Despite the continued and increasing relevance of public policy and regulatory issues in managerial marketing, legal topics related to marketing are often covered in little detail. “Business law” or “legal environment of business” courses typically address marketing issues superficially, while courses for marketing majors may include a few references to legal or regulatory topics as anecdotes or archaic history (e.g., Sherman Antitrust Act). Managerially germane topics such as consumer privacy, antitrust, consumer protection, product safety, or intellectual property may be cursorily included in an introductory business law course or principles of marketing course, but this does not insure connection of these concepts with “real life” significance. Many practical factors, such as globalization, and academic factors, such as those related to the establishment of a broad domain of research and conceptual development in “marketing and public policy,” have expanded the domain of marketing from a pure business orientation to one through which law, regulation, and public policy are worthy of more in-depth treatment of these topics in the tertiary marketing education curriculum. This paper outlines why and how “marketing and public policy” can be taught and how it can complement the broader curriculum of the business school. From the manager’s perspective, the legal environment of business often represents a series of challenges or impediments to the manager’s decisions and to a business’ success. At the same time, whether or not a consumer is aware of it, these same business impediments often represent protections to the consumer from financial or physical harm. Criminal sanctions in a global (or national) marketing context can include imprisonment for managers or multimillion dollar judgments against companies; this should provide sufficient incentive for marketing practitioners in the business community to develop an interest in marketing law, and this interest can be fostered through examples, cases, and student research. Public policy topics often compel decision makers to consider broad questions (“what is a market?”) as much as they must bear in mind matters related to consumers and competitors (“Is comparative advertising effective?”). Teaching marketing students to be concerned and informed about the law can produce marketing managers who are aware of their social and legal environments. Incorporating public-policy related examples across courses can also satisfy pedagogical objectives.

As an economy with archipelago contour and one of the largest populations in the world, Indonesia faces specific challenges in utilizing ICT for education nationwide. The present study provides a systematic categorization of such challenges into four categories based on Kim YoungHwan’s categorization of ICT utilization challenges, and then breaks down such categories into more explanatory sub-categories, along with order of frequency. Hence, this study aims at systematically describing challenges in utilizing ICT in Indonesia.

유아교육과정은 유아교육을 결정짓는 중요한 부분이다. 본 연구는 중국 유아교육과정을 분석하여 중국 유아교육 연구의 기초자료를 제공하고, 중국 유아교육과정에 관한 제안을 찾는데 목적을 두었다. 연구대상은 중국 유아교육과정을 구성하고 있는 두 국가수준 정책문서인 유치원 교육지도 요강(시행)과 3-6세 아동 학습 및 발달지침이다. 분석기준은 교육과정의 구성방향, 교육목표, 교육내용이다. 연구결과, 구성방향에서 중국 유아교육과정은 소질교육(素质教育)을 추구하며 유아의 개인차를 존중하고 활동과 경험을 중요시한다. 놀이를 기본활동으로 두어 구성되며, 교육과정의 영역은 건강, 언어, 사회, 과학, 예술 등 5개 영역으로 구성된다. 교육목표는 건강한 신체와 안전한 정서, 기본생활습관 형성, 지적, 언어적 발달, 사회 정서 발달에 초점을 두는 인간관계형성, 공동체 생활 능력, 국가, 집단에 대한 공동체의식 형성, 예술 경험과 표현 등으로 설정되었다. 유아주체적인 서술 특징과 결과지향적인 특징을 나타냈다. 교육내용은 교육목표에 맞게 구성되어 있으며, 개방적, 광범위적 그리고 목표지향적인 특징을 보였다.