Citizen Satisfaction with Public Meetings Used for Risk Communication

Although public meetings are a frequent method of public participation and risk communication, little research investigates what citizens think about their use in environmental management. To examine satisfaction with public meetings, residents of two neighboring communities received questionnaires following a public meeting about a local landfill. Respondents included residents who did and did not attend the meeting. Irrespective of whether respondents had ever attended a public meeting, meeting expectations and perceptions of relational/informational communication at meetings, including whether respondents thought meeting organizers were genuinely interested in participants' comments or meetings were informative, predicted satisfaction. Perceived risk associated with the recent meeting's topic and credibility of government agencies that frequently conduct meetings also predicted satisfaction.     

Materials budget allocation: A formula fitness review

This paper describes a formula fitness review project at a top college library. It was discovered that the collection policy was very outdated and the allocation formula was no longer a good fit. Calculations had become arbitrary expressions of years of ad hoc annual adjustments. Although the formula was supposed to support multiobjective allocation decisions, this was not actually happening in an unambiguous fashion. Formula decomposition, formula simplification and multiattribute utility theory suggest that a change from the traditional allocation formulas–including abandoning aggregate topical allocations and FTE—despite the popularity of these variables–is probably in order.     

Library Space: Assessment and Planning through a Space Utilization Study

The objective of this article is to describe the recent space and furniture utilization study conducted through direct observation at the small, academic-centered Schusterman Library. Student workers from the library’s reference desk monitored two semesters of use and went on to observe a third semester after electrical power upgrades were installed. Extensive use details were collected about where library patrons sat during which parts of the day, and certain areas of the library were ultimately identified as much more active than others. Overall, the information gathered proved useful to library planning and will be valuable to future space initiatives. This article further demonstrates feasible means for any library to implement a similar study with minimal resources.     

Instant Motivation: The Surprising Truth Behind What Really Drives Top Performance

According to author Chantal Burns, Instant Motivation: The Surprising Truth Behind What Really Drives Top Performance is not a self‐help book or a how‐to book, but a book that examines the internal factors that affect our ability to perform at our highest level. It is about finding our personal motivation from within, regardless of outside factors, and maintaining clear and creative thinking throughout. Instant Motivation (2014; 224 pages; ISBN‐13:978‐1292065731; paperback $17.88, Amazon.com e‐book $9.99) is published by FT Press.     

A review of literature and hypotheses on new technology-based firms

This paper examines the existing literature on new technology-based firms in an attempt to understand how such companies contribute to the vitality of an economy and to see which variables are critical in enabling them to do so. From recent research efforts, we have drawn together a set of hypotheses and organized them around four central questions: (1) What do new firms contribute to the economy? (2) What factors contribute to the success of such enterprises? (3) In what cultural contexts do new businesses succeed? and (4) Which government policies are effective in stimulating and supporting new companies? We found that existing studies suggest (1) that new technology-based firms contribute significantly to an economy in terms of exports, employment, taxes paid, research and development, and innovations; (2) that the founders of these new businesses tend to have a strong entrepreneurial heritage, a development- rather research-oriented background, and a high need to achieve and are young and highly educated; (3) that sector differences may be a more important influence on company location than are regional policies; and (4) that no one government program has proven itself to be more than marginally successful in stimulating industrial innovation.     

The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers

The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone, as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition. The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to read use phonological codes during word recognition, but they do so less efficiently than skilled readers.     

Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project‐based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008