In addition to overall level of representation of women and minorities, a number of other important variables are examined such as subfield specialty, degree level, years of experience since earning highest degree, licensure/certification, employment status, employment setting, salary, and annual income. More detailed data are provided on women and minority graduate psychology faculty in terms of type of appointment, tenure status, academic rank and years in rank, and salary. Finally, recent trends in the representation of women and minorities among doctorate recipients and doctoral students are discussed. Despite progress toward achieving equality, many problems remain, including the continuing severe underrepresentation of minorities and pervasive subfield segregation and pay inequities for women. Research on the causes and consequences of stereotyping and discrimination is a necessary foundation for effective change strategies. A plea is made for renewed commitment to the goal of equal status for women and minorities in psychology.

In 1975, the American Psychological Association initiated the Doctorate Employment Survey to assess the employment status of recent doctorate recipients in psychology. This report summarizes the results of the 1979 and 1980 surveys. As was found in the 1975-1978 surveys, the unemployment rate for these individuals is low (1.7%), and the vast majority of those employed in full-time positions have jobs that are related to psychology (95.2%). The academic job market, especially in universities, continues to decline while increasing percentages find employment in nonacademic settings, particularly organized health care settings. The 1979 and 1980 surveys also addressed the issues regarding the frequency and characteristics of secondary employment, sources of support for graduate training, and geographic location after graduation. The results and trends in the employment of 1975-1980 doctorate recipients are presented and discussed.We would like to thank Marlene Wicherski for her invaluable assistance in conducting the 1979 and 1980 Doctorate Employment Surveys. We would also like to thank Walter F. Batchelor and Gary R. VandenBos for their comments on a draft of this article.

No abstract

The aim of this article is to share the experience of using different software packages in the delivery of critical path networks in Engineering Management Science coded as ENG4004, in the Bachelor of Engineering and Bachelor of Engineering Technology programs offered by the University of Southern Queensland (USQ), a regional Australian University with excellence in developing e-learning (Good University Guides, 2001). The article describes how the authors use different software packages to solve the critical path network problems of the course. At times, more than one package will be required for the effective delivery of a topic or module of the course. The needs for the usage were also explained. The assessments of the course were also studied and reviewed. How the software packages met the objectives of the module was also discussed together with the desired learning outcomes of students. The preferred software was Production and Operations Management (POM-QM) for Windows 3. It was finally concluded that the actual costs to the university and students are not too much but students learning experience and satisfaction will be greatly improved. ß

This paper is the third paper in a series of sharing the experience of using different software packages in the delivery of Engineering Management Science coded as ENG4004, in the Bachelor of Engineering and Bachelor of Engineering Technology programs offered by the University of Southern Queensland. The paper describes how the authors use different software packages to solve the simulation problems of the course, using Monte Carlo technique. Sometimes more than one package is required for the effective delivery of a topic of the course. The needs for the usage were also explained. The assessments of the course were also studied and reviewed. How the software packages met the objectives of the module were also discussed together with the desired learning outcomes of students. The preferred software was Excel in MS Office. It can be argued that the students" learning experience and satisfaction will be greatly increased with the software packages while the cost to the university will be minimal.