Oral History in the Classroom: A Comparison of Traditional and On-line Gerontology Classes

In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment. Scores were evaluated at posttest for differences between groups. The assignment positively influenced students' attitude toward older adults in both classes. Results indicate that this assignment was as effective in the DE setting as in the traditional setting. Findings suggest that oral history is an effective teaching assignment in a DE gerontology class.     

Relating to Older People Evaluation (ROPE): A Measure of Self-Reported Ageism

The Relating to Older People Evaluation (ROPE) is a 20-item questionnaire that measures positive and negative ageist behaviors that people may engage in during everyday life. In this article, we report the first findings from several administrations of the ROPE along with initial psychometric information on the instrument. Respondents were college students, community-dwelling older adults, and persons affiliated with a university community. Results indicate that most people of all ages readily admit to positive ageist behaviors. Younger and older adults appear to participate in similar amounts of ageist behavior. Analyses by gender indicated that women endorsed the positive ageism items more often than did men. Psychometric analyses yielded estimates of adequate test-retest reliability and internal consistency reliability. Implications for current views of ageism as a social phenomenon and strategies for reducing ageist behaviors in everyday life are discussed.     

Instructors' and Students' Perspectives of Student Nagging: Frequency,Appropriateness, and Effectiveness

Nagging is a persistent tactic students use to persuade instructors. The purpose of this study was to compare student (n = 280) and instructor (n = 97) perceptions of student nagging in the classroom, and to examine the relationship between student nagging and instructor satisfaction. Results show that instructors perceive students as using four nagging strategies with significantly greater frequency than students do. In addition, students perceive all seven nagging strategies to be significantly more effective and appropriate than instructors. Finally, there is a significant relationship between particular nagging strategies and instructor satisfaction.     

Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.     

Impact of a Didactic and Experiential Sales Training Based on Empathy: A Quasi‐Experimental Study

This research examined the impact of a didactic and experiential sales training based on empathy on medical salespeople's self‐reported capacity for empathy. The study used a non‐equivalent, post‐test‐only quasi‐experimental design by comparing the capacity for empathy of an experimental group (n = 66) and a control group (n = 26). A Mann‐Whitney test showed no difference between the two groups. Managerial implications are discussed, as well as suggestions for future research.     

Caregiving and 5‐HTTLPR Genotype Predict Adolescent Physiological Stress Reactivity: Confirmatory Tests of Gene × Environment Interactions

A theory‐driven confirmatory approach comparing diathesis–stress and differential susceptibility models of Gene × Environment (G × E) interactions was applied to examine whether 5‐HTTLPR genotype moderated the effect of early maternal caregiving on autonomic nervous system (ANS) stress reactivity in 113 adolescents aged 13–17 years. Findings supported a differential susceptibility, rather than diathesis–stress, framework. Carriers of one or more 5‐HTTLPR short alleles (SS/SL carriers) reporting higher quality caregiving exhibited approach ANS responses to a speech task, whereas those reporting lower quality caregiving exhibited withdrawal ANS responses. Carriers of two 5‐HTTLPR long alleles (LL carriers) were unaffected by caregiving. Findings suggest that 5‐HTTLPR genotype and early caregiving in interaction are associated with ANS stress reactivity in adolescents in a “for better and for worse” fashion, and they demonstrate the promise of confirmatory methods for testing G × E interactions.     

The Horizon Model: Human Process Improvement Model from 30,000 Feet to Below Sea Level

Incorporating macro‐ to micro‐levels of an organization, the horizon model is introduced in this article as a practical tool for organizational performance and process improvement. The horizon model is based on existing theories and models in the human performance technology and the human performance improvement industries. Application of this model is demonstrated by a real‐life example with the City Club of Boise and illustrates when, where, and how the horizon model can be used to improve performance.     

Operant variability when reinforcement is delayed

Operant responses are often weakened when delays are imposed between the responses and reinforcers. We examined what happens when delayed reinforcers were contingent upon operant responsevariability. Three groups of rats were rewarded for varying their response sequences, with one group rewarded for high variability, another for middle, and the third for low levels. Consistent with many reports in the literature, responding slowed significantly in all groups as delays were lengthened. Consistent with other reports, large differences in variability were maintained across the three groups despite the delays. Reinforced variability appears to be relatively immune to disruption by such things as delays, response slowing, prefeeding, and noncontingent reinforcement. Furthermore, the small effects on variability depended on baseline levels: As delays lengthened, variability increased in the low group, was statistically unchanged in the middle group, and decreased in the high group, an interaction similar to that reported previously when reinforcement frequencies were lowered. Thus, variable operant responding is controlled by reinforcement contingencies, but sometimes differently than more commonly studied repetitive responding.