We are glad to have the opportunity to work together again in the planning and preparation of this edited volume on the evaluation of corporate training. Our respective professional careers have provided us with experience in this area, both as practitioners and as academicians. It is from both of these perspectives that we approached the preparation of this volume. Our purpose is to provide training professionals in business and industry, and students of human resources development with an overview of current models and issues in educational evaluation. The book is organized around three themes: context, models, and issues. The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice. The models section brings together contributions from some of the most influential thinkers and practitioners in the field. The chapters in this section provide perspective on the dominant themes and emergent trends from individuals who have been, and continue to be, the drivers of those trends. Contributions to the issues section highlight some pervasive themes as well as illuminate new areas of concern and interest that will affect how we assess learning interventions in the organizations of today and tomorrow.

We are glad to have the opportunity to work together again in the planning and preparation of this edited volume on the evaluation of corporate training. Our respective professional careers have provided us with experience in this area, both as practitioners and as academicians. It is from both of these perspectives that we approached the preparation of this volume. Our purpose is to provide training professionals in business and industry, and students of human resources development with an overview of current models and issues in educational evaluation. The book is organized around three themes: context, models, and issues. The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice. The models section brings together contributions from some of the most influential thinkers and practitioners in the field. The chapters in this section provide perspective on the dominant themes and emergent trends from individuals who have been, and continue to be, the drivers of those trends. Contributions to the issues section highlight some pervasive themes as well as illuminate new areas of concern and interest that will affect how we assess learning interventions in the organizations of today and tomorrow.

The Center for Theoretical Studies of the University of Miami has been the host of annual winter conferences whose content has expanded from the particular topic of symmetry principles in high energy physics to encompass the bases and relationships of many branches of know ledge. The scope of the Tenth Coral Gables Conference on Fundamental Interactions included astrophysics, atomic and molecular physics, fundamental theories of gravi tation, of electromagnetism, and of hadrons, gauge theories of weak and electromagnetic interactions, high energy physics, liquid helium physics, and theoretical biology. The range of topics is partially represented by the scientific talks which form this book. The tangible fruits of the conference are these papers; the intangible ones are the changes of outlook which the participants experienced and the new appreciation they gained of the basic unity of all knowledge. Historically, the early Coral Gables Conferences witnessed the introduction of the concept of the quark and the attempts to formulate a unification of the in ternal and space-time symmetries of the elementary particles, while later ones were the initial forums for new unified theories of interactions and for the ideas of scaling, light-cone dominance, and partons."

This lesson is based upon the concepts gleaned from the illuminating writing of the Chancellor og the Jewish Theological Seminary of America, Rabbi Ismar Schorsch. It is appropriate for students in grades 6-8.