge to conventional antitrust analysis. Conventional civil antitrust cases are decided by a preponderance of the evidence. This means that conduct challenged under the rule of reason is only condemned if the conduct resulted in more competitive harm in the actual world than a world without the alleged violation. Under conventional analysis, the intent of the parties also plays only a supporting role in determining whether the conduct was anticompetitive. A holder of a valid patent has a right to exclude others practicing the patented technology. And, the patent holder is not assumed to have market power because it expended resources in maintaining exclusionary rights. Actavis creates doubts about these propositions in circumstances beyond the “reverse” payment settlement of a patent suit that may have delayed an alleged infringer market entry. This chapter explores whether applying Actavis logic to antitrust litigation can result in condemnation of practices where there is little chance of an anticompetitive effect, where the patent holder likely has a valid and infringed patent, where there is little reason to believe that the patent holder has market power, and where only one party, or no parties, to an agreement have an anticompetitive intent. This chapter also investigates whether Actavis creates new problems with standing analysis, damages calculations, and the balancing of efficiencies against anticompetitive effects. Nevertheless, the lower courts have begun to extend the logic of Actavis. This is apparent in the condemnation of no-Authorized-generic settlements.