Feeling Good,Happy, and Proud: A Meta‐Analysis of Positive Ethnic–Racial Affect and Adjustment

One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed.     

Children's website adherence to the ftc's online privacy protection rule

This study examines the extent to which online marketers comply with the Children's Online Privacy Protection Act of 1998. COPPA requires online operators to seek parental permission before collecting personal information from children and to post links to their privacy policy on their homepage and every page where personal infor mation is collected. A majority of the 162 popular children's websites analyzed in this study collected personal information from children. Only four of those sites fully com plied with major components of the law. The difficulty associated with obtaining parental permission and the recency of the law may explain the lack of compliance observed. The authors conclude that parents and schools need to educate children to protect their privacy online. In the meantime, the Federal Trade Commission should continue dissem inating information about the law and actively enforce it.     

Must change, will change: Process re-engineering in publishing

Publishers need to adopt a more structured approach to changing their processes, based on the proper understanding of existing processes. Without an understanding gained through careful workflow analysis, there is a serious risk that an apparently minor “improvement” in one department will have an entirely unanticipated and perhaps disastrous impact somewhere else. A structured approach can minimize such risks. Address for correspondence     

Let Me Show You How It's Done! Desktop Sharing for Distance Learning from the D. Samuel Gottesman Library

Due to the proliferation of electronic resources, fewer users visit the library. Traditional classroom instruction and in-person consultations are no longer sufficient in assisting library users. Librarians are constantly seeking new ways to interact with patrons and facilitate efficient use of electronic resources. This article describes the development, implementation, and evaluation of a project in which desktop-sharing software was used to reach out to users at remote locations. Various ways of using this tool are described, and challenges and implications for future expansion are discussed.     

The Plagiarism Project

Plagiarism has been a problem plaguing academia for centuries. The Internet has made it easier than ever to copy material from one electronic document and paste it into another. Many cases are unintentional, as writers are unaware of the rules regarding plagiarism. This paper provides an overview of plagiarism and describes a project in which librarians partnered with the assistant dean of a graduate science program to educate students about the perils of plagiarism and encourage ethical writing practices.     

Students’ Understanding of Conservation of Matter,Stoichiometry and Balancing Equations in Indonesia

This study examines Indonesian students’ understanding of conservation of matter, balancing of equations and stoichiometry. Eight hundred and sixty‐seven Grade 12 students from 22 schools across four different cities in two developed provinces in Indonesia participated in the study. Nineteen teachers also participated in order to validate the 25‐question survey used with all students. Significant differences in student success in answering specific questions occurred when comparing high‐achievement and low‐achievement schools. However, in general, student understanding of this fundamental principle in chemistry was low. The study found that the average score for all students on the survey was 41%. The findings suggest that students are most successful in solving problems used by teachers and textbooks that are algorithmic‐based (i.e., stoichiometry). As there were no strong positive correlations between student performance on conceptual questions and algorithmic questions, we suggest that further research should focus on teaching practices and curricula that support the development of the students’ conceptual understanding.     

The Principal and Role Expectations of the Library Media Specialist

Educational systems have undergone some dramatic changes over the last few decades, and these changes have likely contributed to differential views of retention. Review of the literature reveals the need to discuss the impact of these changes upon retention, and the need to consider individual differences in light of the productivity of retention. Nonpromotion from grade to grade might be a very positive consequence of low achievement with the necessary considerations and accommodations.