This study examined the differences between 2 types of workaholics (enthusiastic and nonenthusiastic workaholics) and nonworkaholic workers (work enthusiasts, relaxed workers, unengaged workers, and disenchanted workers) with respect to work-life conflict, life satisfaction, and purpose in life in a sample of 171 salaried employees of a high technology organization. Results differed for the 2 types of workaholics, supporting die importance of continued differentiation of workaholic types. Nonenthusiastic workaholics were found to have significantly more work-life conflict and significantly less life satisfaction and purpose in life than 3 of the 4 types of nonworkaholics. Enthusiastic workaholics were found to have significantly more life satisfaction and purpose in life man nonenthusiastic workaholics and significantly more work-life conflict than 3 of the 4 nonworkaholics. Implications for career planning and counseling are discussed.

In Western cultures, girls' self‐esteem declines substantially during middle adolescence, with changes in body image proposed as a possible explanation. Body image develops in the context of sociocultural factors, such as unrealistic media images of female beauty. In a study of 136 U.K. girls aged 11–16, experimental exposure to either ultra‐thin or average‐size magazine models lowered body satisfaction and, consequently, self‐esteem. Self‐esteem was also lower among older than among younger girls. Structural equation modeling showed that this age trend was partially accounted for by a corresponding downward trend in body satisfaction; this, in turn, was fully accounted for by upward age trends in awareness and internalization of sociocultural attitudes toward appearance, and in social comparison with media models. Results support calls for early educational interventions to help girls to deconstruct advertising and media images.

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Who is responsible for medication administration at school? To answer this question, a descriptive, self-administered survey was mailed to a random sample of 850 school principals in Iowa. The eight-page, 57-item, anonymous survey was mailed first class, and a follow-up reminder post card was mailed two weeks later. Descriptive analyses were conducted, with type of respondent (principal versus school nurse), grade level, and size of school examined to explore differences. A 46.6% response rate was obtained; 97% of respondents indicated their schools had written guidelines for medication administration. Principals (41%) and school nurses (34%) reported that they have the ultimate legal responsibility for medication administration. Policies for medication administration on field trips were available in schools of 73.6% of respondents. High schools were more likely to allow self-medication than other grade levels. "Missed dose" was the most common medication error. The main reasons contributing to medication administration errors included poor communication among school, family, and healthcare providers, and the increased number of students on medication. It remains unclear who holds ultimate responsibility for medication administration in schools. Written policies typically exist for medication administration at school, but not field trips. Communicating medication changes to schools, and ensuring medications are available at school, likely can reduce medication administration errors.