Informational Imperatives and Socially Mediated Relationships

Rational economic arguments focused on achieving efficient and productive IT use often guide discussions about technological infrastructure expansion. I characterize those compelling rational arguments as 'informational imperatives,' and I show that they generate unrealistic expectations based on assumptions about information resource use that do not reflect practice. My 'informational contexts' acknowledge that people value information and information resources based, in part, on the way they relate to the social world in which they live and work. If we base our expectations about information use on actual practice, would that reduce the potential economic benefit of expanding a national information infrastructure? I examine the social and organizational processes that direct IT use, and conclude that economic potential will remain high even if we alter information infrastructure policies to acknowledge and accommodate those processes that enhance expertise and foster socially mediated relationships.     

Theory of Mind: a Hidden Factor in Reading Comprehension?

Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one’s own. Without understanding theory of mind and being able to take others’ perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that children’s understanding of others’ minds may be a potential missing piece in current accounts of reading comprehension. Indeed, the typical progression of children’s theory of mind abilities across childhood is closely aligned with the development of narrative processing skills. Furthermore, emerging evidence shows that both narrative processing and theory of mind are predictive of children’s reading comprehension, both concurrently and longitudinally. We present a possible explanation for why such a link exists and propose a causal framework of this relation in which increased ToM leads to increased understanding of and inferencing about characters’ mental states. Understanding characters’ mental states then leads to better reading comprehension. The framework makes novel, testable predictions and provides directions for future research.     

Relationship between performance-based and laboratory tests for lower-limb muscle strength and power assessment in healthy older women

The aim of the study was to assess the relationship between performance-based and laboratory tests for muscular strength and power assessment in older women. Thirty-two women aged 68.8 +/- 2.8 years were recruited. All participants were asessed for: (a) two performance-based tests--the box-stepping test (mean 296 +/- 51 J) and two-revolution maximum test (mean 7.1 +/- 2 kg) performed while pedalling on a cycle ergometer; and (b) muscular function tests--maximal instantaneous peak power jumping on a force platform (mean 1528 +/- 279 W); maximal voluntary contraction (MVC) during knee extension (mean 601 +/- 571 N) and leg press (mean 626 +/- 126 N), and leg press power (mean 483 +/- 98 W) on a dynamometer. Using univariate analysis, performance-based tests were compared with laboratory muscle strength and power measurements. Muscle power correlated most strongly with the performance-based tests for both jumping and leg press power (r-values between 0.67 and 0.75; P < 0.01). The correlation with muscle strength measures ranged between 0.48 and 0.61 (P < 0.01). The proposed tests may have particular relevance in geriatric and rehabilitation environments as they represent an easy, practical, and inexpensive alternative for the assessment of muscular strength and power.     

Measuring knowledge creation in virtual teams through the social network analysis

The current literature regarding virtual teams (VTs) lacks outcomes related to intellectual capital (IC) and knowledge management (KM). Moreover, e-collaboration and VTs need the necessary metrics to assess the real benefits that KM derives from the use of new e-collaboration technologies. There is also scarce evaluation of the cause–effect linkage between a VT structural configuration and its creative performance. Following this lead, we propose an evaluation method based on social network analysis (SNA) and indexes referring to knowledge creation. The paper concludes with an application on a real case study that shows how this methodology can be used as a KM tool to increase the creative output of VTs.     

Examination of the Six Minute Walk Test to Determine Functional Capacity in People with Chronic Heart Failure: A Systematic Review

Purpose: To evaluate the reliability and validity of the six-minute walk test (6MWT) with respect to its ability to predict functional capacity in patients with chronic heart failure. Methods: A systematic review was performed via 8 databases to assess relevant English language full-text articles published from January 1, 1980 to October 31, 2009. Participant characteristics, interventions, reliability, validity, and predictive value for each article with respect to functional capacity as defined by peak VO₂ levels were extracted and compared. Quality Assessment of Diagnostic Accuracy Studies (QUADAS) scores were determined for each study. Results: Fourteen studies met the selection criteria. Comparison of the studies investigating reliability shows that the 6MWT has good reproducibility. The 6MWT demonstrates moderate correlation with peak VO₂ levels, and ability to predict VO₂ (functional capacity) dependent on distance walked. Cut-off distances vary from 300 to 490 meters depending on the study; if total distance walked remains equal or less than these values, the 6MWT retains its strong predictive value. Conclusion: The 6MWT has good reliability, moderate validity, and a significant ability to predict functional capacity in patients with CHF who do not walk greater than 490 meters.Key Words: six-minute walk test, chronic heart failure, functional capacity, peak VO₂     

Who are the researchers that are collaborating with industry? An analysis of the wine sectors in Chile, South Africa and Italy

Research on University-industry (U-I) linkages and their determinants has increased significantly in the past few years. However, there is still controversy on the key factors explaining the formation of U-I linkages, and especially related to individual researcher characteristics. This paper provides new empirical evidence and, in particular, looks at the importance of researchers’ individual characteristics and their institutional environments in explaining the propensity to engage in different types of U-I linkages. Based on an original dataset, we present new evidence on three wine producing areas - Piedmont, a region of Italy, Chile and South Africa - that have successfully responded to recent structural changes in the industry worldwide. Empirical findings reveal that researchers’ individual characteristics, such as centrality in the academic system, age and sex, matter more than publishing records or formal degrees. Institutional specificities at country level also play a role in shaping the propensity of researchers to engage with industry.     

Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic

Educational Studies in Mathematics - The COVID-19 pandemic brought with it a new way of being in a changed and uncertain world. Aotearoa/New Zealand took a well-being approach and in turn, we share...     

Counseling College Students With Disabilities: Legal,Ethical, and Clinical Issues

This article guides college counselors who provide services to students with disabilities through pertinent legal, ethical, and clinical considerations.     

Challenges of Integrating Mobile Technology into Mathematics Instruction in Secondary Schools: An Indonesian Context

Implementing mobile learning in curriculum-based educational settings faces challenges related to perceived ethical and learning issues. This study investigated the affordances of mobile technologies to support mathematics instruction by teachers. An exploratory study employing questionnaires and semi-structured interviews revealed that, while mathematics instruction can be augmented with mobile learning, the majority of schools in Indonesia have banned student use of mobile phones in classrooms. Teachers are concerned about the improper use of mobile phones that could impact their students' mental well-being and distract them from learning. Most teachers perceive mobile technologies to be disruptive and seem reluctant to use them for teaching delivery. However, teachers are eager to experiment with digital technologies within mathematics instruction. Our findings suggest infusing alternate technologies that fit better with the school's teaching and learning environment. This includes web-based applications that can run on different digital devices ranging from desktop computers, laptops, and tablets, to mobile phones. We propose setting up communities of practice for mathematics teachers to share their instructional repertoire on integrating digital technologies within the classroom.