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The purpose of this paper is to examine the paid and unpaid work time and learning activities of a small longitudinal sample (n=286) of continuously employed Canadians over the 1998‐2004 period.

A sub‐sample of those who responded to two national surveys carried out in 1998 and 2004 and who were continuously employed throughout this period was selected. In addition to a quantitative analysis of their responses to both surveys, a qualitative analysis of open‐ended interviews in 2000 with many of the same respondents offers further insight into orientations to engagement in formal (course‐based) and informal learning.

Those who are not taking adult education courses are still very likely to participate continually in job‐related informal learning. There is some indication that continuing lack of participation in courses may be associated with declining participation in job‐related informal learning. The in‐depth interviews suggest that most continuously employed respondents see course‐based education and informal learning as complementary.

The lack of prior longitudinal population studies means that understanding of continuity and change in work and learning relations has been based on inferences from cross‐sectional surveys. There are few recent longitudinal surveys of work and learning and none that incorporate both unpaid work and informal learning as well as paid work and adult education course participation. This study provides some elementary benchmarks for further diachronic research on work time and learning relations.

This paper tests the product quality theory of trade credit with 1993 year‐end data for Germany, Japan, United Kingdom, and United States. The results are inconsistent with the transaction and financing theories of trade credit, since the evidence indicates that firms with high sales relative to their assets and firms with larger sizes extend less credit. However, the quality theory of trade credit is not uniformly supported by the data. Moreover, the evidence suggests wide variations of trade credit policies across countries and industries.

Purpose: The aim of the study is to consider the use of the Internet as a potential facilitator of positive health-related perceptions. Specifically, we propose that online health information seeking fosters positive perceptions of health. Using path modeling, we theorized several mechanisms through which information seeking could be conducive to positive health perceptions, which we conceptualized into the following four dimensions: (1) sense of empowerment in managing health, (2) self-reported ability to take better care of health, (3) sense of improved health-related quality of life, and (4) self-reported improvement of health.

Methodology: Our sample consisted of respondents who have used the Internet as a resource for health information (n = 710), drawn from the largest national probability-based online research panel. Our comparison subsample consisted of older respondents (age ≥ 60; n = 194). We used Internet-specific measures and employed structural equation models (SEM) to estimate the direct, indirect, and total effects of health-related use of the Internet on subjective health perceptions. Based on our review of the literature, competent health communication with healthcare providers and sense of empowerment in managing personal health were modeled as mediator variables. We assessed whether the proposed mediational relationships, if significant, differed across our indicators of positive health perceptions and whether any differential associations were observed among older adults. We run parallel models for each indicator of positive health perception.

Findings: Provider-patient communication informed by the Internet resources were perceived to impart a greater sense of empowerment to manage health among our respondents, which in turn, was associated with perceived contributions to better self-reported ability to provide self-care, increased health-related quality of life, and improvement in self-reported health. The SEM results revealed a good fit with our full sample and subsample.

Research Implications: Conceptualization of the multidimensional aspects of online health information seeking with separate multi-indicator analyses of the outcome variable is important to further our understanding of how technology may impact the pathways involved in influencing health perceptions and as a result health outcomes.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

As the Era of Accountability has given rise to the prevalence of curriculum standards and multiple educational stakeholders have engaged in the writing of these documents, the National Council for the Social Studies has revised its original standards document published nearly two decades ago. This study investigated what the revised document reveals in terms of gendered discourses. Through employing the tools of discourse analysis, the dominant discourses advanced in the document’s curricular recommendations were revealed. Two discourses prevailed in the analysis: gender imbalance with a narrow view of valued masculinity and gender-free with a hidden discourse of males dominating in those spaces. A discussion of the presence of trans and other gender identities in the document is included. As gender is sparsely mentioned in the curricular recommendations, and a binary view of gender is adhered to throughout, there is little guidance for curriculum writers and teachers to teach in transformative ways that challenge the status quo.