Henry Fielding (1707-54) began his writing career as a playwright and before the age of 30 produced a great number of comedies, farces and burlesques. His wit was already apparent, and his admirers included Swift who particularly enjoyed his "Tom Thumb". His "Pasquin, A Dramatick Satire on the Times" was in part responsible for the ensuing restrictive censorship of plays with the Licensing Act of 1737. Fielding practised at law, wrote essays and poems, ran a few journals - but remains most famous for his novels. He began "Joseph Andrews" as a parody of the sentimentalism of Richardson's "Pamela", and quickly developed his humourous and satirical style in "Tom Jones", "Jonathan Wild" and "Amelia". Admired by writers and readers alike, Fielding is one of the true founders of the English novel whose influence can be traced into the 19th century and the works of Dickens and Thackeray. This boxed collection of ten volumes includes all his work and a biographical essay.

In the abstract, training is seen as valuable by most people in business and industry. However, in the rush of providing training programs "on time" and "within budget," evaluation of training is frequently left behind as a "nice to have" addition, if practical. In addition, the training function itself is left with the dilemma of proving its worth to management without a substantive history of evaluation. This book is designed to provide managers, educators, and trainers alike the opportunity to explore the issues and benefits of evaluating business and industry training. The purpose is to motivate more effective decisions for training investments based on information about the value of training in attaining business goals. Without evaluation, the value of specific training efforts cannot be adequately measured, the value of training investments overall cannot be fully assessed, and the contributions of the training function to the corporation's goals cannot be duly recognized. Articles are grouped into three sections, althou~h many themes appear across sections. The first section estabhshes the context of training evaluation in a business organization. The second section emphasizes evaluation of training products and services; and the third section discusses costs and benefits of evaluation, and communication and use of evaluation results in decision making. In Section I, the context of training evaluation is established from a variety of perspectives. First, training and trainin~ evaluation are discussed in the context of corporate strateglc goals.