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The purpose of this paper is to examine two of Feldman and Bolino's proposals: career anchor plurality and career anchor relationships.

A novel method for examining the relationships between career anchors called “indices of mutual presence” is developed for this study to generate meaningful results from ordinal and ipsative career anchor data.

Evidence for some individuals having multiple career anchors was found. Complementary and exclusivity career anchor relationships are identified and a model for representing them is presented. The importance and possible benefit of understanding both an individual's preferred and “unpreferred” anchors is discussed. The non-reflexive nature of career anchors is explored and the idea of “mutually” exclusive career anchors is rejected. Weaknesses in the octagon shaped career anchor relationships diagram presented by Feldman and Bolino are discussed.

Despite the benefits associated with forced-choice assessments, some have expressed concern because of the nature of this type of evaluation. Each time an item is preferred, another item must be “unpreferred.” Thus, for one item to have a high preference count, some other item must necessarily have lower preference counts. The resulting data is ordinal rather than interval or ratio. It contains information regarding order of preference, but provides little insight into magnitude of preference. This makes it difficult to identify and examine how much more or less one individual prefers an item when compared to another individual.

The second property of forced-choice data that raises concern is its ipsative nature. As respondents are constrained to unprefer an item each time the prefer one, the total preference counts remain the same for every individual. As a result, the preference scores for every individual will always sum to the same value. When data has this property, it is called ipsative. Ipsative data is not free to vary, and thus statistical methods which analyze variance may yield spurious results. Thus, traditional factorial statistical methods cannot be appropriately used with ipsative data (Baron, 1996; Bartram, 1996; Closs, 1996). It is commonly believed that researchers trade ease of use and accuracy for fewer available statistical tools when using forced-choice methods. However, this paper attempts to use “indices of mutual presence” developed for this study (described below) that do not rely on variance to generate meaningful results from ipsative career anchor data.

This chapter reviews the empirical evidence for Psychological First Aid (PFA) in the context and experience of the Southeast Asian (SEA) region. First, this chapter provides the definition and background of PFA and its core principles, to explain the basis for doing PFA as part of an integrated approach to disaster mental health. Second, the existing literature on the effectiveness of PFA is reviewed. Third, this chapter examines the application and adaptation of PFA in SEA. Implications and recommendations are provided at the end of the chapter.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.

Purpose – The purpose of this chapter is to assess the avenues through which traditional notions of information literacy skills shape oral communication curriculum and to identify steps that can be taken to transform the experience of students in the public speaking classroom so that they are offered an opportunity to develop understandings of how they use information to learn.

Approach – This chapter engages in an analysis of teaching materials and best practice scholarship used in the traditional college public speaking classroom. An informed learning perspective is applied to this corpus to identify the ways in which an information literacy skills approach is reflected in current practice.

Findings – The analysis highlights the prevalence of an information literacy skills approach throughout the oral communication curriculum. Textbooks, assignment types and guidelines, along with grading rubrics and instructor feedback all perpetuate a skills approach. Outside class support, including peer tutors and library instruction, also contribute to a focus on information literacy over informed learning.

Implications – Informed learners are better prepared to engage and apply information across contexts and to use information to continue learning. Informed learners are reflective on the knowledge they gain through information use. Therefore, this chapter concludes that public speaking courses, along with the communication centers and libraries that support oral communication instruction, should embrace an informed learning approach to the development of course materials, assignments, and teaching.

Originality/value – Suggestions for reframing public speaking curriculum and support from the informed learning perspective are provided.