The Little Book of Hedge Funds by Anthony Scaramucci

Abstract

BY THE NUMBERS. Detroit, MI: Gale Research Inc., 1997-1998, 4 vols., 2,000 pp., $295.00, ISBN 0-7876-1857. Reviewed by Judith M. Nixon.

BY THE NUMBERS: ELECTRONIC AND ONLINE PUBLISHING. Annemarie Muth (Ed.). ISBN 0-7876-1858-6. Reviewed by Judith M. Nixon.

BY THE NUMBERS: EMERGING INDUSTRIES. Robert S. Lazich (Ed.). ISBN 0-7876-1859-4.

BY THE NUMBERS: NONPROFITS. ISBN 0-7876-1861-6. Reviewed by Judith M. Nixon.

BY THE NUMBERS: PUBLISHING. ISBN 0-7876-1860-8. Reviewed by Judith M. Nixon.

CABELL'S DIRECTORY OF PUBLISHING OPPORTUNITIES IN ACCOUNTING, ECONOMICS AND FINANCE, 7th Edition. David W. E. Cabell (Ed.). Beaumont, TX: Cabell Publishing Co., 1997, 2 Vols., 1172 pp., $89.00, ISBN 0-911753-10-9. Reviewed by Judith M. Nixon.

EXECUTIVE SELECT. Greenwich, CT: Hunt-Scanlon Electronic Publishing, 1997, $1,500.00. Reviewed by Tim Dixon.

GALE'S MARKET SHARE &; BUSINESS RANKINGS WORLDWIDE (CD-ROM) Version 1.0. Gale Research, 1998, 1 CD-ROM disk. ISBN 0-7876-0282-5. Pricing: $975.00 which is ''for a single building, allowing up to 30 simultaneous users and up to 8 users in other libraries.'' Reviewed by Brent Alan Mai.

NATIONAL DIRECTORY OF MINORITY-OWNED BUSINESS FIRMS, 9th edition. Washington, DC: Business Research Services, Inc., 1998, 1200 pp., $275.00, ISBN 0-933527-63-2. Reviewed by Judith M. Nixon.

NATIONAL DIRECTORY OF WOMAN-OWNED BUSINESS FIRMS, 9th edition. Washington, DC: Business Research Services, Inc., 1998, 712 pp., $275.00, ISBN 0-933527-65-0. Reviewed by Judith M. Nixon.

Also available in electronic format for $1,500.00 for data from both books. Minority-Owned Firms only is $1,250.00. Woman-Owned Firms only is $950.00. Reviewed by Judith M. Nixon.

MARKET SHARE REPORTER: AN ANNUAL COMPILATION OF REPORTED MARKET SHARE DATA ON COMPANIES, PRODUCTS, AND SERVICES 1998. Robert S. Lazich. Detroit, MI: Gale Research Inc., 1997, 588 pp., $225.00. ISBN 0-7876-1460-2, ISSN 1052-9578. Reviewed by Judith M. Nixon.     

Mentoring the Experienced Teacher

New teachers have a structured induction programme when they first begin teaching and there are systems in place for new headteachers, but for those teachers who are moving to a new post there is often little support. This article looks at mid-career induction. It explores the formal and informal induction acculturation processes that operate and a model of mentoring new staff in a behaviour support unit where staff are working with several agencies. It identifies that opportunities for development to facilitate growth within a learning organisation can occur when the potential of newcomers is recognised.     

A Case Study of Cross‐curricular Practice through Partnership

This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice.     

To Challenge or Not To Challenge: The Mentor's Dilemma

This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors.     

The ‘Golden Egg’

We examine a geometrical construction of a “perfect” egg shape, comparing it with students' conceptions of the ideal shape. Dimensions of birds' eggs are investigated, to find out how egg shapes are related to natural circumstances.     

Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning

This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.