This Proceedings contains many research and practical papers dealing with the impact and influence of information technology on the global economy.

Who will govern China at the dawn of the twenty-first century? What are the social backgrounds and career paths of the new generation of leaders? How do they differ from their predecessors in their responses to perplexing economic and sociopolitical challenges? Drawing upon a wealth of both quantitative and qualitative data on the so-called fourth generation of leaders—those who were young during the Cultural Revolution—Cheng Li sheds valuable light on these key questions. He shows that this group is more diversified than previous generations of CCP leaders in formative experiences, political solidarity, ideological conviction, and occupational background. The author explores the contradictions between political leaders and non-elite peers in the same generation—those approaching middle age who were barred from education during the Mao era and now often are unemployed and disenchanted with the government. The book concludes with the intriguing notion that this generation of leaders may have a better understanding of its peers' needs and concerns and therefore may make the regime more accountable to its people, thus contributing to, rather than opposing, democratic development.

Meticulously researched and drawing on original source materials written in eight different languages, this study fills a lacuna in the historiography of Christianity in Japan. Ward analyzes the experience of nuns, witches, catechists and sisters in sixteenth-century Japan, bringing to light how these women utilized resources from their traditional religions to new Christian adaptations and specific religio-social issues, creating unique hybrids of Catholicism and Buddhism, or rejecting the new religion.

Leaders in the Sociology of Education: Intellectual Self-Portraits contains eighteen self-portraits written by some of the leading sociologists of education in the world. Representing the United States, the United Kingdom, and Hong Kong, the authors discuss a variety of factors that have affected their lifetime of scholarship, including their childhoods, their education and mentors, the state of the field during their “coming of age,” the institutions where they have worked, the major sociologists during their lifetimes, the political and economic conditions during their lifetimes, and the social and political movements during their lifetimes. These autobiographical essays reveal a great deal not only about their work and their influences, but also about themselves. Taken as a whole, the book provides sociology of knowledge about the creation of sociology of education research since the 1960s. It reveals a number of important themes central to all of the authors’ work, including educational inequality; the influence of the classical sociological theorists, Karl Marx, Max Weber and Emile Durkheim; and the influence of more recent classical sociologists of education, Basil Bernstein, Pierre Bourdieu and James Coleman. The authors’ research represents a variety of theoretical and methodological orientations including functionalism, conflict and critical theory, interactionist theory and feminist theory, as well as quantitative, qualitative and mixed-methods research. Finally, the editors discuss a number of lessons to be learned from the lives and works of these sociologists of education.