Since members of the Association of Southeast Asian Nations (ASEAN) signed the ASEAN Free Trade Area agreement in 1992, trade between Singapore and Malaysia has continued to grow. Historically the economies of these two countries have had different characteristics, however, with Singapore known as a capital abundant country and a world financial center, while Malaysia has traditionally been relatively labor abundant and capital scarce. Because of this sharp contrast in their economies, one would expect that testing the Heckscher-Ohlin Theorem using trade data between Singapore and Malaysia would provide stark evidence of the H-O Theorem. That is to say that rather than find an exceptional case, as some past studies have done, this paper has attempted to find a country pair that seems to most closely resemble an idealized trade environment for the H-O Theorem. Thus, should a test find that the key hypotheses of the theory�namely that capital abundant countries export capital intensive goods, and �labor abundant countries export labor intensive goods�are not evidenced in the data, then a serious re-evaluation of the theory may be necessary.
The paper will first review past tests of the Heckscher-Ohlin Theorem to determine what relevant studies have been done to date. Following that, export data will be reviewed for several different sectors, dividing them up as either capital intensive or labor intensive. What we would expect is that Singapore is exporting capital intensive goods to Malaysia, and Malaysia is exporting labor intensive goods to Singapore. Further, labor intensive exports will be analyzed as a proportion of capital intensive exports to determine how the labor/capital export ratio compares to the labor/capital abundance ratio for each country.

The main objective of this brief note is to delineate the relatively new concept of "emerging markets" and outline its ramifications. In order to enable the subject area to sort itself out, there is a pressing need for a taxonomy of emerging markets, demarcating the peripheries that would help specialization in this important area. This paper also attempts to identify significant contributions already made to this new topic. Further research endeavor would enable the stringing together of such a not very homogeneous set of inputs into a coherent emerging market theme that is also epistemologically sound.

Leading universities around the globe have begun to internationalize their campuses.  This effort is being driven by historic political and economic changes, changes in the academic and nonacademic environment, and by the strategic imperative for universities to remain at the forefront of its teaching, research and service missions.  Universities are being asked to help meet major international challenges, to educate students in their disciplines with a sense of global competence and engagement, and to contribute to local and national economic competiveness.  Faculty members must not only remain current in their disciplines globally but must also be aware of developments in key related disciplines since the nature of knowledge and the problems facing humanity are cross-disciplinary and global.  How can leaders understand and manage these demands?

The United States mainstream populace has been notably deficient in its exposure, sensitivity and understanding relative to cultures, languages and people it considers different, whether within or outside its national borders. This general deficiency extends to the professional realm, and includes U.S. teachers, who, as adults and as a group, engage with students in a long-term, planned, structural and developmental manner that exceeds by far that of any other adult group. Teachers, therefore, have a critical responsibility with respect to accumulating and effectively expressing knowledge, skills and dispositions that will inform whom, what and how they teach in their classrooms, across the panoply of courses offered throughout the preK-12 curriculum. This requirement imperative is especially salient as student diversity continues its accelerated trajectory to become the norm in U.S. schools. Thus, future teachers must be comprehensively prepared to work with the increasingly diverse student population through application of informed instruction that enhances general and individual student learning and outcomes. Teacher Education programs increasingly promote student teaching in international settings as a substantive step in serving to develop teachers who embody these new competencies and instructional practices. This paper presentation offers a framework and analysis highlighting similarities and differences among three student teaching abroad settings, Belize, Mexico and China, associated with a state university in the southeastern United States. Findings relate to cultural, professional and character development influences on participating student teachers and the overall development patterns associated with the particular country contexts, singly and comparatively.

Indian higher education is at cross roads. Since independence India has seen proliferation in terms of number of institutes of higher learning. Unfortunately, this growth has often been accompanied with compromising quality. Besides internal management issues, the external regulation has also focused on inputs rather than process or output. Resultantly Indian higher education has lost its way in terms of creating new frontiers of knowledge. The emerging global competition & commitment under GATS is likely to make the situation further complex. It is high time the policy makers look seriously into all contours of quality of institutes of higher learning.