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With the explosion in information technology, deploying desktop Internet access for corporations is becoming common place. Corporate managers are dealing with issues of protecting their corporations from legal exposure, especially in relation to downloading of pornographic or racist material, and from unwanted content. While the reasons offered by employers for doing computer-based monitoring may appear ethical and legal, employers who aggressively monitor must stay current on the laws because they may be liable for multiple violations of federal and state laws. This paper reviews surveillance technologies and discusses different arguments of computer-based monitoring. This is followed by the discussion of related federal and state laws and judicial decisions. The paper concludes with guidelines for developing computer-based monitoring policies.

This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law course taught in two different universities. Initially, this article seeks to define and examine the particular issues of the nontraditional student using demographic and anecdotal data gathered on nontraditional students at the University of Cincinnati and traditional students at Southeast Missouri State University. Special attention is given to the role of gender and role strain in nontraditional students. Role strain has three dimensions: (1) role conflict from simultaneous, incompatible demands; (2) role overload (insufficient time to meet all demands); and (3) role contagion or preoccupation with one role while performing another. The article also examines the relationship between grade expectations/grade inflation and instructor evaluations.

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