Credit flows and capital availabilty in U.S. markets : hearing before the Subcommittee on Economic Stabilization of the Committee on Banking, Finance, and Urban Affairs, House of Representatives, Ninety-eighth Congress, first session, March 22, 1983.

Item 1013-A, 1013-B (microfiche)

Concept of enterprise zones : hearing before the Subcommittee on Economic Stabilization of the Committee on Banking, Finance, and Urban Affairs, House of Representatives, Ninety-seventh Congress, second session March 22, 1982, Indianapolis, Ind.

Item 1013-A, 1013-B (microfiche)

Federal reserve act amendments : hearing before the Subcommittee on Domestic Monetary Policy of the Committee on Banking, Finance, and Urban Affairs, House of Representatives, Ninety-sixth Congress, first session ... April 4, 1979.

"Serial no. 96-7."

Activities and policies of district banks and their implications for monetary policy : hearing before the Subcommittee on Domestic Monetary Policy of the Committee on Banking, Finance, and Urban Affairs, House of Representatives, Ninety-seventh Congress, second session, September 23, 1982.

Mode of access: Internet.

Partnership projects : federal support for public-private housing and development efforts : report to the Chairman, Subcommittee on Housing and Community Development, Committee on Banking, Finance, and Urban Affairs, House of Representatives /

"B-236100"--P. 1.

It's all very well, in theory: Theoretical perspectives and their applications in contemporary pedagogical research

Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a truth and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some cautions about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.

Pedagogical work and the 'cult of the body': Considering the role of HPE in the context of the 'new public health'

Physical education, now often explicitly identified with health in contemporary school curricula, continues to be implicated in the (re)production of the 'cult of the body'. We argue that HPE is a form of health promotion that attempts to 'make' healthy citizens of young people in the context of the 'risk society'. In our view there is still work to be done in understanding how and why physical education (as HPE) continues to be implicated in the reproduction of values associated with the cult of body. We are keen to understand why HPE continues to be ineffective in helping young people gain some measure of analytic and embodied 'distance' from the problematic aspects of the cult of the body. This paper offers an analysis of this enduring issue by using some contemporary analytic discourses including 'governmentality', 'risk society' and the 'new public health'.

Emotional Intelligence, emotional Self-Awareness, and Team Effectiveness

An issue at the forefront of recent emotional intelligence debates revolves around whether emotional intelligence can be linked to work performance. Although many authors continue to develop new and improved measures of emotional intelligence (e.g. Mayer, Caruso, & Salovey, 2001) to give us a better understanding of emotional intelligence, the links to performance in work settings, especially in the context of group effectiveness, have received much less attention. In this chapter, we present the results of a study in which we examined the role of emotional self-awareness and emotional intelligence as a predictor of group effectiveness. The study also addresses the utility of self- and peer assessment in measureing emotional self-awareness and emotional intelligence.