A smoking-specific locus of control scale was developed by modifying a drinking-related locus of control scale. The new scale, Rotter's I-E scale, and a smoking questionnaire were administered to 70 subjects. Estimates of reliability indicated that the new scale had reasonably high internal consistency. Scores differed as a function of subjects' reports of their addiction to cigarettes but not as a function of their current smoking status. 15 addicted individuals scored more externally on the new scale than did 24 nonaddicted individuals. There were no differences for scores on the Rotter I-E scale as a function of reported addiction or smoking status. The new scale appears to be a more sensitive measure of locus of control than Rotter's scale. The two locus of control scales were not significantly correlated, indicating their independence. Individuals apparently maintain a distinct locus of control for smoking rather than having a general expectation for control.

Executive SummaryVocational education by its nature has a need for delivery methods that place a strong focus on the relationship between school and work and seeks to deliver instruction in a manner that bridges the two as seamlessly as possible. This paper presents a curriculum and constructivist-based instructional delivery approach, designed to emphasize a strong school-work relationship, for a four-year degree in Web Development developed for a vocational training institution. The instructional outcomes for such a program are distinctly different from traditional software engineering and other computer -specific programs and require a different approach to curriculum development and instructional delivery, which focuses on the unique needs of vocational students. At the same time, such programs should strive to emulate the best practices, educational values, and, to the extent possible, the curriculum of traditional programs. The educational program presented here employs a spiral sequencing of course material, presented using the constructivist approach of goal-based scenarios, in order to emphasize the applied, skill-building nature of vocational instruction. Many authors have discussed the benefits of a constructivist approach to vocational education (i.e. Brown, 1998), while others have called for its increased use in computer science related education (i.e. Connolly & Begg, 2006). The current program adheres as closely as possible, given its vocational mission, to the latest recommendations and guidelines concerning four-year degree programs in software engineering from the ACM/IEEE Joint Task Force on Computing Curricula.