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Presents the use of libraries as gateways providing the patron with access to the commercial vendor. Outlines the methods employed by the Mann Library at Cornell University and the Telnet gateway. Considers security, authorization and authentication and connection servers for Web databases. Concludes that there are many issues still to be addressed, including patron privacy and central standards.

This article describes the rationale behind the construction of an interactive numeric flies retrieval system, and the creation of the system (project team, project phases, data preparation, software, and hardware used). The major findings section includes comments on data problem resolution, database design and construction, interface considerations, enhanced cataloging, file transfer, standards adherence, and staff resources. The incorporation of the system into the range of services of Cornell's Mann Library is described.

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.

This chapter provides a comprehensive survey of the contributions of the Austrian school of economics, with specific emphasis on post-WWII developments. We provide a brief history and overview of the original theorists of the Austrian school in order to set the stage for the subsequent development of their ideas by Ludwig von Mises and F. A. Hayek. In discussing the main ideas of Mises and Hayek, we focus on how their work provided the foundations for the modern Austrian school, which included Ludwig Lachmann, Murray Rothbard and Israel Kirzner. These scholars contributed to the Austrian revival in the 1960s and 1970s, which, in turn, set the stage for the emergence of the contemporary Austrian school in the 1980s. We review the contemporary development of the Austrian school and, in doing so, discuss the tensions, alternative paths, and the promising future of Austrian economics.

William Amasa Scott was in his time well-known as a monetary economist as well as a popularizer of economic ideas, whose opinions were widely regarded by the public. A proponent of Austrian economics and defender of classical economic theory, he soon found a home at the School of Economics, Political Science and History (later the School of Economics) at the University of Wisconsin which, while initially a mainstream department, would evolve into the citadel of Institutional Economics. Notwithstanding his status as an authority on monetary economics and his place as a public intellectual, he remained at the University something of an outsider throughout his career and today is largely forgotten.

Legal standards that allow teens to make health care decisions, or any important decisions, must account for the contingency and variability of minors’ capacity. Traditional law denied minors’ legal authority to make any decisions, giving all power to parents. This rule goes too far; the Supreme Court has held that minors have constitutionally protected autonomy-based rights, and modern views about adolescence are inconsistent with the rule. The question is how and where to draw lines.

Legal standards are based on minors’ evolving maturity, policy favoring decisions that follow medical advice, and policy supporting parental authority. This paper uses four hard cases to show how these considerations factor into legal rules.

As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.

F. A. Hayek’s macroeconomic theory and policy ideas have gained renewed attention since the cheap-money boom until 2007, and subsequent bust, followed the basic Hayekian narrative. Only to a very limited extent, however, do we find Hayek’s ideas on the agenda of mainstream macroeconomic researchers since Robert Lucas’s research program gave way to “Neoclassical” and “New Keynesian” DSGE models. We find examples of deeper interest on the periphery of the mainstream. Hayek’s influence on today’s macroeconomic policy discussions remains similarly limited, although he has become an icon to some opponents of loose monetary policy.

Since the late eighteenth century, American men have supported women's equality. (see Kimmel and Mosmiller, 1992). Even before the first Woman's Rights Convention at Seneca Falls, New York heralded the birth of the organized women's movement in 1848, American men had begun to argue in favor of women's rights. That celebrated radical, Thomas Paine, for example, mused in 1775 that any formal declaration of independence from England should include women, since women have, as he put it, “an equal right to virtue.”(Paine, [1775] 1992, 63–66). Other reformers, like Benjamin Rush and John Neal articulated claims for women's entry into schools and public life. Charles Brockden Brown, America's first professional novelist, penned a passionate plea for women's equality in Alcuin(1798).

This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous) courses in undergraduate and graduate programs in education at a technology university in Ontario, Canada. Online courses offer unique opportunities to capitalize on students’ and professors’ digital capabilities gained in out-of-school learning and apply them to an in-school, technology-enabled learning environment. The critical and reflective arguments in this paper are informed by theories of online learning and research on active learning pedagogies.

Digital technologies have opened new spaces for higher education which should be dedicated to creating high-quality learning environments and high-quality assessment. Moving a course online does not guarantee that students will be able to meet the course outcomes more readily, however, or that they will necessarily understand key concepts more easily than previously in the physically copresent course environments. All students in higher education need opportunities to seek, critique, and construct knowledge together and then transfer newly-acquired skills from their coursework to the worlds of work, service, and life. The emergence of new online learning spaces helps us to reexamine present higher education pedagogies in very deliberate ways to continue to maintain or to improve the quality of student learning in higher education.

In this chapter, active learning in fully online learning spaces is the broad theme through which teaching, learning, and assessment strategies are reconsidered. The key elements of our theoretical framework for active learning include (1) deliberate pedagogies to establish the online classroom environment; (2) student ownership of learning activities; and (3) high-quality assessment strategies.