Children's and Adolescents' Accounts of Helping and Hurting Others: Lessons About the Development of Moral Agency

This study examined children's and adolescents' narrative accounts of everyday experiences when they harmed and helped a friend. The sample included 100 participants divided into three age groups (7‐, 11‐, and 16‐year‐olds). Help narratives focused on the helping acts themselves and reasons for helping, whereas harm narratives included more references to consequences of acts and psychological conflicts. With age, however, youth increasingly described the consequences of helping. Reasons for harming others focused especially on the narrator's perspective whereas reasons for helping others were centered on others' perspectives. With age, youth increasingly drew self‐related insights from their helpful, but not their harmful, actions. Results illuminate how reflections on prosocial and transgressive experiences may provide distinct opportunities for constructing moral agency.     

Preschool Children’s Prosocial Responsiveness to Their Siblings’ Needs in Naturalistic Interactions: A Longitudinal Study

Research Findings: Siblings’ interactions in early childhood may provide a unique context for understanding others’ needs and fostering prosociality. This 2-year longitudinal study examined children’s prosocial responsiveness to their siblings’ needs during naturalistic interactions. European-Canadian sibling dyads (N = 39) were observed in their homes for a total of 18 hours – when they were age 2 and 4 years and 2 years later. Prosocial opportunities were identified from children’s manifestations of need and coded for types of responses to such needs. Analyses indicated that younger siblings manifested more cues indicating a need. Siblings often expressed their needs explicitly through direct verbal or nonverbal requests. Alongside situational cues and parental intervention, direct verbal requests were particularly likely to elicit prosociality. Children engaged in helping more than sharing, followed by comforting and protecting. Opportunities to share were rejected more than other types of prosocial behaviors. With age, children were more likely to help, and less likely to refuse to share. With regards to birth order, 4-year-old firstborns engaged in helping, comforting, and protecting (but not sharing) more than 4-year-old secondborns. Practice or Policy: Findings have implications for parents by suggesting ways in which prosociality can be fostered within the sibling relationship in early childhood, and for researchers by extending recent theories of early prosociality from experimental settings to naturalistic interactions.     

How “Pathetic” is Your Hiring Process? An Application of the Lessig “Pathetic Dot” Model to Educational Hiring Practices

Now, more than ever, the baby-boomer administrators are retiring in massive waves. Some researchers have predicted as high as 75% turnover by 2011 for education alone. For many years, not much attention has been placed upon succession planning or developing new leaders in some colleges; others have tended to create stockpiles of leadership candidates with not enough internal leadership positions to go around. In turn, in many schools this has left the talent pool of qualified individuals to be very small, and it creates a problem, not only for educational administrators but also, especially, for those in the entrepreneurial departments of community colleges. There has been much research about “getting the right person on the bus” and “moving from good to great,” yet no one, to the knowledge of the researchers, has extended industrial-organizational psychology research on “person-fit” into community college administration research. The purpose of this study was to examine the theoretical constructs of the educational hiring process. In turn, the application of the Lessig “Pathetic Dot” model is used to create a framework to examine hiring practices and possibly show some deficiencies. This is important, now more than ever, with community college administrations having to turn to external independent sources for validation of their practices and procedures. Finally, a brief discussion of how to strengthen the hiring process, in a time of heavy turnover and attrition, concludes the discussion. The authors also present practical applications, suggestions for future research, and implications for practitioners.     

Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research

In this article, we present a synthesis of classroom-based research on the implementation of culturally relevant pedagogy. We examine 45 classroom-based research studies from 1995 to the present, highlighting culturally relevant pedagogy as enacted in classrooms. In the final section we address a few conundra and unanswered questions stemming from the research. By describing and synthesizing how others have operationalized culturally relevant pedagogy in the classroom, we offer illustrative discussion points that will assist preservice teachers, experienced teachers, and teacher educators in developing a more holistic understanding of what culturally relevant pedagogy “looks like” in classrooms.     

Predictors of Obligatory Exercise Among Undergraduates: Differential Implications for Counseling College Men and Women

This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed.     

The unintended consequences of grading teaching

This article examines the possibility of a ‘Teaching Assessment Exercise’ and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in developing valid and reliable teaching quality indices from SET and POT are critically reviewed. The difficulties of using such data for academic performance management are discussed, focusing on the tensions between using such data both formatively for professional development and summatively for decisions about employment.     

Electroplating for high aspect ratio vias in PCB manufacturing： enhancement capabilities of acoustic streaming

This paper considers the copper electrodeposit ion processes in microvias and investigates whether the quality of the electroplating process can be improved by acoustic streaming using megasonic transducers placed into a plating cell. The theoretical results show that acoustic streaming does not take place within the micro-via （either through or blind-via＇ s）, however it does help improve cupric ion transport in the area close to the mouth of a via. This replenishment of cupric ions at the mouth of micro-via leads to better quality filling of the micro-via through diffusion compared to basic conditions. Experiments showing the improved quality of the filling of vias are also presented.     

Visual Tutorials for Point-of-Need Instruction in Online Courses

ABSTRACT

This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method.     

Leveraging Technology and Staffing in Developing a New Liaison Program

With nearly all library resources and services delivered digitally, librarians working for the New York University Health Sciences Library struggled with maintaining awareness of changing user needs, understanding barriers faced in using library resources and services, and determining knowledge management challenges across the organization. A liaison program was created to provide opportunities for librarians to meaningfully engage with users. The program was directed toward a subset of high-priority user groups to provide focused engagement with these users. Responsibility for providing routine reference service was reduced for liaison librarians to provide maximum time to engage with their assigned user communities.