Closing the Gap Between Photojournalist Research and Photojournalism Practice: Exploring the Motivations of the Subjects of Sensitive Photo Essays

This study is the first to inquire about the factors that influence people’s willingness to allow professional photojournalists to tell their stories through the medium of the photo essay. Guided by Self-Disclosure Theory, in-depth interviews were conducted with the subjects of 15 peer-judged award-winning photo essays. These were drawn from the multiple picture categories of the National Press Photographers Association (NPPA) Monthly Clip Contest, the annual NPPA Best of Photojournalism Contest, and the annual World Press Photo Contest between 2013 and 2017. The topics of the photo essays were sensitive in nature. Analysis reveals support and appreciation amongst photo-essay subjects for the profession of photojournalism. Motivations derived from the sensitivity and professionalism with which each interviewee was initially approached, a need to tell a different side of the story, a desire to inspire others or invoke change, and the memory-keeping and permanence afforded through published professional photojournalism.     

Imagination and technoscientific innovations: governance of transgenic cows in New Zealand

This paper examines a controversial research programme aimed at the production of transgenic cows in New Zealand. It emphasizes the contested representation of the research, in its promotion, in its governance, and in the opposition sparked amongst environmentallanti-genetic modification groups and within the Māori community. The paper contends that the case of New Zealand's genetically modified cows certainly reveals some unique features of the prevailing economic, geographical and cultural context, but nonetheless has salience for the broader understanding of the promotion, public reception and governance of genetic modification.     

Movement patterns and physical strain during a novel, simulated cricket batting innings (BATEX)

A simulated cricket batting innings was developed to replicate the physical demands of scoring a century during One-Day International cricket. The simulated innings requires running-between-the-wickets across six 5-over stages, each of 21 min duration. To validate whether the simulated batting innings is reflective of One-Day International batting, movement patterns were collected using a global positioning system (GPS) and compared with previous research. In addition, indicators of physical strain were recorded (heart rate, jump heights, sweat loss, tympanic temperature). Nine club cricketers (mean ± s: age 20 ± 3 years; body mass 79.5 ± 7.9 kg) performed the simulated innings outdoors. There was a moderate trend for distance covered in the simulated innings to be less than that during One-Day batting (2171 ± 157 vs. 2476 ± 631 m · h?1; effect size = 0.78). This difference was largely explained by a strong trend for less distance covered walking in the simulated innings than in One-Day batting (1359 ± 157 vs. 1604 ± 438 m · h?1; effect size = 1.61). However, there was a marked trend for distance covered both striding and sprinting to be greater in the simulated innings than in One-Day batting (effect size > 1.2). Practically, the simulated batting innings may be used for match-realistic physical training and as a research protocol to assess the demands of prolonged, high-intensity cricket batting.     

A RE-AIM evaluation of theory-based physical activity interventions

Although physical activity interventions have been shown to effectively modify behavior, little research has examined the potential of these interventions for adoption in real-world settings. The purpose of this literature review was to evaluate the external validity of 57 theory-based physical activity interventions using the RE-AIM framework. The physical activity interventions included were more likely to report on issues of internal, rather than external validity and on individual, rather than organizational components of the RE-AIM framework, making the translation of many interventions into practice difficult. Furthermore, most studies included motivated, healthy participants, thus reducing the generalizability of the interventions to real-world settings that provide services to more diverse populations. To determine if a given intervention is feasible and effective in translational research, more information should be reported about the factors that affect external validity.     

A Behind‐the‐Scenes Guide to School‐Based Research

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.     

Bodystorming Mobile Learning Experiences

Bodystorming is a technique used by designers to better understand how the settings where interactive systems are deployed might affect their intended uses. The articulation of design concepts “in the wild” and using forms of performance and improvisation are intended to help designers become more aware of contextual issues that may not be revealed in traditional brainstorming exercises. Bodystorming can be a useful technique for designers of mobile learning experiences, as it helps make interactions between learners, devices, and locations more explicit. The general method is described in this paper and followed by two case studies of its use in the design of mobile learning experiences.     

Teaching Lean Six Sigma within A Supply Chain Context: The Airplane Supply Chain Simulation

Lean six sigma is a management methodology that firms can employ to achieve substantial improvement in supply chain performance. However, few pedagogical exercises facilitate students’ use of a comprehensive set of lean six sigma principles within a supply chain context. We describe the Airplane Supply Chain Simulation that helps students understand how lean six sigma concepts may be leveraged to improve supply chain performance. The basis of this simulation is a four‐tier supply chain, consisting of suppliers (two tiers), a manufacturer, and a customer, that produces three models of paper airplanes to meet randomly distributed customer demand. In the first of three successive runs, a highly structured simulation is executed in which supply chain roles are well defined, material flows are convoluted, and a “push” production strategy is followed. The first simulation as the “current state” and, for the second and third simulation runs, challenge competing student teams to leverage lean six sigma concepts to develop a “future state” that enables the fulfillment of all customer orders at the lowest cost. Results based on statistical analyses of survey response data from 194 MBA students show that the Airplane Supply Chain Simulation is an effective participative, team‐based learning tool.