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Considers the growing importance of automatic data collection (ADC) and electronic data interchange (EDI) in logistics and distribution, and the need for an additional paradigm. ADC and EDI require additional conceptual consideration in logistics pedagogy. The utilization of the Internet to acquire knowledge globally is a new and progressive way to advance business logistics. Presents some theoretical hypotheses and procedural guidelines for improved logistical linkages.

School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account for the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science should be taught and how best to teach the subject. Those struggles over the purposes of science knowledge (should science be taught for its knowledge or its utility in society?) and pedagogy (traditional or progressive methods) reflected deeply embedded value conflicts in American democracy and over the purposes of the high school in such a society. (DIPF/orig.)

Education, Culture and Values Volume IThe six volumes that comprise the Education, Culture and Values series bring together contributions from experts around the world to form, for the first time, a comprehensive treatment of the current concern with values in education. The series seeks to address this concern in the context of cultural and values diversity. The first three volumes provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represent a framework for the second three volumes which focus more specifically on values education (moral, religious, spiritual and political) per se. The six volumes, therefore, bring the fundamental domain of values together with the important issue of pluralism to generate new, fruitful and progressive reflection and exemplars of good practice.The series will be of huge benefit and interest to educators, policy makers, parents, academics, researchers and student teachers. The six volumes contain:• diverse and challenging opinions about current educational concerns and reforms in values education• chapters from more than 120 contributors of international repute from 23 different countries• conceptual clarification and theoretical analysis• empirical studies, reports of practical projects and guidance for good practice.Volumes I–III: Values Diversity in EducationVolume I—Systems of Education: Theories, Policies and Implicit Values is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It is concerned with state and policy level analysis across the world. Volume II—Institutional Issues: Pupils, Schools and Teacher Education considers values and culture at the institutional level. What constitutes a good 'whole school' approach in a particular area? There are discussions of key issues and reports of whole-school initiatives from around the world. Several chapters focus on the vital issue of teacher education. Volume III—Classroom Issues: Practice, Pedagogy and Curriculum focuses on the classroom: pedagogy, curriculum and pupil experience. Areas of curriculum development include the relatively neglected domains of mathematics and technology, as well as the more familiar literature and drama. There is a useful section on aesthetic education.Volumes IV–VI: Values Education in DiversityVolume IV—Moral Education and Pluralism is focused on moral education and development in the context of cultural pluralism. There are highly theoretical discussions of difficult philosophical issues about moral relativism as well as practical ideas about good practice.Volume V—Spiritual and Religious Education distinguishes religious and spiritual education and takes a multifaith approach to pedagogic, curricular and resource issues. The important issue of collective worship is also addressed.Volume VI—Politics, Education and Citizenship is concerned with political education and citizenship. Again chapters from several countries lend an international perspective to currently influential concerns and developments, including democratic education, human rights, national identity and education for citizenship.