Values and need satisfaction across 20 world regions

Poster Session F - Motivation/Goals: abstract F78Intrinsic valuing predicts the satisfaction of psychological needs (Niemiec, Ryan, & Deci, 2009). We conceptually replicate and extend this finding across 20 world regions. In multi-level models, Schwartz’s (1992) self-transcendence value was positively related to autonomy, competence, and relatedness satisfaction, even when controlling for the Big Five.postprin

Fish & Wildlife News: March/April 1999

Contents: Key Positions Filled 2 Refuges Hit the Big Screen 5 Record Service Budget Proposed 6 All About Alligator Gar 7 Commercial Fishers Lend a Hand 8 Clark Commends Report Team 10 Federal Aid on the Information Superhighway 11 Floods Spur Conservation Initiative 13 Special: International Migratory Bird Day ‘99 15 Partners in Conservation Success 17 U.S., Japan Have Historic Meeting 20 Ambassadors of the Winged Variety 24 Birds Equal Bucks 25 Exploring Our Past: The History Pages 28 Fish and Wildlife...In Brief 3

Musical pathways: An exploratory study of young people in the criminal justice system, engaged with a creative music programme

There is growing evidence from across the arts and health field that suggests that participatory arts programmes can contribute to health improvement, emotional resilience and social reintegration, among vulnerable and excluded groups including criminal justice populations. This report presents a three-year research project funded by the BIG Lottery Fund that completed in 2013. The project was a collaboration between Superact Community Interest Company and the University of the West of England, Bristol. It used mixed methods to investigate a participatory music programme delivered to young people in justice settings by Superact.The research was conducted within a range of custody and community based youth justice settings. These included Young Offender Institutions, Juvenile Secure Units and Prisons, Secure Children’s Homes and Youth Offending Teams. Ethnographic research explored responses and perceptions of Superact’s music programme, focusing on links between music and health, wellbeing, behaviour and social inclusion. Data collection included participant observation, semi-structured interviews and focus groups across eight sites and fifteen programes. As well as examining in depth the responses and views of young people who took part, the research explored the perceptions of stakeholders including prison staff and musicians. A key objective of the research was to pilot conventional validated health, wellbeing and social inclusion questionnaires with this population, partly to establish baseline scores and also to explore the feasibility of measuring these indicators with a transient and ‘hard-to-reach’ population.The research has yielded valuable insight into the perspectives and attitudes of young people in justice settings, in relation to music and their identification with it, and participatory music programming. The research reveals the effects of group dynamics, institutional systems, behavioural factors and population transience on delivery of programmes across these settings. Perhaps inevitably, the high degree of transience of the population impacted on programme attendance and participation, limiting what could be drawn from the quantitative data. However, while the baseline questionnaire data reveal no significant findings with respect to health, wellbeing and social inclusion indicators, the qualitative findings reveal a myriad of themes that underlie the process of programme delivery and the value of music to individuals. These data reveal significant affordances offered by music making for young people and illustrate programme and contextual factors necessary for these affordances to be realised. Essentially, creative music making has the potential to engage even ‘hard to reach’ young people, delivering positive learning experiences and enabling them to forge new identities. Active engagement in arts programmes of this kind can deliver life-changing benefits for some individuals; certainly, for the majority of participants in this study, the programme was valuable in helping them cope with difficult circumstances, including custody, and to consider how music could help them look positively towards the future. Team-building, group dynamics and creativity were key factors underlining successful programme delivery and effective engagement of young people.In conclusion, we argue that participatory music programmes provide opportunities to young people to engage alternative skills and competencies that are not routinely afforded them via conventional education and training programmes. Moreover, music provides a medium that enables young people to engage their life experiences in creative ways, to identify positively with music, to draw on knowledge and experiences, and to engage with their peer group. An important feature of programmes delivered by professional musicians is that they have the skills and experience to garner respect from young people, particularly groups that are difficult to engage and present with challenging attitudes and behaviours. We believe that music programmes that take this approach are a major asset to youth justice organisations, especially since they are located outside the system and therefore command respect and credibility from young people

