International Differences in Information Privacy Concerns: A Global Survey of Consumers

We examine three possible explanations for differences in Internet privacy concerns revealed by national regulation: (1) These differences reflect and are related to differences in cultural values described by other research; (2) these differences reflect differences in Internet experience; or (3) they reflect differences in the desires of political institutions without reflecting underlying differences in privacy preferences. Using a sample of Internet users from 38 countries matched against the Internet population of the United States, we find support for (1) and (2), suggesting the need for localized privacy policies. Privacy concerns decline with Internet experience. Controlling for experience, cultural values were associated with differences in privacy concerns. These cultural differences are mediated by regulatory differences, although new cultural differences emerge when differences in regulation are harmonized. Differences in regulation reflect but also shape country differences. Consumers in countries with sectoral regulation have less desire for more privacy regulation.     

The Emergence and Development of the Sociology of Sport as an Academic Specialty

Abstract

This study examined the effects of aerobic exercise on spontaneous electroencephalographic (EEG) activity. Participants (N = 34) were asked to (a) sit quietly for a 10-min adaptation period, (b) either exercise on a cycle ergometer (n = 18) or watch a videotape (n = 16) for 15 min, and (c) sit quietly for a 10-min recovery period. EEGs were collected during the last 2 min of the adaptation period, the last 2 min of each 5-min stage of the exercise/videotape period, and the last 2 min of the recovery period. EEG power densities were combined across the alpha and beta frequency bands. The results indicated that brain activation increased (i.e., alpha activity decreased and beta activity increased) during the exercise condition and returned, to baseline following exercise. This did not occur in the nonexercise condition. Thus, the results were consistent with the opponent-process theory (Solomon, 1980) in that brain activation increased during exercise.     

Ritual and free‐throw shooting in basketball

The purpose of this study was to determine the nature and effect of certain highly patterned behaviours utilized prior to free‐throw shooting in basketball. Ten female basketball players comprising the varsity squad of Texas Christian University, Fort Worth, Texas, USA served as subjects for this study. Subjects were filmed with a high‐speed camera and monitored for heart rate during the performance of 10 free throws in each of two conditions: ritual and non‐ritual. For the ritual condition, subjects were given unlimited time and freedom of movement prior to each free‐throw attempt. For the non‐ritual condition, subjects were not restricted by time, but were instructed to shoot the ball without utilizing any movements other than those required to project the ball to the goal. Dependent measures were characteristics of behaviours, physiological changes measured by heart rates, mechanical data (speed, height and angle of release), and number of successful attempts. Condition x trials analyses of variance and low standard deviation concerning characteristics of behaviours indicated that the idiosyncratic behaviours prior to free‐throw shooting were rituals of the auto‐communicative type. Results indicated no significant difference between conditions for free‐throw success. However, partial correlation between dependent measures and successful free‐throw attempts indicated that duration of behaviours was most crucial to free‐throw shooting success.     

Tuition fees and the challenge of making higher education a popular commodity in South Africa

The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students?     

Classroom Attrition in Computer Science

Students drop out of university courses for a multitude of reasons. Whatever the cause, the costs of an unsuccessful attempt to complete a course are significant to student and university alike. This paper examines student attrition in computer science classes with the hope of identifying common causes and ultimately reducing the number of students dropping computer science courses. Survey data were analyzed to determine if reasons for dropping differed for various groupings of students including undergraduate/graduate, male/female, computer science major/non‐major, and service/non‐service courses.     

Use of Intellective and Non-Intellective Factors in Classifying Female Elementary and Secondary Teacher Trainees

Undergraduates (N = 94) enrolled in an educational psychology course read an assigned article of about 3, 700 words. A 30-item multiple-choice test was then administered and followed by one of four treatments: 1.) no feedback, 2.) immediate feedback, 3.) one day or, 4.) seven days delayed feedback. A retention test, consisting of the original items and distractors randomly reordered, was administered seven days after the feedback. No overall differences in performance were observed. Likewise, there were no significant differences for the test items analyzed according to initial performance or according to item difficulty. Questionnaire data indicated that immediate feedback stimulated the most rereading. These results bring into question the importance of controlling feedback intervals carefully in applied instructional settings.     

