To Play the Fool: Can Environmental Conservation and Democracy Survive Social Capital?

Two community-based conservation processes in the United States provide comparative case studies to examine how social capital relates to democracy. Following a summary of social capital research, we describe the cases: one designed to preserve an endangered species and the other to restore water quality. We discuss how social capital dampened democratic practice in one case, while invigorating it in the other. We conclude that, by relying indiscriminately on social capital in the absence of complementary state structures, conservationists risk losing the very nature they seek to defend, and all citizens risk losing the energy and space essential to democracy.     

Sex Differences in Goals for Supportive Interactions

One explanation for sex differences in supportive behavior is that men and women pursue different goals in supportive interactions. Sex differences in goals may themselves be explained by personality traits such as expressivity and supportive self‐efficacy, or situational factors such as target responsibility. The current study examined sex differences in the pursuit of eight supportive goals, and the extent to which differences were explained by personality and situational factors. Participants (254 men, 386 women) read hypothetical scenarios involving a distressed friend who was depicted as responsible or not responsible for his or her problematic situation, and responded to measures of supportive goals and personality traits. Results indicate that women are somewhat more likely to pursue a range of goals that are likely to result in effective supportive messages (e.g., emotional support, problem‐solving). Many of the sex differences in goal pursuit were mediated by the personality traits of expressivity and supportive self‐efficacy.     

The rhetorical functions of consciousness‐raising in third wave feminism

The rhetorical practice of consciousness‐raising has changed since communication theorists first began to apply its functions and style, as a small group, face‐to‐face practice, in the early 1970s. In this essay, we argue that in feminist activism and theory, the practice of consciousness‐raising has evolved in response to shifting cultural conditions. Our examination of consciousness‐raising rhetoric produced by self‐labeled “third wave” feminists reveals how contemporary social contexts have generated different rhetorical problems and discursive responses for feminists. Specifically, we show how third wave feminist consciousness‐raising instills a critical perspective that focuses on personal and social injustices. We argue that these rhetorical responses raise consciousness in the public sphere, through mass media, popular culture, and college classrooms, fostering both public and private dialogue about gender inequities that aims at self‐persuasion.     

Involving Undergraduates in Aging Research at a University in Transition: An AREA Award

Involving students in research with older adults at a university in transition has its unique challenges. The goal of this paper is to discuss some of the rewards and lessons learned in undertaking a research program involving undergraduates at the University of Colorado, Colorado Springs (UC-CS). UC-CS is a regional university in transition from a model of life-long learning to a more traditional research university. Most students work at least 20 hours per week, and many work full-time during the course of their studies. UC-CS has a particular strength in aging with a community-based CU aging center, and a core faculty committed to the population. Both the author and students benefited from an Academic Research Enhancement Award (AREA) for the study of aging. The author benefited from the energy and productivity of the students, whereas the students benefited from having a personal relationship with a mentor and additional writing experiences.     

Does skill specialisation influence individual differences in drag flicking speed and accuracy?

Research has revealed that individual soccer goalkeepers respond differently to penalty shots, depending on their specific perceptual and motor capabilities. However, it remains unclear whether analogous differences exist between individual penalty takers, and if specialising in penalty taking affects the occurrence of differences between individuals. The present study examined individual differences in penalty shot speed and accuracy for specialists in penalty taking versus non-specialists. Expert specialist field hockey drag flickers and equivalently skilled non-specialists performed drag flicks towards predetermined targets placed in the face of a standard field hockey goal. Comparisons in shot speed and accuracy were made at a group level (specialists vs. non-specialists) as well as between individuals. Results revealed differences in both speed and accuracy between specialists, but only differences in speed between non-specialists. Specialists generated significantly greater shot speed than non-specialists (P < .001) and were more accurate to some, but not all, targets (top left, P < .006, bottom left P < .001). In addition, it was found that in specialists increasing practice correlated with decreasing accuracy. This may indicate that excessive practice could potentially reduce a specialist’s accuracy in shooting towards specific targets.     

The effect of epistemic fidelity and accessibility on teaching with physical materials: A comparison of two models for teaching decimal numeration

Multi-base arithmetic blocks (MAB) are the most frequently used physical materials for teaching about decimal numbers, despite published reservations about their appropriateness. This paper presents an alternative, LAB (linear arithmetic blocks) and compares the two materials on the basis of epistemic fidelity and accessibility for students. Two teaching experiments involving 30 matched students indicated that LAB is considerably more accessible for students, and identify three contributing factors (LAB modeling number with length rather than volume, MAB incorporating an apparent dimensional shift and having prior use). Use of LAB was associated with more active engagement by students and deeper discussion. Epistemic fidelity is critical to facilitate teaching with the models, but we attribute the enhanced classroom environment to the greater accessibility of the LAB material. Further research is warranted, so that teaching of mathematics with physical materials can be improved. This revised version was published online in July 2006 with corrections to the Cover Date.     

Social Presence Online: Networking Learners at a Distance

This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socio-affective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online learners to project themselves into a textual environment which has few visual or contextual cues, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed.     

Adopting Web‐Based Learning and Teaching: A case study in higher education

Most universities worldwide are becoming distance education providers through adopting web‐based learning and teaching via the introduction of learning management systems that enable them to open their courses to both on‐ and off‐campus students. Whether this is an effective introduction depends on factors that enable and impede the adoption of such systems and their related pedagogical strategies. This study examines such factors related to adopting a learning management system in a large multicampus urban Australian university. The research method used case study approaches and purposively selected the sample consisting of innovative teaching academics from across the university, who used web‐based approaches to teach both on‐ and off‐campus learners. The data were analyzed using a combination of Rogers’ theory of diffusion of innovations and actor‐network theory and revealed a series of enabling and impeding factors faced by pioneering technology‐adopter teaching academics, some of which are technology related while others are policy related and common to large multicampus institutions. The study found that safe adoption environments recognizing career priorities of academics are a result of the continuous negotiation between the evolving institution and its innovative and creative staff. The article concludes with a series of conditions that would form a safe, enabling, and encouraging environment for technology‐adopter teaching academics in a large multicampus higher education setting.