Describes a survey of international City/County Management Association female members in professional, mid‐level management, and upperlevel management positions to determine the factors they see as important to their career success. The questionnaire contained measures of three models (human capital, socio‐psychological, systemic) which are cited as explanatory of the success achieved by women. The majority of women, regardless of position in the organization, attribute their success to variables that are within their purview. These include self‐confidence, education, intelligence, competence on the job, hard work, and motivation. Assistance from others such as mentors was seen as important but not a significant factor in career advancement. Measures representing distribution of power and distribution of opportunity (systemic model indicators) were not viewed as being as important to career success as measures representing the human capital and socio‐psychological models. The absence of a perceived importance of measures of the systemic model suggests that the socialization and education of women needs to stress the importance of these indicators in an overall strategy to achieve career goals.

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To ascertain HIV/AIDS knowledge levels and the education needs of inmates in four jails and two state prisons in northwest Florida, a needs assessment instrument was administered on-site. Because prison inmates receive HIV/AIDS education at intake, it was hypothesized that this group would have greater knowledge levels than jail inmates. On the whole, knowledge levels were good in both groups, with prison inmates scoring somewhat better than jail inmates. Of the 24 items on the questionnaire, only six questions resulted in statistically significant differences. Of these, three were questions representing high-risk situations, two were low-risk situations, and one represented a no-risk or minimal-risk situation. Item analysis of the questions on which there were lower percentages of correct answers or a somewhat large percentage of not sure responses resulted in the conclusion that HIV/AIDS education needs to focus more on discriminating between differing levels of risk and identifying appropriate behaviors for varying risk levels. Specific recommendations for HIV/AIDS education in jails and prisons are offered.

To ascertain HIV/AIDS knowledge levels and the education needs of correctional officers in jails and state prisons in northwest Florida, a needs assessment instrument was administered in the workplace. State law requirements mandating annual HIV/AIDS training for correctional officers led to a hypothesis that state prison correctional officers would have greater knowledge levels than jail correctional officers, who do not have regularly scheduled training as there is no mandated program on the local level. On the whole, knowledge levels were good in both groups, with prison correctional officers scoring better than correctional officers in the jails on most items. However, statistical and item analyses of responses suggest that both groups generally are unable to consistently distinguish between various behavioral risk situations, at times rating similar risk situations very differently. This research is consistent with other studies whose results suggest that designs for educational programs intended for adults should employ an adult learning theory framework. Education better tailored to the environment and to the age and learning requirements of participants increases the probability that learners will be prepared to make effective decisions in the workplace.

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