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Apparel brands are heavily reliant on emotional appeal and creation of imagery to achieve consumer recognition and interest. This study examines how US female consumers compare and form impressions of competing national apparel brands. More specifically, this study examines consumer perceptions of five brand personality traits for various apparel brands and the relationship between brand personality and brand preference. Findings from this study show that although personality expectations for apparel brands differ, brands with favourable brand attitude have favourable competent ratings. Also, for brands with similar personality patterns, similarities could be found for such characteristics as product lines offered, brand image, retailing format, etc.

Historically, counter-terrorism's attitude towards women has been complicated, partly because both counter-terrorism and terrorism were for many years considered almost exclusively a male business. This approach has also been reflected in the media's sensationalised representation of women involved in political violence. This chapter explores how women's participation in non-state political violence is still largely explained through traditional conservative notions of sexual difference that characterise women as irrational and highly influenceable, eliminating the possibility of any informed discussion. Focusing on the British case, the chapter shows how the actions of female militants are still bound to gendered narratives and limited to specific frames that generally portray violent women as highly sexualised and pathologised. Depictions of female terrorists and ‘radicalised’ women are based on stereotypes that reinforce the image of women as weak, easily influenced, naïve, driven by romantic emotions, deceitful and in constant need of protection and supervision. From an intersectional perspective, the chapter also explores the orientalist imaginaries of Muslim women who are seen as victims and as individuals lacking empowerment and agency. The discussion highlights ultimately that explanations of women's violence must go beyond myths that explain women's involvement in political violence via a wide range of personal and emotional factors, to examine political motivations and consideration of the complexity of their decisions, and the wider context.

This study seeks to investigate the changes in stock market behavior between the pre and post internet/message board eras.

The study examines the stock return behavior for a large subset of firms in the S&P 100 both before and after the implementation of the firms' message boards on Yahoo! Finance.

The data shows a significant increase in daily trading volume after a firm's message board was established which suggests that either new investors were drawn to the market or existing investors were induced to trade more frequently. The results also show that daily returns are significantly lower in the post‐message board era and that the market may have become riskier as the variance of these daily returns is significantly higher. These results hold after controlling for market and industry wide events and they are not unique to the stock market bubble of the late 1990s or the NBER‐dated recession of 2001.

This study builds on the work of Asthana and connects it to the message board studies conducted by Tumarkin and Whitelaw, and Antweiler and Frank by considering whether or not the internet in general, and message boards specifically, may have changed the underlying behavior of the stock market. It has important implications for those researchers studying market information efficiency and confirms the importance of studying internet information use by investors.

The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.

When discussing the term “technology-facilitated violence” (TFV) it is often asked: “Is it actually violence?” While international human rights standards, such as the United Nations' Convention on the Elimination of All Forms of Discrimination against Women (United Nations General Assembly, 1979), have long recognized emotional and psychological abuse as forms of violence, including many forms of technology-facilitated abuse (United Nations, 2018), law makers and the general public continue to grapple with the question of whether certain harmful technology-facilitated behaviors are actually forms of violence. This chapter explores this question in two parts. First, it reviews three theoretical concepts of violence and examines how these concepts apply to technology-facilitated behaviors. In doing so, this chapter aims to demonstrate how some harmful technology-facilitated behaviors fit under the greater conceptual umbrella of violence. Second, it examines two recent cases, one from the British Columbia Court of Appeal (BCCA) in Canada and a Romanian case from the European Court of Human Rights (ECtHR), that received attention for their legal determinations on whether to define harmful technology-facilitated behaviors as forms of violence or not. This chapter concludes with observations on why we should conceptualize certain technology-facilitated behaviors as forms of violence.

The purpose of this paper is to explore how a district initiative became a process for developing and enhancing teachers’ inquiry knowledge and practices. It captures and examines the process of classroom research and describes it, and the resultant learning, in the context of teachers’ classroom technology implementation and the inquiry process around that implementation.

In this phenomenological case study I engaged teachers in conversations and surveyed them about why they made inquiry decisions.

Being part of a network of peers was an essential aspect of this project and played a central role in individuals’ knowledge construction processes. It was clear while the teacher-grantees had an intellectual understanding about qualitative data, they clearly did not conceptualize qualitative data as data in the same way they understand quantitative data.

The current culture around data in schools adds to this misunderstanding and distrust. The current focus on standardized testing and pre-and post-test assessments of students to place them on intervention scales or assess yearly progress leads teachers to believe that data only consist only of numerical evidence that they scale and compare to other numerical evidences. While overall the why of teacher-grantees’ choices during the inquiry cycle are individualized, the results of this study demonstrate the strong influence of school culture on teacher decision making.

I anticipate this knowledge about “why” can inform other teachers, administrators, and researchers interested in the experience of engaging in technology innovation programs as well as enhance understanding of what exactly individual teachers learn by doing research, how that learning takes place, and why teachers make particular choices during the action research process.

Tremendous changes are occurring in the field of employment as a result of the diminishing number of school leavers. This total change is a highly significant factor in the area of women′s careers, and one which will provide marvellous opportunities to well‐qualified women. This, and a variety of other topics were among those addressed at a recent conference, “Harnessing the Female Resource”, and forms the basis of this article. The article aims to further the training and development of women and is directed at anyone who has influence in this field‐women themselves, teachers, career counsellors, employers.

The changes which are occurring in the field of employment are tremendous and are likely to continue at least until 1995, when the full force of the diminished number of school leavers reaches its peak. This total change in the pattern of working is a highly significant factor in the area of women's careers, which is going to give well‐qualified women marvellous opportunities. It will favour both women who are working towards management, and will also make possible the return to work by women who have spent years away from business caring for their families ‐ but there are problems!