Narrative Capacity,Resistance Performance,and the “Shape” of New Social Movement Networks

The current research explored two new social movement networks in the United States in order to demonstrate the impact of narrative capacity on the “shape” of an activist network. In particular, we found that activists in a network that demonstrated efficient narrative capacity described the hub organization in positive terms, while activists in a network that demonstrated poor narrative capacity held mixed perceptions about the hub. Some activists in the second network held positive perceptions about the organization, while others held negative perceptions. The observations from these two research sites led us to conceptualize activists' differing perceptions about their respective hub organizations as “distance” that they experienced from that hub. Therefore, two different star shapes emerged from our research: a symmetrical star and elongated star. Such findings demonstrate the importance for narrative capacity in the construction and maintenance of effective activist networks.     

Narrowmobilization and Tea Party Activism: A Study of Right-Leaning Alternative Media

Past research concerning the theoretical framework of Resistance Performance (RP) has been based on observations of liberal organizations and activists. In the following essay, we engage in a qualitative content analysis of alternative media utilized by conservative “Tea Party” activists to build on the concept of RP. Overall, we discovered that the dominant theme found in much of the content focuses on “purity,” which is considerably different from past RP research that found broad themes of “human rights,” “democracy,” “be the media,” and “principles of unity” embedded within liberal alternative media content. We conclude that the theme of “purity” gives rise to narrowmobilization, which constructs very focused protest communities within right-leaning politics.     

Managing change and embedding innovation in academic libraries and information services

The paper examines the management of change and the embedding of innovation in academic libraries and information services during a period of considerable and continuous change. Detailed examples are given from the author's own institution that adopts a very structured and corporate approach to strategic planning. The internal and external factors driving organisational change in the UK Higher Education (HE) sector are identified using a PEST (Political, Economic, Social, Technological) analysis, and a detailed SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis is presented which will enable institutions to assess the strengths, weaknesses, opportunities and threats of their services being able to deliver the changes required. Examples are given of the kinds of changes library and information services will need to implement in order to respond effectively to the changing external environment. Some of the barriers to the successful implementation of change are identified, with some practical measures to bear in mind to help ensure successful outcomes.     

Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study

An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.     

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.     

From small group to public view: Mainstreaming the women's movement

The public attention given to the contemporary women's movement in the past decade is due in part to rhetorical developments within the movement. A fantasy theme analysis of the women's movement of the early 1970's in a large Midwestern metropolitan area reveals an early but incomplete rhetoric, labelled here the pro‐woman line. This was followed by adaptations of the early concerns in a comprehensive social reality, labelled here the “mainstreaming” rhetorical vision. Alterations in key elements of the rhetoric, including the hero/ine, villain, plot, and underpinnings are examined to illustrate how the earlier movement issues were “mainstreamed” into prevailing social views.     

The usefulness of motivational interviewing as a consultation and assessment tool for working with young people

Previous case‐study research has explored the efficacy of motivational interviewing (MI) as a therapeutic approach for supporting young people in schools. This article considers how MI may additionally be used as an assessment and consultation tool for ascertaining the needs of disaffected young people and identifying appropriate support strategies. Here, the approach is used with three pupils aged 13–15 years, using visual stimuli to involve them explicitly in the process of MI. Findings indicate that in general MI was felt by the young people to be helpful in allowing them to think about issues relating to their behaviour. The article also indicates that MI may be useful both as an initial assessment tool and in providing supporting adults with practical ideas for assisting disaffected young people in making positive changes to their behaviour. The authors acknowledge limitations in terms of the usefulness of this approach for pupils who may be less ready for change, have difficulty in identifying aspirational goals or have language and communication difficulties. Further larger scale research is recommended, including other vulnerable groups, such as excluded pupils or school refusers.     

The Mood and Intent of Liberal Education

Today's technology-based society and the vast influx of new information make leadership development a necessity. Many of the world's finest and most successful leaders have trusted mentors. Mentoring has emerged as a means to cultivate the leadership skills of current and future leaders. Mentoring has a rich history and harbors immense learning potential, which is supported by the theories and concepts of prominent researchers and philosophers such as Vygotsky, Rogoff, and Bruner. Mentors take on various roles and, like chameleons, transform their roles to fit the needs of their mentees, including becoming coaches, supporters, counselors, educators, and sponsors. The benefits of both mentors and mentees are extensive, ranging from increased self-esteem, awareness, insight, and professional skills to reduction of stress. While the benefits to mentoring are immense, personal and societal constraints such as time, incompatibility, and inadequate training show that engaging in mentoring takes immense time, effort, and commitment in order to obtain the desired results.     

The within-participant correlation between perception of effort and heart rate-based estimations of training load in elite soccer players

ABSTRACT

The measurement of relative physiological stress during training is important because this is the stimulus for the long-term adaptive response. Measurements of perceived exertion (RPE) have been reported to correlate with the heart rate during field-based training sessions. Nevertheless, there are few studies on how well RPE tracks with the heart rate over repeated training sessions in elite soccer players. Therefore, we aimed to quantify the within-participant correlations between variability in session-RPE (sRPE) and the heart rate in elite male soccer players, and to determine whether the playing position moderated these correlations. The field-based training of four central defenders, four wide defenders, six central midfielders, two wide midfielders and three attackers from an elite English Premier League squad were monitored over an entire in-season competitive period, giving a total of 1010 individual training sessions for study. Correlations between session-RPE and heart rates were quantified using a within-participant model. The correlation between changes in sRPE and heart rates was r = 0.75 (95% CI: 0.71–0.78). This correlation remained high across the various player positions (wide-defender, r = 0.81; central-defender, r = 0.74; wide midfielder, r = 0.70; central midfielder, r = 0.70; attacker, r = 0.84; P < 0.001). The correlation between changes in RPE and heart rates, measured during a season-long period of field-based training, is high in a sample of elite soccer players.