Social Media,Subjectivity, and Surveillance: Moving on From Occupy,the Rise of Live Streaming Video

This article seeks to critically examine the practical application of live streaming video at use in contemporary resistance movements, particularly the work of CUTV during the Quebec Student Strike of 2012. With a brief comparison to the use of social media—and even live streaming—in the Occupy movement, this article demonstrates the differences, and sophistication, of live streaming video in the Quebec Spring. Specifically, this article seeks to understand the ways in which political actors and digital technologies form unique assemblages (in the Deleuzian sense), which can both operate as mechanisms of power as surveillance technologies for police forces or, if used carefully and critically, can open up nodes of counter-power, disrupting state surveillance, surveilling the police themselves, and providing the space for the construction of subjectivity on the part of political actors in the streets.     

A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework

In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework, this paper offers a new metaphor for such tutor learning, based on a sociocultural perspective. The research project used think‐aloud protocols recorded as university tutors graded student coursework, and this was followed by semi‐structured interviews. The voluntary participants consisted of 25 lecturers in four contrasting domains—humanities, art and design, medicine and teacher education—in three universities, two teaching‐led and one research intensive. We developed a metaphorical framework that helps to understand the work and learning of the lecturers and tested it by applying it to analysis of the tutor interview data. Grading, writing feedback, second marking and moderation are important situated professional learning opportunities for tutors to debate and reach agreement on the academic standard demonstrated by student coursework. The metaphor considers professional learning as interplay between the vertical domain of public knowledge and the horizontal domain of teachers' practical wisdom. The metaphor presented in this paper is proposed for critical consideration and wider use by academics, teachers, academic developers and teacher educators as an aid to better understanding of teacher's professional learning.     

Adsorption of methylene blue onto activated carbon produced from tea (Camellia sinensis L.) seed shells: kinetics, equilibrium, and thermodynamics studies

Tea (Camellia sinensis L.) seed shells, the main byproduct of the manufacture of tea seed oil, were used as precursors for the preparation of tea activated carbon (TAC) in the present study. A high yield (44.1%) of TAC was obtained from tea seed shells via a one-step chemical method using ZnCl₂ as an agent. The Brunauer-Emmett-Teller (BET) surface area and the total pore volumes of the obtained TAC were found to be 1 530.67 mg²/g and 0.782 6 cm³/g, respectively. The equilibrium adsorption results were complied with Langmuir isotherm model and its maximum monolayer adsorption capacity was 324.7 mg/g for methylene blue. Adsorption kinetics studies indicated that the pseudo-second-order model yielded the best fit for the kinetic data. An intraparticle diffusion model suggested that the intraparticle diffusion was not the only rate-controlling step. Thermodynamics studies revealed the spontaneous and exothermic nature of the sorption process. These results indicate that tea seed shells could be utilized as a renewable resource to develop activated carbon which is a potential adsorbent for methylene blue.     

Redefinition,Differentiation, and the Farm Animal Welfare Debate

Animal welfare advocates have increased publics' scrutiny of the way animals are handled by everyone from pet owners to circuses to farmers. The case of farmer Gary Conklin illustrates a popular recent tactic of activists to secretly film working farms and then release videos that purport to show abuse. This essay uses the concepts of legitimacy and image restoration to examine how Conklin, with a small farming operation in Ohio, responded to allegations spread by social media. Two important principles emerged: first, an effective differentiation strategy for reducing offensiveness is “redefining the act,” a combination of image repair tactics where an undisputed fact is redefined and transformed with support from third-party affirmations. Second, even small organizations like this dairy cattle business face the same challenges and opportunities as larger organizational rhetors. The essay concludes with applications both for agriculture and for crisis communication scholars, asserting that agricultural enterprises will continue to face struggles over meaning that will require sophisticated methods of issue and crisis management.     

A Comparison of Exposure Control Procedures in CAT Systems Based on Different Measurement Models for Testlets

The purposes of the study were twofold: (a) to test for evidence of construct validity related to social and academic (general, English, mathematics) competencies, as measured by self, teachers, parents, and peers, for children in Grades 3 (n = 175), 7 (n = 193), and 11 (n = 159), and (b) to examine the extent to which ratings by significant others were concordant with self-ratings for these four constructs. Based on a comparison of nested multitrait-multimethod covariance structure models, results demonstrated that despite evidence of global convergent and discriminant validities, method effects were instrumental in attenuating trait variances. In particular, self-ratings for early preadolescents and peer ratings for all ages were the most vulnerable to this anomaly. Overall, results suggest that researchers consider making greater use of parent ratings in the measurement of social and academic competencies for elementary children.     

The Constructivist Roots of Moral Education

The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial.