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The notion of sustainable development, which appears to have become a permanent fixture in political and economic discussions at the national and international level, carries with it approvals of various sorts. At a time when the sheer number of human beings on the planet is ecologically problematic, sustainable development has replaced motherhood as that which everyone unreservedly commends. The different foundations upon which approval rests successfully blanket sustainable development with an all encompassing positive assessment. Positively assessed economically, politically, ecologically and purportedly topped off with moral support from human rights and justice considerations, sustainable development has attained the status of an unquestioned good. Frequently it is touted as the highest good. The means to achieving sustainable development globally and how to contribute to it nationally are seriously debated worldwide. While courses of action plotted to secure the end may rest in pages of committee reports or be poorly implemented, the few voices raised against the recommendation to pursue it are scarcely discernable as a murmur in the cacophony of those who sing its praises. Consequently, when the support from economic, political, ecological and moral theories combines with “the people's” commitment to sustainable development, this notion functions to identify today's most powerful justification for the actions or omissions of governments, individually or jointly.

In the aftermath of the Enron scandal, the critics of free enterprise have blamed this system for inflated and out of control executive salaries, particularly those of the chief executive officer (CEO). The present paper defends the marketplace against these charges. In section I we argue that the market has passed the Enron test with flying colors. Section II gives the background of the financial situation relating to CEO salaries. Sections III and IV are devoted to, respectively, the tax court and the appellate court; section V looks at the reaction of the former to the latter; and in section VI we defend the “independent investor” test. We look at this issue from a political economic perspective in section VII and conclude in section VIII.

The purpose of this paper is to describe how researchers from four large Canadian distance education or dual mode institutions conducted a survey aiming to describe the use of and interest in social software and Web 2.0 applications by distance education students and to measure their interest in collaborating with peers.

In order to do this, an online questionnaire was distributed to students from four large Canadian distance education institutions. A systematic sampling procedure led to 3,462 completed questionnaires. The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect for interest in collaboration.

Males and younger students score higher on almost all indicators, including cooperative preferences. In this paper the authors review quantitative results from the survey from earlier work (Poellhuber et al.) and present an analysis of the qualitative data gathered from open‐ended questions in the survey. Answers to open‐ended questions regarding the expectation and interest in using social software in their courses, show that students have positive expectations about interactions and course quality, but also concerns about technical, time, and efficiency issues.

The probabilist sampling, as well as the high number of respondents, are forces. The limits of the research are linked to its survey methodology, possible self‐selection bias, history effect and social desirability effect.

The study opens avenues to those who consider the integration of social software or Web 2.0 tools in distance courses.

It also offers guidance to those who consider using social software for learning purposes in general.

While social media and social networking tools offer new educational affordances and avenues for students to interact, that may alleviate the drop‐out rate problem faced by distance education institutions. Little is known about distance students' expertise with social media or their interest in using them to learn individually or to collaborate with peers.

Early on it was recognized that this broad concept of entrepreneurship could be used to understand and improve the condition of particular disadvantaged populations; the so-called “under-developed” communities and regions (e.g. Danson, 1995). Only recently, however, has the notion been applied by scholars of entrepreneurship to a particular sector within this category, to the indigenous populations of the world.

Nobel laureate Ronald Coase (1937) was one of the first modern economists to focus attention on the ways in which firms reduce transaction costs by supplanting market contracts with hierarchical, internal management decisions. Coase and later Cheung (1983) explain that firms save on the costs of discovering prices and on the costs of measuring and monitoring the contribution of inputs to the production process. Still, however, their explanations of why a firm exists beg the question of where the entrepreneur fits into the firm.

An inverse relation between performance and managerial turnover at Japanese firms suggests that bank monitoring substitutes for other governance mechanisms (Kaplan, 1994; Kang & Shivdasani, 1995). Morck and Nakamura (1999), however, report that Japanese banks protect their self-interests as creditors rather than the interests of shareholders when appointing corporate directors. We re-examine data on top management changes at Japanese firms and find results consistent with this latter notion. Specifically, management turnover is conditionally related to a firm’s ability to meet its short-term obligations rather than profitability or stock returns. Bank monitoring is therefore not a substitute for mechanisms that directly serve shareholders’ interests.

The size of that section of the electronic market place known as the Internet is substantially dependent on how many people acquire and retain Internet access. This core of Internet users is the bedrock on which electronic commerce will be built. More attention has been given to the reasons why people join the Internet community than to their motivation for leaving. We therefore sought to carry out exploratory research into the thinking of some of the likely Internet defectors in order to identify intelligent questions which could form the basis for subsequent experimental hypotheses. At the same time we took the opportunity to examine possible critical mass effects in the adoption of the Internet as a piece of innovative technology, and to shed some light on the question of knowledge gaps, more recently characterised as the problem of the information rich and the information poor.

While the terms theatre and drama are often used synonymously, they are marked by distinct differences. Drama is concerned with the literature of the theatre, the written basis for theatrical presentations. Theatre refers to the art of presentation, and includes the creations of the playwright, the designer, the architect, and the actor.

Second Life, as a three-dimensional social medium, provides an unparalleled opportunity for people to interact with each other and their surroundings in unfamiliar and innovative ways. After a brief introduction to the discipline of Studies in Religion at the University of Queensland (UQ), this chapter will examine some of the key characteristics of MUVEs in general and of Second Life in particular, with a view to assessing its suitability as an environment for learning based on andragogical and constructivist methodologies. Further, it will explore the original conception and development of the UQ Religion Bazaar project within Second Life.

The UQ Religion Bazaar project was originally conceived in 2007 and developed through 2008. It consists of a Second Life island situated in the New Media Consortium educational precinct and boasts a number of religious builds including a church, a mosque, a synagogue, an ancient Greek temple, a Freemasons' lodge, a Zen Buddhist temple and a Hindu temple to Ganesha. The island was used in two large first-year classes and for supervising distance postgraduate research students.

The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions are based on cases from the practice at the Danish Master Programme in Information and Communications Technology (ICT) and Learning (MIL), where students from all over Denmark within a networked learning structure are studying in groups combining on-site seminars with independent and challenging virtually organized project periods. The chapter discusses the involvement of students as co-designers of how courses and learning environments unfold, and deals with the development of students’ information literacy. Various teacher roles are addressed, as implementing new educational technology requires teachers who are flexible and aware of the different challenges in the networked environment. The aim of the chapter is to discuss the application of new technological possibilities in educational settings inspired by problem- and project-based learning.