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In recent years, qualitative researchers have in varied ways conceptualized selves and identities as narratively constructed. In this article, we offer a typology for viewing, the various conceptualizations of narrative identities and selves. Five perspectives are presented for discussion. These are, the psychosocial, the inter-subjective, the storied resource, the dialogic and the performative perspectives. Insights into contrasts between them are also generated by exploring the emphasis given by each perspective to both the social and individual in creating selves and identities. These contrasts are organized along a continuum, with perspectives that adopt a `thick individual' and `thin social relational' view to the self and identity at one end, and those that adopt a `thin individual' and `thick social relational' view at the other. We close by suggesting that each perspective is worthy of consideration in its own right and that coexistence is possible despite their differences.

Examines the cleanup actions that have been taken in the market since the Enron bankruptcy, with new regulations issued by the Justice Dept designed to keep companies that might emulate Enron's accounting practices in check. Investors can once more have confidence in the market. However, these actions have also had some negative consequences in the expenses borne by companies to meet new checklist compliance requirements. It is suggested that these costs may well affect economic growth since they apply across the board, though very few companies have been found guilty. This will soon attract the attention of investors, who expect a fair return on their money. It is concluded that the sooner market participants recognize the value of returning to an untilted marketplace, the sooner unnecessary, expensive provisions can be removed. J. Stanton

AbstractLet , where A (t)/t is nondecreasing in t, {P(k)1/k} is nonincreasing. It is known that H(t) = 1 — H(t) is an increasing failure rate on the average (IFRA) distribution. A proof based on the IFRA closure theorem is given. H(t) is the distribution of life for systems undergoing shocks occurring according to a Poisson process where P(k) is the probability that the system survives k shocks. The proof given herein shows there is an underlying connection between such models and monotone systems of independent components that explains the IFRA life distribution occurring in both models.

Intro -- Contents -- Acknowledgments -- Note on conventions -- Abbreviations -- List of colour plates -- List of figures -- Introduction -- CHAPTER ONE London books, in manuscript and print, c. 1500 -- CHAPTER 2 Manuscript and print in combination! -- CHAPTER 3 London-specific material in manuscript and print -- CHAPTER 4 London readers in a time of change -- CHAPTER 5 Robert Fabyan: reading and compiling in manuscript and print -- Afterword -- Bibliography -- Index of manuscripts -- Index of printed books -- General Index.

Frontmatter -- Contents -- Acknowledgments -- Introduction -- PART I. THE POLITICAL CONTEXT -- Vietnam. An Episode in the Cold War -- A Way of Thinking. The Kennedy Administration s Initial Assumptions about Vietnam and Their Consequences -- From the Colorado to the Mekong -- Hanoi's Response to American Policy, 1961-1965. Crossed Signals? -- PART II. THE MILITARY CONTEXT -- The Zen of Escalation. Containment and Commitment in Southeast Asia -- Conspiracy of Silence: LBJ, the Joint Chiefs, and Escalation of the War in Vietnam -- PART III. KENNEDY AND JOHNSON -- Lyndon Johnson and the Legacy of Vietnam -- The Kennedy-Johnson Transition. The Case for Policy Reversal -- NSAM 263 and NSAM 273. Manipulating History -- PART IV. THE SOVIET DIMENSION -- Turnabout? The Soviet Policy Dilemma in the Vietnamese Conflict -- Contributors -- Index

Numerous reports identify critical learning
needs of deaf and hard of hearing students,
but there is a growing recognition that these
students' ability to achieve academic success
is tied to the instructional effectiveness of
teachers. Developments in deaf and hard
of hearing education include (a) a shift
toward educating students in local public
schools; (b) a conceptual reorientation toward
establishing effective learning environments;
and (c) a critical, nationwide shortage of
qualifi ed teachers. The result has been a
growing acceptance of the need to examine
and redesign the way teachers are prepared to
educate deaf and hard of hearing students.
The present article is an examination of key
redesign issues.