e-Learning is replacing face-to-face classroom instruction in a growing number of businesses, but what is the prospect for the continued proliferation of e-learning in business? On one hand, the quality of instruction, the cost-effectiveness of new technology, a supportive e-learning educational culture, an expansion of the Internet, an increase in online courses, shorter business cycles, mergers, and increasing competition encourage business use of e-learning. On the other hand, employee reticence in using learning technologies, insufficient corporate investment, lack of business-relevant university courses, narrow bandwidth, and Internet access issues are constricting the business use of these technologies.

This article tracks the recent evolution of salient trade costs in agricultural and food markets. We review ways to measure costs and conditions for policy prescriptions to reduce them when feasible. We pay attention to transportation costs, border measures, and standard-like nontariff measures. By pointing out limitations in current approaches and recent developments, we hope to improve our understanding of their effects. We suggest promising directions for further research and investigation of agricultural trade costs, including on the emerging debate on gene-editing and trade, transportation costs, and mainstreaming recent approaches in disentangling effects of trade costs on supply, demand, trade, prices, and welfare.

Those with low income, especially women of African American and Hispanic heritage have the greatest risk of inactivity and obesity. A 4-session (Internet and video) intervention with healthy snack and gym labs was tested in 2 (gym lab in 1) urban low-middle-income middle schools to improve low fat diet and moderate and vigorous physical activity.1 The gym lab was particularly beneficial (p =.002). Fat in diet decreased with each Internet session in which students participated. Percentage of fat in food was reduced significantly p =.018 for Black, White, and Black/Native American girls in the intervention group. Interventions delivered through Internet and video may enable reduction of health disparities in students by encouraging those most at risk to consume 30% or less calories from fat and to engage in moderate and vigorous physical activity.

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This case study chronicles one teacher's experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected administrative mandates, the anxiety of being judged as competent based on standardized test results, poorly designed classrooms, insufficient time to master new software, and habitual ways of conceptualizing what and how students should learn-all complicate efforts to help students use computers to construct meaning and represent their learning to others. Certainly, a professional development course is just one variable in a complex equation which has, as its solution, transformative teaching.