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait

Reinventing the Social Scientist and Humanist in the Era of Big Data

This book explores the big data evolution by interrogating the notion that big data is a disruptive innovation that appears to be challenging existing epistemologies in the humanities and social sciences. Exploring various (controversial) facets of big data such as ethics, data power, and data justice, the book attempts to clarify the trajectory of the epistemology of (big) data-driven science in the humanities and social sciences

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations is a collection of case studies from higher education institutions across the United States. An open educational resource (OER) in its own right, it offers a diverse compilation of OER and open pedagogy projects grounded in faculty, library, and student collaborations. Open Pedagogy Approaches provides ideas, practical tips, and inspiration for educators willing to explore the power of open, whether that involves a small innovation or a large-scale initiative. Particularly during this pandemic, as libraries struggle against publisher limitations to offer traditional print texts in e-format, libraries are a natural partner in the creation and facilitation of open educational resources and practices. “Going open” offers innovative alternatives that can equitably shift the culture of student access and empowerment in learning. List of chapters: Editor\u27s Preface / Alexis Clifton Foreword / Robin DeRosa Introduction / Kimberly Davies Hoffman, Robert Berkman, Deborah Rossen-Knill, Kristen Totleben, Eileen Daly-Boas, Alexis Clifton, Moriana Garcia, Lev Earle, and Joe Easterly Evolving into the Open: A Framework for Collaborative Design of Renewable Assignments / Stacy Katz and Jennifer Van Allen Informed Open Pedagogy and Information Literacy Instruction in Student-Authored Open Projects / Cynthia Mari Orozco Approaching Open Pedagogy in Community and Collaboration / Caroline Sinkinson and Amanda McAndrew Open Pedagogy Big and Small: Comparing Open Pedagogy Efforts in Large and Small Higher Education Settings / Shanna Hollich and Jacob Moore Adapting Open Educational Course Materials in Undergraduate General Psychology: A Faculty-Librarian-Student Partnership / Dennis E. Schell, Dorinne E. Banks, and Neringa Liutkaite Reading British Modernist Texts: A Case in Open Pedagogy / Mantra Roy, Joe Easterly, and Bette London Humanities in the Open: The Challenges of Creating an Open Literature Anthology / Christian Beck, Lily J. Dubach, Sarah A. Norris, and John Venecek A 2-for-1 Deal: Earn Your AA While Learning About Information Literacy Using OER / Mary Lee Cunill, Sheri Brown, and Tia Esposito Mathematics Courses and the Ohio Open Ed Collaborative: Collaborative Course Content Building for Statewide Use / Daniel Dotson, Anna Davis, Amanda L. Folk, Shanna Jaggars, Marcos D. Rivera, and Kaity Prieto Library Support for Scaffolding OER-enabled Pedagogy in a General Education Science Course / Lindsey Gumb and Heather Miceli Sharing the End of the World: Students’ Perceptions of Their Self-Efficacy in the Creation of Open Access Digital Learning Objects / Sarah Hutton, Lisa Di Valentino, and Paul Musgrave Teaching Wikipedia: A Model for Critical Engagement with Open Information / Amanda Koziura, Jennifer M. Starkey, and Einav Rabinovitch-Fox “And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College / Joshua F. Beatty, Timothy C. Hartnett, Debra Kimok, and John McMahon Building a Collection of Openly Licensed Student-Developed Videos / Ashley Shea Whose History?: Expanding Place-Based Initiatives Through Open Collaboration / Sean D. Visintainer, Stephanie Anckle, and Kristen Weischedel Scholarly Bridges: SciComm Skill-Building with Student-Created Open Educational Resources / Carrie Baldwin-SoRelle and Jennifer M. Swann Harnessing the Power of Student-Created Content: Faculty and Librarians Collaborating in the Open Educational Environment / Bryan James McGeary, Ashwini Ganeshan, and Christopher S. Guder Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies / Stephanie N. Lewis, Anne M. Brown, and Amanda B. MacDonald Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model / Laurie N. Taylor and Brian Keith Adventures in a Connectivist MOOC on Open Learning / Susan J. Erickson Invitation to Innovation: Transforming the Argument-Based Research Paper to Multimodal Project / Denise G. Malloy and Sarah Siddiqui “What If We Were To Go?”: Undergraduates Simulate the Building of an NGO From Theory To Practice / Kimberly Davies Hoffman, Rose-Marie Chierici, and Amanda Spencehttps://knightscholar.geneseo.edu/geneseo-authors/1010/thumbnail.jp

