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Emphasizes that although electronic commerce continues to grow, with it come many problems including the worry of security over the Internet. Presents a systematic approach to developing and continuously improving Web security systems — allowing for enterprise‐wide controls regarding security risks. Goes into much detail regarding systems, security and design.

The purpose of this paper is to assess the relative influence of personality (locus of control) and situational control (job autonomy) on the experience of work‐to‐family conflict (WFC), family‐to‐work conflict (FWC), and positive work‐family spillover (PS).

Using data from the 2002 National Study of the Changing Workforce (n=3,504) and from O*Net, an independent database of occupational characteristic ratings, regression analysis was used to test direct effects, relative weights analysis was used to determine the relative influence of locus of control and job autonomy on work‐family outcomes, and mediation analysis was used to examine the mediating influence of perceived job autonomy.

Dispositional control (i.e. internal locus of control) was more strongly associated with the outcome variables than was situational control (i.e. objective job autonomy). As expected, internal locus of control was negatively related to WFC and FWC, and positively related to PS. Job autonomy, however, was unexpectedly related to higher levels of FWC and was unrelated to WFC and PS. Relative weights analysis revealed that situational vs dispositional control were differentially related to the outcome variables. Perceived job autonomy mediated the relationship between locus of control and WFC and PS.

The correlational design prevents conclusions about causality.

Knowing that both personality and job autonomy are important in understanding work‐family outcomes enables managers to intervene appropriately.

This study increases our understanding of the role of personality in relation to work‐family outcomes. In addition, it used a novel technique to partial the effects of situational and dispositional control, and used an objective measure of job autonomy.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

Accompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student outcomes including achievement, behavior, and attitude as well as to teacher attitude and behavior. Less is known about the mechanisms of these relationships. This paper aims to examine the link between school building quality and student outcomes through the mediating influence of school climate. Results build upon those of a recent study that confirmed a link between the quality of school facilities and student achievement in both English and Mathematics, as well as the mediating role of school climate. This qualitative follow‐up study explores the complicated intricacies of how a school building's physical properties influence teaching and learning.

The study is structured according to a collective, instrumental case study design. Individual, focus group, walk‐through and photo‐interviews, as well as observations inform the inquiry. Two high‐poverty schools are identified from the earlier quantitative study because the ratings of the quality school facilities by their faculties fall within the upper quartile. These two schools, one urban and one rural, are selected purposefully for this study, maximizing learning from cases rich in information.

Results of the research indicate that ongoing interactions between the original design, the day‐to‐day reality of the built environment, and the occupants of that environment help to define the learning climate of these schools. Reciprocally, the climate helps to shape the interactions that take place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerge as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security.

Through the stories told by occupants of these two schools, we gain further understanding of the interactions between certain building conditions and design features and how these reinforce and enhance the social environment of school, helping to foster a sense of belonging within a place, a sense of control and competence, and a sense of collective commitment to the place and its purposes. As school designers balance considerations of durability with flexibility, the voices of these occupants may serve to argue for the inclusion of design features that allow occupants some measure of control over comfort and use factors. The broad themes related to building quality that emerge from the data include movement, aesthetics, the play of light, flexible and responsive classrooms, elbow room, as well as safety and security.

In recent years, both management and marketing fields have emphasized the importance of a customer orientation. In this project, a different set of lenses is adopted to examine customer orientation from the customer’s point of view. Customers can enact four specific roles that enable them to create a partnership with human services firms. Customers can be important resources for the firm. They can actively participate in the firm’s activities as co‐producers of the service. As buyers, customers can develop a relationship with a service organization, and as recipients they register evaluations of their encounter. Analysis of an extensive survey of customer perceptions and investments in a firm’s activities provided an outside‐in look at customer orientation. The results present clear evidence that customers can influence the outcomes they experience. Avenues for future research and practical opportunities for managers to capitalize on their relationships with customers are discussed.

This chapter explores the expansion of reality regarding the issue of terrorism. “There are those who argue that there is an empirically verifiable truth as to what constitutes the political” (Easton, D. (1968). International encyclopaedia of the social sciences (Vol. 12, pp. 46, 282–298), while others maintain any definition is a contingent social construction, with the disciple of politics dependent upon the nature of the political arena, itself dependent upon socially constructed and historically variable forces. Definitions of “political” are not discoverable in nature, but are rather a legacy or convention (Wolin, S. (1961). Politics and vision (p. 5). London: Allan & Unwin).

Regarding terrorism as an objective reality and subjective interpretation, this chapter reviews the definition, history, and perceptions of terrorism as it relates to the theoretical interpretations of constructivism (the meaning-making activity of the individual mind and unique experiences) and social constructionism (social interpretations of understanding).

The need to comprehend the notion of ontological relativity – that each person has a unique history from which to make sense of and create an individual reality that is valid to the self, while at the same time knowing that culture has an enormous influence on an individual’s worldview.

Thoughts, ideas, perceptions, and interpretations are important for all nations and especially in the United States because voters in history’s most influential, wide- ranging, hegemonic power are helping to shape American policy. Perceptions and interpretations (subjective reality) influence whether or not – and for whom – a person votes, which has long-lasting and far-reaching political implications. Once a vote is cast, that vote becomes an objective reality.

Although Research in Economic Anthropology (REA) actually hit the quarter-century mark in 2003 with the publication of Volume 22, the series has now done so also in terms of the number of volumes. Twenty-five seems like an important milestone, and perhaps this edition can be noted for passing that, but it also marks the third editorial change in the history of REA. When a new editor takes over, it seems prudent to offer a summary of the book series’ evolution to date. As many know, George Dalton was the original editor – beginning in 1978 (REA was then published by JAI Press). Dalton subsequently handed the reins to Barry Isaac, who produced Volumes 6 through 20, along with a number of supplemental publications that focused on specific topics or regions and contained only chapters of an archeological or ethnohistorical nature. In fact, Isaac is still recognized for his efforts at granting archeology an equal footing with ethnology in the study of human economic behavior.¹ While Dalton included previously published material in the pages of REA and welcomed works by non-anthropologists, Isaac considered only original manuscripts and generally limited his selection of chapters to those written by anthropologists. Since Volume 20, REA has been published by Elsevier.