Documentary genre and digital recordkeeping: red herring or a way forward?

The purpose of this paper is to provide a preliminary assessment of the utility of the genre concept for digital recordkeeping. The exponential growth in the volume of records created since the 1940s has been a key motivator for the development of strategies that do not involve the review or processing of individual documents or files. Automation now allows processes at a level of granularity that is rarely, if at all, possible in the case of manual processes, without loss of cognisance of context. For this reason, it is timely to revisit concepts that may have been disregarded because of a perceived limited effectiveness in contributing anything to theory or practice. In this paper, the genre concept and its employability in the management of current and archival digital records are considered, as a form of social contextualisation of a document and as an attractive entry point of granularity at which to implement automation of appraisal processes. Particular attention is paid to the structurational view of genre and its connections with recordkeeping theory.     

Does ratemyprofessor.com really rate my professor?

This article explores the usefulness and validity of self‐selected online student ratings of faculty. These ratings appear to be increasing in importance, particularly as students utilize them as guides in their choice of instructors. Validity is investigated by analyzing the pattern of relationships of online ratings for 399 randomly selected faculty. Analysis suggests that online ratings in their current form may be useful, even though possible abuses could limit validity in specific instances.     

Multicultural education: Raj's story using a curricular conceptual lens of the particular

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.     

Social functioning among college students diagnosed with ADHD and the mediating role of emotion regulation

Despite the many studies that have documented the association between symptoms of ADHD and social difficulties in children and adolescents, few have examined this phenomenon in college students. In addition, the underlying factors contributing to such social difficulties are still poorly understood. We hypothesised that college students with symptoms of ADHD, namely inattention and hyperactivity/impulsivity, would continue to display social behavioural difficulties, and that emotion regulation would play a mediating role in that relationship. Ninety-nine 17–24-year-old college students filled out three questionnaires to assess Inattentive and Hyperactivity/Impulsivity Symptoms, Social Skills, and Emotion Regulation abilities. Analysis revealed that emotion regulation is a significant mediator between Inattentive Symptoms and Social Skills for female students. There was no significant correlation between ADHD symptoms and Social Skills for males. Female college students report social functioning difficulties associated with their inattentive and hyperactive symptoms, and impaired emotion regulation abilities mediate this relationship for inattentive symptoms only.     

Perseveration of associative strength in rabbit nictitating membrane response conditioning

The present experiment used a transfer-of-training procedure in rabbit nictitating membrane response (NMR) conditioning to determine whether a retention interval and/or extinction could reduce associative strength. The experimental design required that groups receive 0, 3, 15, 45, 150, or 240 CS-US pairings in Stage 1. Next, the groups were given, in succession, a 10-day retention interval and 480 CS-alone trials. In Stage 2, all groups obtained 240 CS-US pairings for NMR conditioning. Another group was also employed and received only the 240 CS-US pairings in Stage 2. The results indicated that 15 to 240 CS-US pairings in Stage 1 substantially enhanced NM CR performance in Stage 2 despite the interpolation of the retention interval and CS-alone trials. When 3 CS-US pairings had been given in Stage 1, no augmentation in the NM CR performance rate occurred in Stage 2. However, the 3 CS-US pairings were effective in prohibiting the 480 CS-alone trials from retarding subsequent NM CR performance. Without any pairings in Stage 1, the 480 CS-alone trials produced strong latent inhibition of NMR conditioning in Stage 2. The data were used to support the theoretical view that associative strength resulting from CS-US pairings is relatively permanent. Moreover, the findings were relevant for an evaluation of Pearce and Hall’s (1980) recent statements concerning CS associability and the relationship between excitatory and inhibitory processes.