Mediated Computer Search Services Relative to Instruction Services: A Survey of One Health Sciences Library

To assess the quality and usefulness of one health sciences library's mediated computer search service, a survey was undertaken to determine satisfaction rates, why users do or do not use the service, and how useful the service is perceived to be in comparison to instructional service. Satisfaction rates were high, with users indicating librarian expertise and time/cost savings as the main reasons for using the service. Non-users indicated that they preferred to do their own searching, and many were unaware of the service. Though a majority of respondents do not currently use the service, surprisingly a majority of respondents placed significant value on the mediated search service in relation to instruction

Characterizations of Pacific Island people in the New Zealand press

Researchers have documented how ethnic minorities are often disadvantaged in mainstream media coverage, which function to silence minority voices and to privilege majority voices. Such representational practices have very real implications for the position of ethnic minorities in society, and their associated rights and life chances. Portrayals of Pacific Islanders in newspapers reflect processes whereby media monitor marginalized groups and give prominence to negative attributes. This paper documents both promising and negative trends in print news portrayals of Pacific peoples and provides a basis for us to open a dialogue with Pacific media activists

Teaching Learning Processes—to Students and Teachers

Our teaching and learning center serves faculty and graduate students as teachers and undergraduates as learners. Here we share the experiences of graduate student facilitators whom we trained to lead problem-solving skills workshops for undergraduates. Our aim was to help these graduate students see themselves as teachers of disciplinary thinking as much as of disciplinary content. However, they also began to reexamine their teaching beliefs and practices, recognize and respond to the needs of novice learners, and become more conscious of the demands of learning their disciplines. We offer this program as a model for developing future facuity

#IU: Considering the Context of Online Threats

The United States Supreme Court has failed to grapple with the unique interpretive difficulties presented by social media threats cases. Social media make hateful and threatening speech more common but also magnify the potential for a speaker\u27s innocent words to be misunderstood People speak differently on different social media platforms, and architectural features of platforms, such as character limits, affect the meaning of speech. The same is true of other contextual clues unique to social media, such as gifs, hashtags, and emojis. Only by understanding social media contexts can legal decision-makers avoid overcriminalization of speech protected by the First Amendment. This Article therefore advocates creation of a procedural mechanism for raising a context defense to a threats prosecution prior to trial. Comparable privileges protect defamation defendants from having their opinions misconstrued as defamatory and allow them to have their liability resolved at an early stage of litigation, often avoiding the anxiety and expense of trial. This Article contends that criminal defendants in threats cases should have a similar defense that permits them to produce contextual evidence relevant to the interpretation of alleged threats for consideration by a judge at a pretrial hearing. In cases that cannot be resolved before trial, the context defense would entitle a defendant to produce contextual evidence at trial and have the jury instructed regarding the role of context in separating threats from protected speech. Although adoption of the context defense would be especially helpful in correctly resolving social media cases, its use in all threats cases would provide an important safeguard against erroneous convictions of speech protected by the First Amendment

Family meal environment differentially conditions the prospective association between early childhood screen time and key social relationships in adolescent girls

Background: Despite screen time recommendations, children are increasingly spending time on electronic devices, rendering it an important risk factor for subsequent social and developmental outcomes. Sharing meals could offer a way to promote psychosocial development. This study examines the interaction between family meal environment and early childhood screen time on key adolescent social relationships. Methods: Participants are 1455 millennial children (49% boys) from the Quebec Longitudinal Study of Child Development birth cohort. Parents reported on child screen use at ages 2 and 6 years and family meal environment quality at age 6 years. Parents and children reported on parent–child relationships and peer victimization experiences, respectively, at age 13 years. Sex-stratified multiple regression estimated the direct association between screen time trends, family meal environment quality, and their interaction on later social relationship outcomes. Results: For girls, when preschool screen time increased, sharing family meals in highquality environments was associated with more positive and less conflictual relationships with their mothers, whereas meals shared in low- and moderate-quality environments were associated with fewer instances of victimization by their peers. Non-linear associations were not significant for boys. Conclusion: Capitalizing on family meal environment represents a simple/cost-efficient activity that can compensate for some long-term risks associated with increased screen use, above and beyond pre-existing and concurrent individual and family characteristics. Public health initiatives may benefit from considering family meals as a complementary intervention strategy to screen use guidelines

[Abstract] A re-examination of value co-creation in the age of interactive service robots: a service logic perspective

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Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school

Abstract: Background: Classroom engagement is key predictor of child academic success. Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school. Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589). Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4. Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories. Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success

Physical Activity Programs with Post-Intervention Follow-Up in Children: A Comprehensive Review According to Categories of Intervention.

International audienceOnly 9% of Canadian children meet the National Guidelines of 60 min of daily moderate-to-vigorous intensity physical activity. The aim of this review is to assess the mid- and long-term effectiveness of physical activity interventions and their impact on cardiovascular risk factors in children. We assessed the success of interventions within three different categories: those using a behavioural and social approach, an informational approach or an environmental approach. The average number of children included in these studies was 860 (range of 30-5106); the age range was from 2 to 18 years; and the mean intervention duration was 1607 min (range of 12-8160 min). The length of follow-up post-intervention averaged 13 months (ranging from 0.25 to 96 months). A positive impact on physical activity was found in 74% and on any measured outcomes in 90% of the studies reviewed. However, the benefits of physical activity interventions decreased with longer follow-up. Regardless of the approaches, physical activity interventions improved cardiovascular risk factors. However, the challenge of any program is to maintain beneficial effects once the intervention is completed. These findings will inform the development of future intervention programs in order to optimize sustained cardiovascular benefits

Re-examining value co-creation in the age of interactive service robots

Re-examining value co-creation in the age of interactive service robot

Evidencias de validez y confiabilidad de la Escala de Metas de Estudio (EME) en universitarios peruanos

The objective of this instrumental study was to analyze the psychometric properties of the Study Goals Scale (EME). The sample taken was of 287 university students from Lima, (66% men), ages 18 to 26 years old (M = 19.66, SD = 1.64). A confirmatory factor analysis was performed where a structure of three factors related to goodness of fit indices is valid (CFI = .92, SRMR = .06, RMSEA = .07). In addition, positive correlations were found between the EME and the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA), as well as with the Academic Self-regulation dimension of the Academic Procrastination Scale (EPA). The internal consistency reliability of the EME was: learning (ω = .90); achievement (ω = .88) and social reinforcement goals (ω = .88). In conclusion, the EME has appropriate evidence of validity and reliability in this sample.El presente estudio instrumental tuvo por objetivo analizar las propiedades psicométricas de la Escala de Metas de Estudio (EME). Participaron 287 universitarios de Lima, (66% hombres), de 18 a 26 años (M = 19.66, DE = 1.64). Se realizó un análisis factorial confirmatorio donde el modelo de tres factores relacionados presentó adecuados índices de ajuste (CFI = .92, SRMR = .06, RMSEA = .07). Adicionalmente, se hallaron correlaciones positivas y significativas entre la EME y la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA), así como con la dimensión Autorregulación académica de la Escala de Procrastinación Académica (EPA). La confiabilidad por consistencia interna para las dimensiones de la EME fue: metas de aprendizaje (ω = .90); metas de logro (ω = .88) y metas de refuerzo social (ω = .88). Se concluye que, la EME cuenta con apropiadas evidencias de validez y confiabilidad en la muestra de estudio