Using the Content of Online Privacy Notices to Inform Public Policy: A Longitudinal Analysis of the 1998-2001 U.S. Web Surveys     

George R. Milne  Mary J. Culnan 《The Information Society》2002,18(5):345-359

In the United States, Congress has had a long-standing interest in consumer privacy and the extent to which company practices are based on fair information practices. Previously, public policy was largely informed by anecdotal evidence about the effectiveness of industry self-regulatory programs. However, the Internet has made it possible to unobtrusively sample web sites and their privacy disclosures in a way that is not feasible in the offline world. Beginning in 1998, the Federal Trade Commission relied upon a series of three surveys of web sites to assess whether organizations post online privacy disclosures and whether these disclosures represent the U.S. definition of fair information practices. While each year's survey has provided an important snapshot of U.S. web-site practices, there has been no longitudinal analysis of the multiyear trends. This study compares a subset of equivalent individual-level web-site data for the 1998, 1999, 2000, and 2001 web surveys. Implications for using this type of research to inform public policy are discussed.  相似文献   

Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years     

Mary‐Anne Holfve‐Sabel 《Gender and education》2011,23(1):73-86

The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls.  相似文献   

Infant-toddler teachers can successfully employ authentic assessment: The Learning Through Relating system     

Amanda J. Moreno  Mary M. Klute 《Early childhood research quarterly》2011,26(4):484

This study documents the reliability and validity of a new infant-toddler authentic assessment, the Learning Through Relating Child Assets Record (LTR-CAR), and its feasibility of use by infant-toddler caregivers in an Early Head Start program. In a sample of 136 children, results indicated a strong internal structure of the LTR-CAR as evidenced by high internal consistency within age bands, expected performance in terms of the order of difficulty of items, and expected performance relative to the chronological ages of children. Moreover, the LTR-CAR accounted for a statistically significant amount of unique variance (between 6 and 26%), over and above age and gender, in six out of eight regressions predicting criterion measures. Given the increasing numbers of infants and toddlers in non-parental care, the need for authentic assessment as a tool to plan meaningful learning opportunities, as well as the lack of evidence-based authentic assessment options at the infant-toddler level, the LTR-CAR may provide a viable option for the field.  相似文献   

The Garden and the Jungle: Burnett, Kipling and the Nature of Imperial Childhood     

Mary Goodwin 《Children‘s Literature in Education》2011,42(2):105-117

Imperial British India is the point of origin for protagonists in both Frances Hodgson Burnett??s The Secret Garden (1911) and Rudyard Kipling??s The Jungle Books (1894?C1895), two influential children??s stories in which late Victorian notions of childhood education and nature converge with those of national and imperial identity. In Burnett??s The Secret Garden, Mary Lennox, orphaned in colonial India, is restored to health only as she is ??schooled?? in the English countryside. Kipling, meanwhile, finds the imperial setting a fine and fitting place to raise his hero Mowgli. In both cases the young protagonists develop physically, spiritually and socially in classrooms of nature outside or parallel to mainstream culture. This paper follows the different ??escapes?? offered characters in these works, while tracing the contours of class structure, gender, family relations, educational standards and imperial identity as experienced in the last decades of the nineteenth century.  相似文献   

The reading rate and comprehension of adults with impaired reading skills or visual discomfort     

Elizabeth Conlon  Mary Sanders 《Journal of Research in Reading》2011,34(2):193-214

The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n=18) and normal readers with (n=13) or without visual discomfort (n=19). Regardless of text difficulty the impaired reader group had a significantly slower reading rate and poorer comprehension than the normal reader control group. However, when reading rate and comprehension were compared at the assessed reading level of each group, no group differences were found. The normal reading visual discomfort group had poorer reading comprehension than other normal readers with presentation of university‐level text only. It was concluded that poor word decoding skills may exacerbate comprehension difficulties in impaired readers. In contrast, the comprehension difficulties found for normal readers with visual discomfort occurred because of the somatic and perceptual difficulties induced with exposure to the repetitive striped patterns found on text pages. The types of strategy needed to increase the reading efficiency and produce greater academic success in university students with impaired reader skills or visual discomfort are discussed.  相似文献   

The Magical Number 7     

Mary Richardson  Diann Reischman 《Teaching Statistics》2011,33(1):17-19

This article describes an interactive activity that involves students participating in a memory recall test. Data collected from the activity may be used to illustrate the one‐sample t test or one‐sample sign test.  相似文献   

Interest,enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics     

Maria Tulis  Mary Ainley 《教育心理学》2011,31(7):779-807

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.  相似文献   

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy     

Lisa M. PytlikZillig  Christy A. Horn  Roger Bruning  Stephanie Bell  Xiongyi Liu  Kamau O. Siwatu  Mary C. Bodvarsson  Doyoung Kim  Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.  相似文献   

Candidates for President of AECT     

Mary Herring 《TechTrends》2011,55(1):8-11

  相似文献   

Analysis of gene expression at the single-cell level using microdroplet-based microfluidic technology     

Mary P  Dauphinot L  Bois N  Potier MC  Studer V  Tabeling P 《Biomicrofluidics》2011,5(2):24109

  相似文献