Knowledge sharing and team trustworthiness: it's all about social ties!

This paper empirically examines knowledge sharing within innovation teams and explores the relationship between knowledge sharing and trust. This relationship has generally been identified in the literature as an important aspect of knowledge management. However, its pertinence to knowledge transfer within and between teams is less obvious. The case study based on four information technology R&D teams in Taiwan suggests that trust between a knowledge holder and a receiver may not exist. In fact, it can be connected by a mediator, although the use of social relationship in which trust is rooted in both host and visitor's trust of the mediator. Thus, trust may be substituted by the social relationship in certain specific contexts.     

Cue-induced transfer of CS preexposure effects across contexts

These experiments confirmed previous reports that latent inhibition effects can be abolished if rats receive CS preexposures and CS-US pairings in different contexts. However, latent inhibition effects were restored if animals were given a cuing treatment in the conditioning context prior to the conditioning trials. This restoration of latent inhibition occurred only when the cuing treatment could have served to remind the animals of CS-alone presentations in the specific context used for conditioning. These findings are discussed in relation to various accounts of latent inhibition effects.     

Examining How Motivational Interviewing May Foster College Student Development

Professional counselors practicing in higher education settings aspire to meet the developmental needs of college students in addition to addressing their mental health and substance use concerns. Motivational interviewing (MI) is an evidence‐based counseling approach that focuses on enhancing motivation and commitment to change. This article describes how professional counselors working in higher education settings might apply MI to foster college student development while helping students make positive behavior changes.     

Reflecting on the Use of Writing to Promote Mathematical Learning: An Examination of Preservice Mathematics Teachers' Perspectives

We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to participation in these activities, the preservice teachers expressed reluctance toward the use of writing in mathematics and uncertainty as to how writing could be useful in mathematics, while accepting that some possible benefits might exist for students' procedural learning. Following participation in these activities, the preservice teachers expressed a willingness to accept writing as a useful tool for supporting an expanded view of teaching and learning mathematics. Specifically, the preservice teachers considered writing as a way to build connections between mathematics and other subjects, a means to assess student understanding of mathematics, and a beneficial support for student conceptual learning.     

Parents' experiences of support: co-constructing their stories

The aim of this paper is to present a way of supporting parents that can lead to positive outcomes for families. The findings and processes from a study in England of six parents' experiences of support services for their young children with special needs are discussed in making the case that co-constructing the stories of parent and researcher experiences can become a valuable conduit for improving support. An ethnographic case study approach with narrative analysis was used, and this paper shows how the parents' narratives, interwoven with the reflections of the researcher/early years professional, suggest engaged listening as a way forward for professionals and parents (as well as researchers) to understand each other. Stories that each party is fearful of telling or hearing illustrate the balance of fragility and resilience in their assumptions and relationships.     

Quality of Life Assessment for Physical Activity and Health Promotion: Further Psychometrics and Comparison of Measures

Despite the clear relationship between physical activity and quality of life, few sound, relevant quality of life measures exist. Gill and colleagues developed a 32-item quality of life survey, and provided initial psychometric evidence. This study further examined that quality of life survey in comparison with the widely used short form (SF-36) health survey. Participants (n = 446) completed the quality of life survey, short form (36) health survey, World Health Organization quality of life measure, satisfaction with life scale, and the Godin physical activity measure. All quality of life survey scales (emotional, social, spiritual, physical, activities of daily living, cognitive, integrated) were internally consistent (alpha .79–.95) and test–retest correlations ranged from .68 to .82. The SF-36 had similar internal consistency, slightly lower test–retest correlations, and weaker relationships with satisfaction with life scale. Quality of life survey scales correlated with matching SF-36 and World Health Organization quality of life measure subscales supporting convergent validity. The quality of life survey reflects positive health models better than the SF-36, and is more appropriate for research and programs that focus on physical activity and health promotion.     

Universities,professional capabilities and contributions to the public good in South Africa

The generation of a public-good, capabilities-based approach to professional education in South African universities is outlined and proposed as a contribution to wider social transformation. The relevance and importance of understanding what Amartya Sen describes as ‘capability failure' in the lives of people living in poverty is explored and, following from this, how professionals ought to contribute by virtue of their university education, and hence privilege, to making people's lives go better. The key criterion in developing and evaluating professional education is then how professionals are educated to expand the scope of effective freedoms each person has to lead a life she has reason to value, underpinned at all times with respect for human dignity. The process by which a Professional Capabilities Index (PCI) was generated theoretically and empirically is explained and the argument advanced for the PCI as a practical tool for professional education oriented to improving public services for the poor and, hence, the public good.     

Conflict between work and family among New Zealand teachers with dependent children

Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and perceptions of parenting programmes. Occupational task overload, their children's behaviour problems, hours of employment, and work experience increased conflict between work and family. A programme addressing inter-role conflict and managing children's misbehaviour would be of benefit to teachers. Teachers believed organisations should play a role in delivering such programmes.     

A capital or capabilities education narrative in a world of staggering inequalities?

In a world of tremendous inequalities, this paper explores two contrasting normative models for education policy, and the relationship of each to policy, practices and outcomes that can improve lives by reducing injustice and building societies which value capabilities for all. The first model is that of human capital which currently dominates contemporary education policy globally, harnessing education policy to economic growth imperatives so that development through education is the means to the end of increased resources and income. The second model draws on the work of Amartya Sen to present a human capabilities model of education policy in which human lives are the end of development and the education focus is on promoting capabilities and functionings to choose a good life. An argument is advanced for capabilities as the superior approach. The paper closes by noting the problematic of social change and struggle demanded by a transformative view of education and how or if the capability approach is adequate to the task.     

Social judgments and emotion attributions about exclusion in Switzerland

Adolescents' social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality. Non-Swiss participants, however, who reflected newly immigrated children to Switzerland, viewed exclusion based on nationality as more wrong than did Swiss participants and attributed more positive emotions to the excluder than did Swiss participants. Girls viewed exclusion in nationality and personality contexts as less legitimate than did boys, and they attributed less positive emotions to excluder target in the nationality context than did boys. The findings extend existing research on exclusion by focusing on both emotion attributions as well as judgments and by investigating exclusion in a sample that included a recent immigrant group.