A multimethod study was conducted to explore the relationship between empowerment and Learned Helplessness (LH). Quantitative and qualitative methods were used to examine the attributions, expectancies, affect, and behaviors associated with empowerment and LH. Thematic, nonparametric, and parametric analyses of interview, questionnaire, and observational data indicated reliable and reciprocal differences between empowered and LH individuals regardless of the method used for measuring the data. Implications of the results and refinements to theories of empowerment and LH are discussed.

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As part of the explosive growth in usage of the Internet, an increasing number of vendors are using this medium to make term papers available for students to purchase. This article provides information for management and organizational behavior faculty with regard to the availability of term papers for sale to students over the Internet. A sampling of term paper providers, along with the services they offer and their price structures, are given. Examples of paper titles that are specifically targeted toward management and organizational behavior are also provided. The article concludes with suggestions for ways in which instructors can deal with the proliferation of term paper providers.

This study investigated the generalization of spontaneous complex language behavior across a nontraining setting and the durability of generalization as a result of programming and "loose training" strategy. A within-subject, across-behaviors multiple-baseline design was used to examine the performance of two moderately retarded students in the use of is/are across three syntactic structures (i.e., "wh" questions, "yes/no" reversal questions, and statements). The language training procedure used in this study represented a functional example of programming "loose training." The procedure involved conducting concurrent language training within the context of an academic training task, and establishing a functional reduction in stimulus control by permitting the student to initiate a language response based on a wide array of naturally occurring stimulus events. Concurrent probes were conducted in the free play setting to assess the immediate generalization and the durability of the language behaviors. The results demonstrated that "loose training" was effective in establishing a specific set of language responses with the participants of this investigation. Further, both students demonstrated spontaneous use of the language behavior in the free play generalization setting and a trend was clearly evident for generalization to continue across time. Thus, the methods used appear to be successful for training the use of is/are in three syntactic structures.