Digital divide centers on access to various dimensions of information and communication technology (ICT) including physical access, motivation, skills, and actual usage of digital technologies. This divide tends to be even wider in the context of developing countries. Yet, there is a lack of literature on the digital divide among the faculty who teach in higher education settings. Thus, as a preliminary effort, by using a 57-item Faculty's ICT Access (FICTA) scale, we investigated the digital inequalities (at the physical, motivational, skills, and usage levels) among Pakistani faculty in respect of their personal and positional categories. We also examined the relationship between faculty's instructional usage of ICT and other dimensions of their ICT access. The findings revealed that there were significant differences in the faculty's access to technology at the four levels in respect of their personal and positional categories. Further, the findings of the study shed light on the theoretical implications of the framework of successive kinds of ICT access suggested by van Dijk (The deepening divide: inequality in the information society, 2005).

The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty's Information and Communication Technology Access (FICTA) scale was tested and validated with 322 faculty teaching in public and private sector universities. Principal components analysis with varimax rotation confirmed an 8-factor solution corresponding to various dimensions of ICT access. The 57-item FICTA scale demonstrated good psychometric properties and offers researchers a tool to examine faculty's access to ICT at four levels - motivational, physical, skills, and usage access.

Athletes are expected to distinguish themselves from their peers, make sacrifices for the good of the game, play through pain and injury, and push physical and mental limits on the path to achieve their goals. Collectively, these expectations are known as the 'sport ethic' and while they are considered part of sport culture, athletes who overconform to them engage in behaviours that pose potentially serious health risks. To explore athlete identity and deviant overconformity, this study was designed within a psychocultural life story framework using a constructivist-interpretivist paradigm. Three Division I wrestlers provided interview data for analysis. Following provisional and narrative coding, a word cloud and creative nonfiction were used to present results. Participants described a process of overconformity to the sport ethic that supported and extended previous research. Results indicated that the participants believed that because athletes must push boundaries in order to find success, they cannot go 'too far'. Moreover, they reported that their athlete identity held significant personal and social meaning to the extent that they willingly engaged in forms of deviant overconformity. Recommendations for future research include studies with other sport populations (e.g. other sports, competitive levels, cultural backgrounds) and the development of an instrument to measure athletes' degrees of deviant overconforming. Practitioners may use this research to understand the health-compromising behaviours used by their clients in an effort to obtain athletic success, which may improve treatment planning and outcomes.

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Tennis has been identified as an ideal context for examining the dynamics of parenting and coaching relationships (Gould et al., 2008) but coaching dual-role relationships remain unexplored in this sport and related investigations only included volunteer coaches (Jowett, 2008; Harwood & Knight, 2012). An open-ended interview approach was used to examine how female tennis players previously coached by their fathers (professional coaches) before competing in college tennis perceived their experiences with the dual-role relationship and the coaching transition. A holistic narrative approach was used to reconstruct retrospectively the stories of the participants’ experiences and understand their development. Despite some beneficial aspects, a majority of participants emphasized their challenging experiences with regards to their needs to manage blurred boundaries, receive paternal approval, and endure their fathers’ controlling and abusive behaviors. Coaching transitions helped normalize father-daughter relationships and provided insight into the respective needs that were fulfilled through the dual-role relationships.