Teaching in a classroom configured with computers has been heralded as an aid to learning. Students receive the benefits of working with large data sets and real-world problems. However, with the advent of network and wireless connections, students can now use the computer for alternating tasks, such as emailing, web browsing, and social networking. Do these distractions diminish the benefits of the computers? An experiment was conducting comparing exam scores in two different classes, one class held in a traditional classroom and another class taught in a computer lab classroom. Holding constant other factors such as student's ability and demographics, the results show a small negative effect from conducting class in a computer equipped classroom.

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Analysis of career paths of middle managers in savings banks revealed significant gender differences. This study of matched pairs l'ound that men advanced faster and reached middle management through fewer promotions and positions than did their female counterparts. Men also had significantly more work experience outside of banking. In their banking careers, men held more jobs in lending, whereas women occupied more customer service positions.

Calculus-based business mathematics is a required quantitative course for undergraduate business students in most AACSB accredited schools or colleges of business. Many business students, however, have relatively weak mathematical background or even display math-phobia when presented with calculus problems. Because of the popularity of Excel, its ease of learning, and its rich computational functions, we have been teaching our calculus-based business mathematics in computer labs and accumulating feasible experience in employing Excel to assist our students learning in this course. In this paper we illustrate how to use Excel to enhance students understanding in difficult and important calculus-based mathematical principles and to find numerical solutions to difficult quantitative business problems by providing them with heuristic examples. Our experience shows that Excel can greatly simplify the interpretation of pure calculus principles and can substantially reduce students misunderstanding in applying calculus principles in solving quantitative business problems.