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ABSTRACTThe decision and information structure of the arms transfer process from major powers (especially the United States) to third‐world countries is discussed. System behavior as a result of system structure, political forces, and economic factors is the focus of analysis. A system‐dynamics model of transfer structures is developed and discussed. Examples of policy alternatives in arms transfer are illustrated and discussed.

After 1865 Southerners found their communities generally in a state of economic chaos. This was particularly true of the mercantile system. Before the war numerous small towns and villages were in the process of development, and the more localized system of merchandising was reaching out into the general trade. The merchants of the new stores were rapidly cutting into the virtually monopolistic control previously exercised by the system of cotton factorage on which the larger planters depended for supplies, for with the establishment of local stores, cotton planters looked more and more to their home merchants. During the four years of war these local stores were practically forced out of business by a lack of stock. The end of the war brought to the merchant a complete economic revolution. He was now to engage in a system of storekeeping which was unique in every respect except the name. Southern general stores became country stores whether they existed in the country or not, for the bulk of their trade was that of "country" supply.

Founded in 1806, Shaker Village of Pleasant Hill, Kentucky, was a thriving community for much of the nineteenth century. Eventually, a steadily shrinking membership saw the gradual decline of this remarkable village, and the last remaining Shaker to reside at Pleasant Hill died in 1923. In 1961 local citizens formed a private not-for-profit organization to preserve and restore the village and interpret the rich heritage of the Pleasant Hill Shakers. Over several years, and against strong odds, this group succeeded in raising the needed money, and in 1968 eight buildings at Shakertown, carefull

Although the importance of incorporating interpersonal skills courses into the management curriculum has been well documented, the use of electronic learning resources in behavioral science courses is in its infancy. This article describes the introduction of and student response toWeb-enhanced instruction in an Interpersonal Skills course required of Xavier UniversityMBA students. It provides a guide to specific Web self-assessment instruments, suggests assignments that integrate online tools with other course pedagogies, includes examples of Web-driven in-class interactive activities and out-of-class reflective activities, presents a model of key implementation and pedagogical factors, and discusses implications to consider in using online assessments.