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The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi.

The authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus.

Most syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments.

The transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses.

The findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities.

Instructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience.

In an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices.

Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses.

The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template.

Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template.

This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner.

This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.

This article describes the development processes, sampling and analysis practices and the assessment of reliability and validity of a new 0survey that sought to evaluate undergraduate students' perceptions and expectations related to privacy and library participation in learning analytics studies. This article provides other researchers with information required to independently evaluate the survey's efficacy, as well as guidance for designing other surveys.

Following question development, pre-survey validity assessments were made using subject matter expert panel review and cognitive interviews. Post-hoc analysis of survey construct reliability was evaluated using the Omega coefficient, while exploratory factor analysis was utilized to assess construct validity. Survey design limitations and potential bias effects are also examined.

The survey exhibited a high level of reliability among research constructs, while the exploratory factor analysis results suggested that survey constructs contained multiple conceptual elements that should be measured separately for more nuanced analysis.

This article provides a model for other researchers wishing to re-use the survey described or develop similar surveys.

As learning analytics interest continues to expand, engaging with the subjects, in this case students, of analysis is critical. Researchers need to ensure that captured measurements are appropriately valid in order to accurately represent the findings.

This survey is one of very few addressing library learning analytics that has undergone extensive validity analysis of the conceptual constructs.

Sir Raymond Streat, C.B.E., Director of The Cotton Board, Manchester, accompanied by Lady Streat. A Vice‐President: F. C. Francis, M.A., F.S.A., Keeper of the Department of Printed Books, British Museum. Honorary Treasurer: J. E. Wright, Institution of Electrical Engineers. Honorary Secretary: Mrs. J. Lancaster‐Jones, B.Sc., Science Librarian, British Council. Chairman of Council: Miss Barbara Kyle, Research Worker, Social Sciences Documentation. Director: Leslie Wilson, M.A.

Sir Raymond Streat, C.B.E., Director of The Cotton Board, Manchester, accompanied by Lady Streat. A Vice‐President: F. C. Francis, M.A., F.S.A., Keeper of the Department of Printed Books, British Museum. Honorary Treasurer: J.E.Wright. Honorary Secretary: Mrs. J. Lancaster‐Jones, B.Sc., Science Librarian, British Council. Chairman of Council: Miss Barbara Kyle, Research Worker, Social Sciences Documentation. Director: Leslie Wilson, M.A.

The Milk and Dairies Bill introduced by Mr. SAMUEL aims at securing better inspection of dairies, including all premises in which milk is obtained, stored, or sold, such as cowsheds, milk depots, and milk shops. It also aims at the tracing of impure milk and the prevention of its infection, as well as the elimination of cows yielding tuberculous milk.

An important step towards ousting the Germans from a lucrative branch of West African trade in which Germany has hitherto held almost a monopoly has been proposed by a Colonial Office Committee and adopted by the Government. This Committee was appointed a year ago by Mr. BONAR LAW, with Mr. STEEL‐MAIT‐LAND, M.P., as chairman, “to consider and report upon the present condition and the prospects of the West African trade in palm kernels and other edible and oil‐producing nuts and seeds, and to make recommendations for the promotion in the United Kingdom of the industries dependent thereon.”

The study examines the relationship between news intensity, media sentiment and market microstructure invariance-implied measures of trading activity and liquidity of Chinese property developer stocks during the 2020–2022 Chinese property sector crisis.

The authors adopt the extension of the news article invariance hypothesis, which is a generalization of the market microstructure invariance conjecture, from January 2020 to January 2022 to test specific quantitative relationships between the arrival rate of public information, trading activity and a nonlinear function of a proxy for the probability of informed trading. Empirical tests are based on a dataset of 22,412 firm-day observations and two count-data models to correct for overdispersion and the excess number of zeros. Seventy-five stocks of Chinese companies from the property development industry (including the China Evergrande Group) were included in the sample.

The authors reject the news article invariance hypothesis but document a positive and significant relationship between the flow of public information and risk liquidity. Additionally, the authors find that the proxy for informed trading activity is positively related to the arrival rates of public information from October 2021 to January 2022.

The findings support the hypothesis that negative (positive) media sentiment induces significant deterioration (insignificant improvement) in stock liquidity. The authors find that an increase in the number of news articles about a company corresponds to a higher liquidity of Chinese property developers' stocks after controlling for media sentiment.

This article questions the validity of regression models when high correlations exist between independent variables and presents the application of VAR as an alternative technique through the comparison of two groups of selected stocks that represent components of Dow Jones and S&P 500 indices, respectively. The results indicate that panel regressions face serious specification problems, while the impulse response function underlines that the shock to the volume innovation has a mostly positive impact on the volatility in both S&P and Dow Jones sample, but the tendency cannot be easily accounted for. The positive impact of volatility shocks on the inter market depth is rather unexpected, but it may be associated with an increase in volume that does not enormously enhance the spread up to the point where it will be too costly for market‐makers to trade, and accordingly, quickly narrows the spread to absorb new liquidity influx in the market. In the Granger causality tests Dow Jones stocks with comparatively larger average volume depth values and price levels provide slightly stronger relations between analyzed variables compared to the stocks included in the S&P sample.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.