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This study presents findings leading to the conclusion that cyberbullying in massively multiplayer online (MMO) games can be conceptualized, measured and at least partially explained as a normative phenomenon, similar to Latane & Darley's (1970) bystander inaction hypothesis. An overall sample of N=372 respondents to an online survey provided information on their daily amount of Internet use and daily amount of time engaged in playing in MMO games. Scales for the assessment of both cyberbullying victimization and bullying itself were developed. Victims of cyberbullying appear more sensitive to bullying incidents albeit no more likely than game players who have engaged in bullying to intervene in preventing it. Perpetrators of cyberbullying, however, also appear to be heavily invested in both Internet use and MMO game play and that could amplify an individual's aggressiveness as a player in turn making it more likely they will engage in cyberbullying. The study concludes with a qualitative examination of MMO game player narrative self-explanations for nonintervention in cyberbullying that parallels Latane and Darley's explanation of bystander nonintervention in face-to-face threatening or emergency contexts.

Angela Baldasare, Ph.D. currently serves as the divisional manager for assessment and research in the Office of the Vice President for Student Affairs. Working in the public health sector over the past 8 years, she has overseen the evaluation of more than 150 programs, addressing issues of sexual health and teen pregnancy, domestic violence, child welfare, substance abuse, mental health, and disability.

The relationship between the local option sales tax (LOST) and property taxes and own source revenue is not well documented in the literature. This may be due in part to the aggregated nature of the data, which fails to capture different motivations for adoption of LOSTs. Using county-level data from 35 states, this study finds that LOSTs increase own source revenue and in some circumstances decrease property tax burdens. The primary contribution of this research is that it uses a policy variable, the LOST rate, to distinguish between the two types of counties that use their LOST revenues differently. This research represents the first step in bridging the gap between the LOST literature and the tax mix choice literature.

This study investigated the skill development of academic reference librarians. It has been assumed that skill develops over time through experience, yet workplace competencies are currently described without reference to level of expertise. Drawing on the literature of occupational sociology, the Dreyfus model is an experiential, developmental model rather than a trait or talent model, allowing the holistic exploration of skill change through analysis of reference situations as contextualized and social phenomena. Three aspects of change in skill level were investigated: the shift from reliance on rules and abstract principles to the use of real experience to guide action; the growth in ability to discern relevant information from noise in complex situations; and the increase in engaged, involved performance out of initial detachment. Analysis of interview narratives with 17 reference librarians and two reference assistants suggests that the Dreyfus model is applicable to reference skill development with some differences. Skill characteristics were discerned at four levels: beginner, competent, proficient, and expert. Observed skill criteria in the narratives were used to reorganize the mixed skill levels presented in the Reference and User Services Association (RUSA) Professional Competencies for Reference and User Services Librarians.

Learning gain – the attempt to measure the different ways in which students benefit from their learning experience – is now a core part of government plans for higher education across many countries. A focus on student outcomes is a key strand of enquiry for judging quality and assessing value for money. New approaches to quantifying learning gain and new metrics were developed through 13 pilot projects across England. Evaluation of the projects explored the theoretical underpinnings of the metrics including behavioural, cognitive and affective approaches, as well as progress and outcome measures, and identified challenges to measuring learning gain. In this chapter policy implications of the global accountability agenda are discussed, including the use of metrics to drive enhancement, rank excellence and ensure quality and standards.

The purpose of this paper is to demonstrate how public health and systems science methods can be combined to examine the structure and behavior of Afghanistan’s routine childhood immunization system to identify the pathways through which health system readiness to deliver vaccination services may extend beyond immunization outcomes.

Using findings from an ecological study of Afghanistan’s immunization system and a literature review on immunization program delivery, the routine immunization system was mapped using causal loop diagrams. Next, a stock-and-flow diagram was developed and translated to a system dynamics (SD) model for a system-confirmatory exercise. Data are from annual health facility assessments and two cross-sectional household surveys. SD model results were compared with measured readiness and service outcomes to confirm system structure.

Readiness and demand-side components were associated with improved immunization coverage. The routine immunization system was mapped using four interlinking readiness subsystems. In the SD model, health worker capacity and demand-side factors significantly affected maternal health service coverage. System readiness components affected their future measures mostly negatively, which may indicate that the reinforcing feedback drives current system-structured behavior.

The models developed herein are useful to explore the potential impact of candidate interventions on service outcomes. This paper documents the process through which public health and systems investigators can collaboratively develop models that represent the feedback-driven behavior of health systems. Such models allow for more realistically addressing health policy and systems-level research questions.

Universities are increasing hubs of digital activity; much commendable, some reprehensible. It is dismaying that in some learners' minds the divide between them is murky rather than clear. Today's students are largely digital natives born into computing and its venues. In many colleges, during orientation the preponderance of incoming students use their new college e-mail accounts to enable in Facebook, etc., easy online communication with others in the institution. Unlike past decades when a student might be handed flyers or read postings on poles and walls, today's students are in a maelstrom of social media, and other new technologies that students are socially pressed to use. In her book Ruling the Waves, Debora Spar suggested that cyberspace is like a frontier town, a place where there are “not a lot of rules or marshals in town” (Spar, 2001). People online often feel relatively unconstrained, creative, and innovative. At the same time, chaos, disorder, nefariousness, and just plain “bad behavior” are rife. New technologies foster the sense of a new normality. Yet just because it is now possible to act in new ways through new technologies does not make those ways acceptable.