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Rapid growth of online shopping activities in recent years has required careful identifications of key factors influencing consumers’ behaviors and attitudes toward online shopping. Identifying critical factors influencing online consumer behavior is very crucial for effective customer relationship management. It is very important that online sellers clearly understand critical factors influencing online customers’ shopping intention and take necessary actions accordingly. If identified and managed properly, those critical factors can provide competitive advantage to online sellers and also increase consumers’ satisfaction level and experiences with sellers’ website. This research investigated the attitudes toward online shopping of university students in Ankara, Turkey. Internet users’ interest, evaluation, trust, intention and concerns toward online shopping were assessed by conducting survey type research. Internet users’ concerns toward online shopping were assessed by considering financial issues, product quality issues, refund issues, product delivery issues, security issues and privacy issues. Findings of this study guide online retailers which factors to focus on in order to develop successful marketing strategies for online consumers. [ABSTRACT FROM AUTHOR]

Background/Context: Over the past two decades, more than 200 studies have been published on the effects of community service learning on university students. However, the majority of these studies have focused on the effects of such programming on White and affluent college students, and few have considered whether there are differential effects for participants depending on their racial and ethnic backgrounds. This study considered these differential effects in both the academic and experiential components of such programming. Participants: This study compared the experiences of 244 White students and 118 students of color participating in a community service learning program at Beacon University (a pseudonym) during the 2008-2009 academic year. Intervention: The Social Action Program is a community service learning program sponsored by Beacon University's philosophy department that seeks to educate participating students about social injustice. The academic component of the program is a year long course that includes interdisciplinary readings from the humanities and social sciences as well as weekly lectures and a discussion section. Participating students also spend 10 hours each week for the entire academic year at one of approximately 50 different service placements focused on antipoverty efforts. Research Design: Mixed-methods research design involving quantitative analyses (analysis of covariance) of pre-post surveys and qualitative analyses of hour-long semistructured interviews. Results: Students of color participating in the community service learning program characterized the academic component of the program as offering a weaker sense of community than did their White classmates, and many expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive. Conclusions: Even university courses and programming explicitly designed to disrupt White privilege can inadvertently be normed to serve the interests, experiences, and learning goals of White students. Such reification of White privilege comes with a significant cost; the learning of all students is diminished when diverse perspectives are not fully represented or heard. [ABSTRACT FROM AUTHOR]

Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES. [ABSTRACT FROM AUTHOR]

A case study of the bursaries established in the wills of two Irish clerics, Father Patrick Maginn and Bishop John O'Molony, to support students at the University of Paris, provides important insights into the world of eighteenth-century Irish Catholicism and its continental European links. Initially monopolised by particular families, the bursaries over time passed under the control of the Irish bishops and the administrators of the Irish Colleges. Despite recurrent litigation, especially in the case of the Maginn bursary, both foundations made an important contribution to the training of Catholic priests, and to the survival of a network of Catholic propertied families in Ireland. [ABSTRACT FROM AUTHOR]

Reports on the effects of sociodemographic and political variables on causal attribution for poverty among college students. Use of LOGIT form of the general logistic regression; Associations of parental social class, political party affiliation; Opinions on death penalty, sex and age on differences in agreement; Replication of poverty's social attributes.