Social Cohesion, