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In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

Since 9/11, 2001, protection from terrorism has become a poignant issue in the political spectrum, and some have argued that fears of terrorism have been manipulated for political purposes. Contributing to a growing body of research, this study sought to test whether terrorism fears, and/or the impact of terror alerts, predicted overall trust in government in a sample of university undergraduates who completed the Perceptions of Terrorism Questionnaire Short‐Form (PTQ‐SF). Two psychological theories offer plausible explanations for this relationship: attachment theory and evolutionary psychology theory. Results indicate that both general terrorism fears and the impact of terror alerts specifically, are statistically significant predictors of trust in government, using separate hierarchical regression models after controlling for other factors. The implications and limitations of this study are discussed, as are directions for further research.

This article explores women entrepreneurs' lived experiences in their interactions with government enterprise support agencies. It investigates the relationship between gendering and Entrepreneurial Orientation (EO), as a normative orientation adopted at the institutional level and justified by an economic rationale. It also explores how women entrepreneurs articulate their experiences through embodied metaphors and image schemas, shedding light on how they navigate the institutional entrepreneurial space.

This study is framed within the concept of Phenomenological Orientation as conceptualised in feminist phenomenology. It applies Interpretative Phenomenological Analysis, a qualitative methodology focused on interpreting accounts of first-person lived experiences of a phenomenon. It combines IPA with Conceptual Metaphor Theory to understand women's articulation of their embodied relationship within the entrepreneurial space.

Findings reveal that the entrepreneurial orientation functions as a gendering process within entrepreneurial institutions, reinforcing masculine hegemonic ideals and marginalising women entrepreneurs. Women's phenomenological orientations often diverge from the normative entrepreneurial orientation, highlighting the need for a more inclusive framework in institutional entrepreneurial spaces.

This article contributes to women's entrepreneurship literature by underlining the temporal dimension of entrepreneurship and the tension that underpins their interactions with government support bodies. It calls for inclusive policies and procedures to match the heterogeneity of orientations. While highlighting its limitations, it also suggests future research directions to deepen the understanding of entrepreneurship and inform more suitable support structures for all entrepreneurs.

This study contributes to the literature by shedding light on the nuanced interplay between gendering, entrepreneurial orientation, and women entrepreneurs' lived experiences. It extends previous research by framing “orientation” within a temporality framework, offering a novel perspective on the gendering of entrepreneurial spaces.

When an article on the history of the Internet was first suggested, our reaction was, “But doesn’t everyone already know how it started?” Having lived the experience “or, perhaps more aptly, having survived it”, we had become like veterans of any major event who assume that certain facts will always be maintained in the collective memory. However, we ourselves ‐ from the US and Spain, respectively ‐ have noted with incredulity the mistaken answers given by members of the younger generations among our compatriots to such questions as: “In what Southeast Asian country did the US fight a war?” or “Who was Francisco Franco?”. While for some, the answers are burnt into the cerebral circuitry, the younger respondents treat the questions as so many Trivial Pursuit challenges, on the same par as “What team did Brazil beat in the 1962 World Cup?” or “What was the name of the boy actor who played Timmy in the original Lassie series?”.

This paper outlines some of the factors which are important in helping or hindering women with learning disabilities to experience their sexuality in a positive and healthy way. Based on direct experience, the paper presents the factors which must be present for women with learning disabilities to enjoy their sexuality: making choices, giving consent, receiving information, experiencing mutuality, experiencing pleasure, having self‐esteem and having recourse to the law if abused. Conversely, the factors which need to be absent are coercion, oppression, guilt and shame, and unwanted physical consequences. The paper emphasises how important it is that women with learning disabilities and their supporters understand these factors.

We have conducted a study of academic faculty use of databases for research, their need for evaluative guides to databases, and the appropriateness of currently‐available guides. Although the response rate was low (19%), the follow‐up survey suggested only a minimal non‐response bias. Our findings suggest that academic faculty are typically unaware of the range of databases available and few recognize the need for databases in research. Of those faculty who do use databases, most delegate the searching to a librarian or an assistant, rather than performing the searches themselves. We identified thirty‐nine database guides; these tend to be descriptive rather than evaluative.

The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017).

SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning.

Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem.

Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to.

Learning through SGs has educational values that are based on learning concepts intrinsically motivating.

Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication.

SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

User profiling with big data raises significant issues regarding privacy. Privacy studies typically focus on individual privacy; however, in the era of big data analytics, users are also targeted as members of specific groups, thus challenging their collective privacy with unidentified implications. Overall, this paper aims to argue that in the age of big data, there is a need to consider the collective aspects of privacy as well and to develop new ways of calculating privacy risks and identify privacy threats that emerge.

Focusing on a collective level, the authors conducted an extensive literature review related to information privacy and concepts of social identity. They also examined numerous automated data-driven profiling techniques analyzing at the same time the involved privacy issues for groups.

This paper identifies privacy threats for collective entities that stem from data-driven profiling, and it argues that privacy-preserving mechanisms are required to protect the privacy interests of groups as entities, independently of the interests of their individual members. Moreover, this paper concludes that collective privacy threats may be different from threats for individuals when they are not members of a group.

Although research evidence indicates that in the age of big data privacy as a collective issue is becoming increasingly important, the pluralist character of privacy has not yet been adequately explored. This paper contributes to filling this gap and provides new insights with regard to threats for group privacy and their impact on collective entities and society.

THE following abstract in tabular form has been prepared by some junior members of the Islington Public Libraries staff for the use of candidates in Section V. of the Library Association Examination. It does not pretend to do more than set out the chief provisions of the various Public Libraries Acts in a clear manner, as an aid to the memorization of the principal powers and duties conferred upon library authorities. The whole of the Acts can be purchased through any bookseller for 1s. 4½d., and every student of librarianship is advised to procure them.

In his Annual Report, Mr. W. A. Davenport, Chief Inspector of Weights and Measures for Buckinghamshire, includes a dissertation (full of wisdom, as we think) on the Merchandise Marks Act, which, he states, “are designed to achieve two distinct objects. The older and more important object is to ensure that goods shall not, with impunity, be sold as something better than they really are. The later and more restricted object is to help the sale of certain agricultural and fishery products of the United Kingdom in competition with imported goods of the same class. The first is attained under the 1887 Act, by prohibiting false claims of almost any kind ; the second, under the 1926 Act, by compelling a true disclosure of the country of origin where this is outside the United Kingdom. Neither of these Acts imposes a duty on the Council, but whilst the 1887 Act is open to be enforced by anyone, it is expressed that the 1926 Act may be enforced by Food and Drugs Authorities, a provision which has the effect of precluding its enforcement by anyone else.