Acquiescence bias: exploring the applicability of ipsative scoring and acquiescence modeling

Acquiescence bias, defined as the tendency to agree with an item irrespective of the content is an important methodological issue in cross-cultural psychological research. The present study compared two methods to control for acquiescence bias, namely ipsatizing and modeling an acquiescence factor using confirmatory factor analysis (CFA). Simulated data sets are being used to compare raw data estimation methods, ipsative estimation methods and the acquiescence modeling method on how well they can reproduce the true theoretical correlations between underlying factors of an uncorrelated bidimensional model. Three conditions were manipulated: factor strength, acquiescence strength and factor intercorrelation. Depending on the specific model conditions, correlations and CFA using raw data and ipsative estimation methods show big under- or overestimations. The acquiescence modeling method reproduces the true theoretical correlations very well, irrespective of the specific conditions. Estimating relationships between constructs by means of acquiescence modeling in CFA is much more widely applicable than previously thought and is advised, even when unbalanced item sets are used to measure constructs

The “Cinderella Story” as a University Resource: The Use of Intercollegiate Athletic Success for Institutional Growth

Thesis advisor: Ana M. Martínez AlemánThrough a qualitative case study of Butler University, this study seeks to understand how high-profile athletic success—in this instance, a Cinderella run in the NCAA Division I men’s basketball tournament—can be leveraged to develop other institutional functions and elevate the profile of the university as a whole. The story of Butler’s investment in men’s basketball, culminating in two successive trips to the Final Four in 2010 and 2011, spans nearly three decades and offers an extreme yet instructive case of the potential synergy between a serious academic institution and a big-time college sports program. Through interviews with faculty and administrators, document analysis, and field observations on Butler’s campus, a picture emerges of the Cinderella story as a university resource that can be developed and managed through the decision-making of administrators in a variety of offices, including admissions, advancement, athletics, and marketing and communications. At Butler, the narrative begins in 1989 with the intentional decision to build men’s basketball into a flagship program for the institution, peaks with the twin Final Four appearances, and then consists of efforts to leverage this success as part of the university’s pursuit of a national profile after a long history as a regional institution.Thesis (PhD) — Boston College, 2018.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

Do differences in personality traits affect how drivers experience music at different intensities?

Various researchers have investigated contributing factors towards the number of acute traffic incidences in and around Southern Africa. Some of these contributing factors include: the skills component of the driver predominately attributed to driving experience as well as the behavioural component influenced by the driver’s natural predisposition, individual differences and personality traits. In order to manage these factors drivers have developed varying coping mechanisms. One of these coping mechanisms is listening to music while driving, which is readily available in most cars and extensively used predominately during long duration driving. Listening to music neither increases one’s driving duration (as opposed to taking several breaks), nor does it interfere with the physical movements of driving (in the manner that eating and drinking may), but it might impact the concentration and attention of some drivers. This is based on the notion that music is assumed to impact arousal and cognitive ability. While there are several studies on the effect of music on driving performance and personality traits very few studies have looked at whether music has a positive or negative effect on driving performance based on differences in personality traits; and whether the extent of this effect might differ for different intensities of music? Consequently, this study aims to understand and determine the extent to which different personality traits predict the effect that listening to different music intensities has on driving performance. The impact of differing music conditions on the different personality traits used a repeated measures design and a between group design with respect to the personality traits with a sample size of (n=25)-16 females and 9 males-and their ages ranged between 19-35 years of age. The average age and standard deviation for this sample size was 22 years±2. A low-fidelity driving simulator task was utilised in order to provide a controllable, repeatable and a safe environment as compared to a real road situation. Personality was assessed using an online Big-Five Inventory scale (extraversion, agreeableness, conscientiousness, neuroticism, openness). All the different personality groups completed three conditions (45 minutes each) in a randomised order (without music, moderately loud music and loud music). Psychophysiological parameters i.e. heart rate frequency (HRF), heart rate variability (HRV) and eye movements (pupil diameter, eye speeds, fixation duration, blink frequency and blink duration) and driving performance were measured continuously. Subjective performance Multidimensional Driving Style Inventory was measured once-off prior to completion of the testing sessions, whilst the NASA-Task Load Index scale and Perceived control of participants were assessed after each condition. The expected outcomes revealed that music had an effect on objective driving performance (tracking deviation and reaction time) and psychophysiological measures only for participants of certain personality types while other personality types were unaffected by music. The subjective performance measures did not follow the same trend as objective performance measures. The conditions did not reveal an effect on driving performance, for most of the psychophysiological parameters and subjective measures. There was mainly a significant time on task effect and interactional effects on the psychophysiological measures (physiological and oculomotor) parameters at (p<0.05), but not on the subjective measures as anticipated. The study illustrated that the there are differences between personality traits. There was difficulty in the interpretation of the results based on the complexity of the findings for which each hypothesis was partially accepted. The research may establish practical implications for traffic safety campaigns in South Africa, as well as influence driving education for citizens. Assessing the personality trait would help to form an understanding as to which of the personality traits might be affected negatively from listening to music while driving and those that might benefit. Moreover, this study may assist motorists in understanding the implications of listening to music while driving as this may sometimes elicit risky driving behaviour and possibly cause an accident that may result in death

Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion

382 p.Libro ElectrónicoEach of us has been in the computing field for more than 40 years. The book is the product of a lifetime of observing and participating in the changes it has brought. Each of us has been both a teacher and a learner in the field. This book emerged from a general education course we have taught at Harvard, but it is not a textbook. We wrote this book to share what wisdom we have with as many people as we can reach. We try to paint a big picture, with dozens of illuminating anecdotes as the brushstrokes. We aim to entertain you at the same time as we provoke your thinking.Preface Chapter 1 Digital Explosion Why Is It Happening, and What Is at Stake? The Explosion of Bits, and Everything Else The Koans of Bits Good and Ill, Promise and Peril Chapter 2 Naked in the Sunlight Privacy Lost, Privacy Abandoned 1984 Is Here, and We Like It Footprints and Fingerprints Why We Lost Our Privacy, or Gave It Away Little Brother Is Watching Big Brother, Abroad and in the U.S. Technology Change and Lifestyle Change Beyond Privacy Chapter 3 Ghosts in the Machine Secrets and Surprises of Electronic Documents What You See Is Not What the Computer Knows Representation, Reality, and Illusion Hiding Information in Images The Scary Secrets of Old Disks Chapter 4 Needles in the Haystack Google and Other Brokers in the Bits Bazaar Found After Seventy Years The Library and the Bazaar The Fall of Hierarchy It Matters How It Works Who Pays, and for What? Search Is Power You Searched for WHAT? Tracking Searches Regulating or Replacing the Brokers Chapter 5 Secret Bits How Codes Became Unbreakable Encryption in the Hands of Terrorists, and Everyone Else Historical Cryptography Lessons for the Internet Age Secrecy Changes Forever Cryptography for Everyone Cryptography Unsettled Chapter 6 Balance Toppled Who Owns the Bits? Automated Crimes—Automated Justice NET Act Makes Sharing a Crime The Peer-to-Peer Upheaval Sharing Goes Decentralized Authorized Use Only Forbidden Technology Copyright Koyaanisqatsi: Life Out of Balance The Limits of Property Chapter 7 You Can’t Say That on the Internet Guarding the Frontiers of Digital Expression Do You Know Where Your Child Is on the Web Tonight? Metaphors for Something Unlike Anything Else Publisher or Distributor? Neither Liberty nor Security The Nastiest Place on Earth The Most Participatory Form of Mass Speech Protecting Good Samaritans—and a Few Bad Ones Laws of Unintended Consequences Can the Internet Be Like a Magazine Store? Let Your Fingers Do the Stalking Like an Annoying Telephone Call? Digital Protection, Digital Censorship—and Self-Censorship Chapter 8 Bits in the Air Old Metaphors, New Technologies, and Free Speech Censoring the President How Broadcasting Became Regulated The Path to Spectrum Deregulation What Does the Future Hold for Radio? Conclusion After the Explosion Bits Lighting Up the World A Few Bits in Conclusion Appendix The Internet as System and Spirit The Internet as a Communication System The Internet Spirit Endnotes Inde