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To provide training exercises that will help tourism planners and analysts better understand the fundamentals of tourism sustainability and dynamics.

The paper is organized as a presentation of tools and conceptual models, followed by associated training exercises and answers. The first exercise addresses basic concepts of sustainability as applied to tourism development. The second addresses the use of phase diagrams to illustrate the dynamic behavior and change of tourism‐related economic and environmental conditions over time.

Operational definitions of sustainable tourism generally are consistent with a wide variety of outcomes for a tourist destination. Exercises demonstrate that operational definitions of tourism sustainability require numerous choices and tradeoffs, and are more complex than is suggested by common discourse.

Given that the most desirable sustainable outcomes for tourism differ across groups, the search for sustainable tourism outcomes must combine environmentally sustainable outcomes (which are often many) with socially acceptable compromise solutions that lie somewhere between the optima for each distinct group. No amount of searching, bargaining, or stakeholder education will reveal a universal sustainable solution that maximizes benefits to all affected groups. In the vast majority of cases no optimal solution exists.

The paper provides tools and conceptual frameworks that characterize potential conflicts, hazards, and tradeoffs implicit in the choice among different sustainable or non‐sustainable outcomes for tourism.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The most significant event for the School has been the announcement of the creation of the National Centre for Management Research and Development. The Centre is due to open in 1986 and will provide research facilities for up to 20 major projects designed to improve the competitiveness of Canadian business practices.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

This chapter considers the essential elements and processes in designing and building a computer-based tutor to instruct teams. In this chapter, the choices of authoring tools, the instructional context, the goal of the instruction, and the characteristics of the domain were evaluated in terms of their influence on the Intelligent Tutoring System (ITS) design in support of team learning and performance. While each team tutor may be unique in terms of its learning objectives, measures, selections of learning strategies and tutor interventions, there are some identified design decisions that need to be made. Considering the best decision for the specific tutor's design is intended to ease the authoring burden and make computer-based team tutoring more ubiquitous.