The problem trap: implications of Policy Archaeology Methodology for anti‐bullying policies

James Scheurich argues that practices of policy – normalized over time through repetition – serve three purposes. They structure social problems for which policy is designed to address; construct certain people, implicitly or explicitly, as problem individuals; and shape policy solutions. Following Foucault, he offers what he calls Policy Archaeology Methodology as an approach to policy analysis that emphasizes how particular social problems (but not others) are socially constructed in certain ways within certain political and social contexts. The purpose of policy archaeology as a mode of analysis is ‘to investigate … the grid of conditions, assumptions, forces which make the emergence of a social problem … possible’. Drawing from his method of inquiry, I identify, through examination of policy documents, how the problem of bullying in schools has come to be understood in certain ways (the dominant narrative) and how policy solutions are constrained and limited accordingly, thereby confounding their purpose. I suggest that Scheurich’s perspective provides a way of addressing bullying that accounts for complexity in ways that current approaches mostly do not even consider.     

Behavioral Problem Children In The Schools: Recognition,Diagnosis And Behavioral Modification by Robert H. Woody. New York: Appleton-Century-Crofts, 1969. 264 pp. $5.00

Elementary School Administration: Theory And Practice by Charles F. Faber and Gilbert F. Shearron. New York: Holt, Rinehart and Winston, 1970. 395 pp.

The School Managers: Power And Conflict In American Public Education by Donald J. McCarty and Charles E. Ramsey, with a foreword by Roald F. Campbell. Westport, Connecticut: Greenwood Publishing Corporation, 1971. 281 pp. $11.50.

Governing Schools: New Approaches To Old Issues by Luvern L. Cunningham. Columbus, Ohio: Charles E. Merrill Publishing Co., 1971. 277 pp. $7.95, 83.95 paper.

Scene Of The Battle by Joan I. Roberts. Garden City: Doubleday and Company, 970. 441 PP. $8.95.

Bridges To Understanding by Irwin T. Sanders and Jennifer C. Ward. New York: McGraw-Hill, 1970. 285 pp.

The Future Of Education by A. D. C. Peterson. New York: Humanities Press, 1968. 233 pp. $6.50.

Soviet Preschool Education: Teachers Commentary, Volume 11, edited by Henry Chauncey. New York: Holt, Rinehart and Winston, Inc., 1969. 218 PP. $595.

Caring For Children In Trouble by Julius Carlebach. London: Routledge &; Kegan Paul; New York: Humanities Press, 1970. 198 pp. $5.25.

The Evaluation Of Instruction: Issues And Problems edited by M. C. Wittrock and David C. Wiley. New York: Holt, Rinehart and Winston, Inc., 1970. xiii + 494 pp.

Evaluation For Decision-Making In The Schools by John W. Wick and Donald L. Beggs. Boston: Hough-ton Mifflin Company, 1971. 263 pp. $4.95.

Patterns Of Educational Philosophy, Divergence And Convergence In Culturological Perspective By Theodore Brameld. New York: Holt, Rinehart and Winston, 1971. 615 pp.

Positive Relativism: An Emergent Educational Philosophy by Morris L. Bigge. New York: Harper and Row, 1971. 182 pp., $3.25.

Toward A Rational Society: Student Protest, Science And Politics by Jurgen Habermas. Boston: Beacon Press, 1969. 127 pp. $5.95.

Sociological Perspectives In Education by Jack L. Nelson and Frank P. Besag. New York: Pitman Publishing Corp., 1970. 230 pp. $6.75.

Methods Of Learning Disorders by Patricia I. Myers and Donald D. Hammill. New York: John Wiley and Sons, Inc., 1969. 313 pp. $8.50.

400 Losers: Delinquent Boys In High School by Winton M. Ahlstrom and Robert J. Havighurst. San Francisco: Jossey-Bass, 1971. 246 pp. $9.50.

The Educable Mentally Retarded Child: Guidance And Curriculum by Kathleen Barnette Waite. Springfield, Ill.: Charles C Thomas, 97. 578 PP. $32.25.

Computer-Assisted Instruction, Testing, And Guidance edited by Wayne H. Holtzman. New York: Harper and ROW, 1970. 402 pp. $10.00.

The Development Of Oral Communication In The Classroom by Gerald M. Phillips, Robert E. Dunham, Robert Brubaker, and David Butt. Indianapolis: Bobbs-Merrill Company, Inc., 1970. 211 pp. $6.50.

Effective Instruction Through Dynamic Discipline by Leslie J. Chamberlin. Columbus, Ohio: Charles E. Merrill Co., 1971. 337 pp.