Agency in action – young women and their sexual relationships in a private school

Agency among young women is often understood as fleeting in nature, and studies rarely offer insights into how agency could become a more sustained position. Using data from 54 young women discussing their sexual and intimate relationships, this paper suggests a new way of understanding agency beyond that found in work which stresses agentic practice as resistance or the challenging of dominant expectations and understandings. Instead, through the notion of ‘agency in action’ we begin with young women’s conceptualisations of power. In this study, power was viewed as a resource that is shared between partners, but also a capacity of the self. These conceptualisations offer two new ways of understanding agency in intimate relations – either through ‘reacting into action’ and taking power back; or by ‘starting from’ a powerful position. Central to an understanding of young women’s agency is the role of emotions and recognition of these as motivators for change.     

The nature (and nurture) of children's perceptions of family chaos

Chaos in the home is a key environment in cognitive and behavioral development. However, we show that children's experience of home chaos is partly genetically mediated. We assessed children's perceptions of household chaos at ages 9 and 12 in 2337 pairs of twins. Using child-specific reports allowed us to use structural equation modeling to explore the genetic and environmental etiology of children's perceptions of chaos. We found that these perceptions are significantly heritable (22%), with the remainder explained by environmental influences. Finding that genes influence children's experience of chaotic environments has far-reaching implications for how we conceptualize the family home and its impact on cognitive and behavioral development.     

Exploring and modelling elements of information management that contribute towards making positive impacts: An outcome based approach for senior managers in a local government setting

This paper reports on the first stage of an investigation into monitoring and evaluating the impact of information management (IM) within a local government context. The overall study will utilise a combination of principles from various results-based, outcomes-based and social change approaches (Logical Framework Analysis, Most Significant Change, and Outcomes Mapping) in an attempt to move Leicestershire County Council away from a culture focused on traditional performance measurement, i.e. percentage change in use of services provided to the public, to something of real value. Interviews with 20 senior managers highlighted the important IM issues for Leicestershire County Council as a local government. These initial findings showed that maintaining high quality, trusted, and governed information and knowledge resources were of great value to the organisation. Analysis showed that 85% of senior managers interviewed considered IM to be “critical” in the achievement of organisational outcomes. Further analysis enabled the development of an initial framework indicating key areas where IM can have impact. These key areas will become the focus of further research, where applying a combination of approaches aforementioned will define the boundary partners, their specific outcomes and progress markers with possible impacts proposed. This detail will help to develop a framework for measuring the impact of IM.     

The development of two observational tools for assessing metacognition and self-regulated learning in young children

This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described, including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational tools developed within this study also has clear and significant implications for models and theories of metacognition and self-regulation. The paper concludes with a discussion of these implications.

Measuring the influence of mere exposure effect of TV commercial adverts on purchase behavior based on machine learning prediction models

Since its introduction, television has been the main channel of investment for advertisements in order to influence customers purchase behavior. Many have attributed the mere exposure effect as the source of influence in purchase intention and purchase decision; however, most of the studies of television advertisement effects are not only outdated, but their sample size is questionable and their environments do not reflect reality. With the advent of the internet, social media and new information technologies, many recent studies focus on the effects of online advertisement, meanwhile the investment in television advertisement still has not declined. In response to this, we applied machine learning algorithms SVM and XGBoost, as well as Logistic Regression, to construct a number of prediction models based on at-home advertisement exposure time and demographic data, examining the predictability of Actual Purchase and Purchase Intention behaviors of 3000 customers across 36 different products during the span of 3 months. If we were able to predict purchase behaviors with models based on exposure time more reliably than with models based on demographic data, the obvious strategy for businesses would be to increase the number of adverts. On the other hand, if models based on exposure time had unreliable predictability in contrast to models based on demographic data, doubts would surface about the effectiveness of the hard investment in television advertising. Based on our results, we found that models based on advert exposure time were consistently low in their predictability in comparison with models based on demographic data only, and with models based on both demographic data and exposure time data. We also found that there was not a statistically significant difference between these last two kinds of models. This suggests that advert exposure time has little to no effect in the short-term in increasing positive actual purchase behavior.     

Children''s Relationships with Child Care Teachers: Stability and Concordance with Parental Attachments

In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n = 72 and n = 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care.     

Designing computer systems to support peer learning

This article begins with a review of the various roles which computers have played in supporting collaborative learning and argues that, whatever role it plays, technology is not neutral with respect to interactions with and between users. Interfaces to learning environments embody particular representational schemes which have the potential either for competing with representations of the learning domain or for giving access to it. In this respect, the learner-machine interface has ‘Epistemic significance’ and its design is as important as the design of the materials and activities to which it interfaces.     

