e-Voting intent: A comparison of young and elderly voters

The ability to vote online has the potential to increase voter turnout for elections due to increased convenience over traditional voting polls. This study examines factors that can affect a citizen's intent to vote online. Survey subjects came from two different age groups: young adults, 18–25 years of age; and senior citizens, ages 60 plus. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), the study found that performance expectancy, effort expectancy, social influence, trust in the internet, and computer anxiety were significantly related to intent to use online voting. Trust in the government was insignificant. Performance expectancy, social influence, and computer anxiety were related to intent to vote online for both young adults and seniors. Effort expectancy was related to intent to vote for the seniors but not young adults, and trust in the internet was related to intent to vote for young adults but not seniors.     

Two physiotherapists, one librarian and a systematic literature review: collaboration in action

AIM: This paper explores the processes of collaboration between a librarian and two academic physiotherapists working on a systematic review jointly funded by the University of the West of England (UWE), Bristol, and the Royal National Hospital for Rheumatic Diseases (RNHRD), Bath, UK. The aim of this paper is to describe and evaluate some of the processes of collaboration between the three authors in their work in progress on a funded systematic literature review on the topic of hydrotherapy and pain. METHODS: The vehicle for describing and analysing these processes is a joint (National Health Service Trust and University) funded systematic literature review currently in progress on the topic of hydrotherapy and pain. RESULTS: Systematic review methodology is becoming increasingly complex and is rapidly developing its own research base. Librarian input is a key element in a successful systematic review. CONCLUSIONS: Systematic reviews play a critical role in informing healthcare delivery and research in the UK. The individual nature and inherent complexity of each review demands close collaboration between librarians, academics and clinicians. In addition to enhancing the reviews themselves, there are many other personal and institutional benefits of collaborative working. Consideration may need to be given to library staff structures and roles if these benefits are to be maximized and sustained.     

Stability of Attachment Style in Adolescence: An Empirical Test of Alternative Developmental Processes

Few studies have examined stability and change in attachment during adolescence. This 5‐year longitudinal study (a) examined whether prototype or revisionist developmental dynamics better characterized patterns of stability and change in adolescent attachment (at T1, N = 176; M_age = 14.0 years, SD = 0.9), (b) tested potential moderators of prototype‐like attachment stability, and (c) compared attachment stability in adolescence to stability in adulthood. The results supported the prototype model, which assumes that there is a stable, enduring factor underlying stability and change in attachment. Exploratory moderation analyses revealed that family conflict, parental separation or divorce, minority status, and male sex might undermine the prototype‐like stability of adolescent attachment. Stability of attachment was lower in adolescence relative to adulthood.     

Optimizing Conditions for Learning: Situating Refutations in Epistemic Cognition

A refutation text is designed to promote conceptual change by explicitly acknowledging commonly held misconceptions about a topic, directly refuting them, and providing an accurate explanation. In this study, we determined the impact of different types of refutation texts on adolescent readers’ conceptual change learning in science. Specifically, we manipulated the way the correct conception was justified and explained following work in epistemic cognition. Three different types of justification were compared to a control condition: justification by authority, justification by multiple sources, and justification by personal opinion. The findings showed that learning effects were optimized when the correct conceptions were presented in terms of a corroborated consensus among multiple sources.     

Structural Models for Binary Repeated Measures: Linking Modern Longitudinal Structural Equation Models to Conventional Categorical Data Analysis for Matched Pairs

The current widespread availability of software packages with estimation features for testing structural equation models with binary indicators makes it possible to investigate many hypotheses about differences in proportions over time that are typically only tested with conventional categorical data analyses for matched pairs or repeated measures, such as McNemar’s chi-square. The connection between these conventional tests and simple longitudinal structural equation models is described. The equivalence of several conventional analyses and structural equation models reveals some foundational concepts underlying common longitudinal modeling strategies and brings to light a number of possible modeling extensions that will allow investigators to pursue more complex research questions involving multiple repeated proportion contrasts, mixed between-subjects × within-subjects interactions, and comparisons of estimated membership proportions using latent class factors with multiple indicators. Several models are illustrated, and the implications for using structural equation models for comparing binary repeated measures or matched pairs are discussed.     

Money, sex, and drugs: a case study to teach the genetics of antibiotic resistance

The goal of the work reported here was to help students expand their understanding of antibiotic resistance, the Central Dogma, and evolution. We developed a unit entitled "Ciprofloxacin Resistance in Neisseria gonorrhoeae," which was constructed according to the principles of scientific teaching by a team of graduate students, science faculty, and instructors. A variety of activities and assessments were used, including a case study, short lectures, and group problem-solving. Implementation of "Ciprofloxacin Resistance in Neisseria gonorrhoeae" in a college freshman seminar suggests these materials are useful in increasing understanding of complex biological topics and improving problem-solving abilities.     

Daisaku Ikeda and the Soka movement for global citizenship

ABSTRACT

This article examines contributions to the ethic and practice of cosmopolitanism by Japanese educators Makiguchi Tsunesaburo, Toda Josei and, most significantly, Ikeda Daisaku. Collectively, they are “the philosophers of the Soka movement” that Rizvi and Choo refer to in their call for a special issue on “Asian cosmopolitanism.” The article advances understanding about the Soka movement for cosmopolitanism in two ways. First, it traces the genealogy and thought informing the Soka movement and then examines the substance of each progenitor’s contributions to cosmopolitanism from historical and linguistic perspectives. The author pays particular attention to the inclusion of courage and faith in Ikeda’s framework and also addresses important translational insights invisible to those not fluent in Japanese. Second, the author analyzes today’s Soka movement for cosmopolitanism in education and in the Soka Gakkai International. This section draws on Sato Masaru’s views of the Soka movement and presents concrete examples of how Ikeda’s perspective of global citizenship is understood and actualized curricularly in the U.S. context.     

Replacing Old Spatial Empires of the Mind

In this article we argue for the spatialization of research on educational transfer in the field of comparative education within a theoretical framework that focuses on networks, connections, and flows. We present what we call a "spatial empire of the mind," which is comprised of a set of taken-for-granted "truths" about space and place that have legitimized much research in the social sciences. We critique this spatial empire of the mind and present some of the core ideas associated with the spatial turn. The next part of the article reviews three possible ways that new spatial theorizing has been taken up in educational research. Here we make reference to existing educational studies that engage with new ways of rethinking space and place. The argument that we put forward is that the most promising approach, for research on educational transfer within the field of comparative education, is network spatiality. We argue that there is great value in rethinking space and place not simply as objects of study, but within a theoretical framework that focuses on networks, interconnections, and movements within and between them, as well as their productive capacity to produce and shape knowledge, identities, and human subjectivities.