Intelligent Enterprises of the 21st Century is a comprehensive compilation of the state of the art vision and thought processes needed to design and manage globally competitive business organizations."--BOOK JACKET.

As the concept and use of virtual organizations grows, it is necessary to gain a better understanding of how the virtual economy operates. Managing Virtual Web Organizations in the 21st Century: Issues and Challenges provides a guideline of how to manage virtual organizations, by introducing the concept, explaining the management theories behind the concept and presenting practical examples of successfully operating virtual organizations.

In the closing decade of the last century, we saw warnings that infectious diseases will require much more attention from patients and physicians in the 21 st century. Recently d- covered diseases such as AIDS pose a major threat to the population at large, and to that threat has been added the re-emergence of established pathogens, microbes that were re- ily treatable in the past. Since infectious diseases already play a major role in the burden of illness and mortality, health care providers and planners are worried. A large proportion of the problem is man-made, arising mainly from the unnecessary overuse of antimicrobials in hospital and community settings and from the agricultural misuse of the agents in animal feed. A consequence has been a dramatic increase in resi- ant strains of bacteria that were considered conquerable several decades ago. Community infections caused by multi-resistant pneumococci serve as an example. These organisms were readily treated with penicillin, but now the spread of penicillin-resistant Streptococcus pneumoniae from continent to continent is becoming a worldwide problem. This is a major concern because pneumococcal infections are common in the community, being the le- ing cause of pneumonia, sinusitis, and meningitis. Resistant bacteria in hospitals are also becoming more prevalent. We have become accustomed to hearing about methicill- resistant Staphylococcus aureus (MRSA) and vancomycin-resistant enterococci (VRE), but now we have to be concerned about multidrug-resistant coliform bacteria and pseudomonads.

What methodological tools have been most useful in doing evaluation? What are some of the new methodologies that are being used and developed? Will the types of things evaluated expand from programs, personnel, and products to foreign aid, medical technology, environmental interventions, and World Bank loan programs? What will evaluation be like in the 21st century? These impressive evaluators from around the globe explore how evaluation has come to be what it is today and what the professional evaluation landscape will be like in the future. They examine the following: -What makes evaluation different from other disciplines? -The links and differences between evaluation and auditing professions? -Which activities have priority in evaluation, under what circumstances, and for what purposes? -New methodological approaches to doing evaluation. -The issues of advocacy versus truth in evaluation and between evaluating programs versus empowering people to evaluate their own programs. Evaluation for the 21st Century features thoughtfully written introductions to each of the main sections that provide a context and synthesis of the various evaluators′ chapters. After reading this groundbreaking book, researchers and practitioners will be able to recognize these new developments in evaluation as they encounter them, place them in context, and incorporate them into their own evaluation professions and practices. A stunning achievement, Evaluation for the 21st Century is for all professionals and practitioners in evaluation, management, public administration, sociology, psychology, education research, public health, and nursing.

It is a pleasure to offer you this book containing papers about ICT and education from the World Computer Congress 2006 (WCC 2006), held in Santiago, Chile and sponsored by the International Federation for Information Processing (IFIP). A lot of people worked very hard to make this event happen and to produce this book. The programme committee with IFIP members from around the world issued a call for papers inspiring almost 80 people to submit papers, posters, demonstrations, and workshops to the IFIP TC3 (Technical Committee on Education) sub-conference of WCC 2006. The submitted papers were reviewed by a large group of referees to select the papers to be presented at the conference. What is really amazing is that all these people freely contributed their time and effort to do all this work. The TC3 sub-conference of WCC 2006 has two themes: Informatics Curricula, TEaching Methods and best practice (ICTEM II), and Teaching and Learning with ICT: Theory, Policy and Practice. These themes represent many of the broad range of interests of the Working Groups of IFIP TC3. Two kinds of papers are included in this book: full papers and short papers. Full papers are standard papers that are appropriate for an international conference on ICT and informatics education. Of the 64 full paper submissions, 28 (44%) were accepted. A short paper represents work in progress, opinion, a proposal, work with untested results, or an experience report.