Large-scale curriculum change in a system of ten indonesian medical schools — A case study of educational innovation

This article reviews the literature on educational innovation and change, and emphasises factors which are held to facilitate rapid change. The remainder of the paper presents a detailed case history o1 educational innovation in 10 Indonesian medical schools, involvingN=260 academic departments. Within a 3-year period three-quarters of these departments have developed new curricula haled on sets of explicit instructional objectives, and most of these departments now indicate they are using these sets of objectives both for their teaching and for assessing students' competence. This case history describes how this task was approached, provides a synoptic picture of the results which have been obtained: then attempts to provide an overall account o1 those factors which assisted these changes to take place. It is contended that this case history of change within a system of established medical schools clarifies selected aspects of the theoretical literature on educational innovation and diffusion, on the planning of effective programmes of staff development, and provides planners with sonic practical guidelines for programme development and evaluation.     

Discourses of widening participation in the prospectus documents and websites of six English higher education institutions

This article provides a comparative analysis of the discourses of widening participation used in the prospectus documents and websites of six English higher education institutions (HEIs). Taking 2007 and 2011 as snapshots, the article considers the nature of the messages being communicated to prospective students by the different HEIs in the context of the changing policy landscape. Critical discourse analysis is used to interpret the ways in which the case-study HEIs discursively positioned themselves and their prospective students – and the potential implications of this for widening participation practice. In 2007, the findings suggested sharp demarcations between the discourses chosen by the elite pre-1992 and the more accessible post-1992 institutions. By 2011, however, statements of commitment to widening participation were less overt in the post-1992 institutions, whilst there was some evidence of a shift towards a more inclusive tone by the elite universities.     

On a Violence Unseen: The Womanly Object and Sacrificed Man

EXAMINING FOR APHASIA: A MANUAL FOR THE EXAMINATION OF APHASIA AND RELATED DISTURBANCES. By Jon Eisenson (Rev. ed.) New York: Psychological Corp., 1954; pp. 78. $3.50.

HANDBOOK FOR DISCUSSION LEADERS. By J. Jeffery Auer and Henry Lee Ewbank. (Rev. ed.) New York: Harper &; Brothers, 1954; pp. 153. $2.50.

THE CHILD'S BOOK OF SPEECH SOUNDS. By Sylvia Chipman. Magnolia, Massachusetts: Expression Co., 1954; pp. 43. $1.25.

RHETORIC AT ROME: A HISTORICAL SURVEY. By M. L. Clarke. London: Cohen and West Ltd., 1953; pp. 203. 21s.

HUGH ROY CULLEN: A STORY OF AMERICAN OPPORTUNITY. By Ed Kilman and Theon Wright. New York: Prentice‐Hall, Inc., 1954: pp. viii+376. $4.00.

MASTERS OF THE DRAMA. By John Gassner. (Third Edition, Revised and Enlarged). New York: Dover Publications, Inc., 1954; pp. xxii+890. $5.95.

THE TRAGEDIES OF GEORGE CHAPMAN: RENAISSANCE ETHICS IN ACTION. By Ennis Rees. Cambridge: Harvard University Press, 1954; pp. 235. $4.50.

EDWARD ARLINGTON ROBINSON: THE LITERARY BACKGROUND OF A TRADITIONAL POET. By Edwin S. Fussell. Berkeley: University of California Press, 1954; pp. 221. $3.50.

THE MODERN IRISH WRITERS: Cross Currents of Criticism. By Estella Ruth Taylor. Lawrence, Kansas: University of Kansas Press, 1954; pp. 176. $3.50.

THE ANGLICAN PULPIT TODAY: REPRESENTATIVE SERMONS BY LEADING PREACHERS OF THE ANGLICAN COMMUNION. Edited by Frank D. Gifford. New York: Morehouse‐Gorham Co., 1953; pp. 235. $3.50.

THE PROCESS AND EFFECTS OF MASS COMMUNICATION. Edited by Wilbur Schramm. Urbana: University of Illinois Press, 1954; pp. x+586. $6.00.

THE MENTAL HOSPITAL. By Alfred H. Stanton and Morris S. Schwartz. New York: Basic Books, Inc., 1954; pp. vii+484. $7.50.

STAGING TV PROGRAMS AND COMMERCIALS. By Robert J. Wade. New York: Hastings House, 1954; pp. xiii+216. $6.50.