E-Commerce in France: Did Early Adoption Prevent Its Development?

France's early adoption of Minitel and EDI in the 1980s was both a stimulus and an inhibitor to Internet-based e-commerce. It hindered the adoption of the Internet, but it also created the conditions for a rapid catch up when France switched to the Internet in 1997. The French were already open to the use of IT, a dense network of online specialists and information service providers already existed, and many investments required to go digital were already made. On the other hand, by mid-2001 France was still far behind the early adopters of e-commerce over the Internet. This is because the French catch-up was checked by the implosion of the Internet financial bubble in 2000. Second, many Internet-based business models did not fit the French distribution channels. These differences suggest that e-commerce paths of development can be differentiated among nations, because both needs and solutions differ. This conclusion goes against the conventional wisdom that e-commerce will lead to the emergence of an integrated global marketplace in which common commercial practices will be implemented.     

Sexual Harassment and Bullying: Similar,but not the Same. What School Officials Need To Know

As the focus on bullying has grown, attention to incidents of and concern about sexual harassment has diminished. It is easy to understand that sexual harassment can be a form of bullying, especially when it is used to intimidate, but it is also a form of discrimination prohibited by federal and state laws. Effective implementation and enforcement of bullying and sexual harassment policies can only occur when administration and staff are knowledgeable about each policy, can differentiate between the two, and use appropriate discretion in applying the correct policy. This article discusses current legal developments concerning sexual harassment and bullying in K-12. It examines strategies for developing and implementing policies and training to help create a safe, secure educational environment that is conducive to learning.     

Three waves of gay male athlete coming out narratives

Recent announcements by Michael Sam, Jason Collins, Robbie Rogers, and others belong to a longer tradition that I label the gay male athlete coming out narrative. I chart this rhetorical genre in three waves, corresponding to the historical moment in which each narrative was published and the rhetorical tactics that each set of authors use to reconcile their identities as gay athletes and argue for the existence and suitability of gay men in professional sports. Of particular note are contemporary third-wave narratives which introduce the actively out, visible, gay male body becoming aware of his place in history as a rhetorical opportunity for social intervention. Even as I recognize the limits of athletes’ ability to represent the diversity of interests, values, and politics of the broader LGBTQ movement, I argue that these narratives should become part of what Charles E. Morris III calls “the diverse domain of the usable past.” These narratives indicate the importance of understanding genre evolution alongside individual biography, historical context, and shifting values within broader attempts at social transformation.     

ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students

This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement.     

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...     

Counseling Students’ Emotions During Cultural Immersion: Impact on Reactance

Counselor trainees’ multicultural development is a process that engenders strong emotions. The authors inventoried students’ emotions in cultural immersion activities and assessed their impact on course reactance. Findings indicated that reactance was shaped by both negative and positive emotions and that cultural immersion can be universally challenging for students.     

A Phenomenological Investigation of Creative Teaching in Counselor Education

The authors conducted a phenomenological investigation of creative teaching with 10 counselor educators. The resulting 4 themes suggest creative teaching (a) is shaped by past experiences, (b) promotes student engagement, (c) is not formulary, and (d) requires risk taking. Implications for creative teaching strategies and training are provided. Limitations and implications for future research on creative pedagogy are discussed.     

Infant Crying Levels Elicit Divergent Testosterone Response in Men

SYNOPSIS

Objective. Lower baseline testosterone (T) among men is generally associated with more sympathetic and nurturant responses to infant stimuli. The effect of exposure to infant crying on men’s levels of T, however, is not well understood. The present study aimed to measure men’s T responses to high and low levels of infant crying. Design. Changes in fathers’ (n = 18) and non-fathers’ (n = 28) salivary T levels from baseline were measured in response to caring for an infant simulator programmed to cry often (high-demand condition) or infrequently (low-demand condition) during a 20-min caregiving simulation. Results. Men exposed to low-demand conditions exhibited significant T reductions from baseline, whereas men in high-demand conditions exhibited increases in T. Compared to men who displayed decreases in T following the caregiving simulation, men who displayed increases in T provided less sensitive care. Conclusions. Results suggest a potential role of high levels of crying in provoking physiological reactions among men that may set the stage for hostile or aggressive responses. More research is needed to illuminate contextual factors that contribute to men’s variable responses to infant crying.