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The evolution of information technology is likely to result in intimate interdependence between humans and technology. This fusion has been characterized in popular science fiction as chip implantation. It is, however, more likely to take the form of biometric identification using such technologies as fingerprints, hand geometry and retina scanning. Some applications of biometric identification technology are now cost‐effective, reliable and highly accurate. As a result, biometric systems are being developed in many countries for such purposes as social security entitlement, payments, immigration control and election management. Whether or not biometry delivers on its promise of high‐quality identification, it will imperil individual autonomy. Widespread application of the technologies would conflict with contemporary values, and result in a class of outcasts.

The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.

Qualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.

A range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.

This research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.

Encouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

This study aims to investigate the sexual preference effect in depicted male sexual assault. Consistent with Davies et al., the study seeks to predict that males are more blaming toward gay victims of male perpetrators and heterosexual victims of female perpetrators, while females would not blame the victim.

In total, 200 participants read a hypothetical scenario depicting a case of the non‐consensual touching of an adult male, and then completed a victim blame scale.

Analysis of variance confirmed predictions. Results are discussed in relation to gender beliefs and homophobia. Suggestions for future work are proposed.

This study confirms the existence of the sexual preference effect in attributions toward male victims of sexual assault utilising a scenario depicting non‐consensual touching. These findings extend current knowledge in this growing area.

This chapter focuses on the ethnographic research approach that I employed in a service marketing study. The first part briefly describes ethnography’s key characteristics, that is, emergent research logic, prolonged fieldwork, and multiple modes of data collection, where the main method is observation. The second part discusses the data collection methods: participant observation, informal discussion, interview, and document analysis. This section describes in detail how these techniques were used in practice and highlights the key challenges I faced, especially related to the observations, and how I managed these challenges. The third part describes the case, field setting, informants, and field relationships. The development project that I studied concerned a bank’s website and project members from the bank and different consultant agencies represent the study’s informants. The fieldwork lasted for about one year and covered the entire development process from the initial stages to the launch, and some time after. The chapter ends with a thorough discussion about the research criteria of validity, reliability, and generality, and the coping tactics that I used in this study to enhance these. Prolonged fieldwork, multiple modes of data collection, reflexivity, and specification of the research are among those important tactics that this last section discusses in detail.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This paper reviews and assesses the aim, substance, and impact of Simon Susen’s book, “The Postmodern Turn” in the Social Sciences.

The review follows the structure of Susen’s book, by description and by evaluation.

Susen’s book encompasses a very large volume of literature of the self-defined “postmodern,” then concludes that the covered material has contributed little that is new to the social sciences.

The review has not been previously published, does not replicate any prior assessment known to the author.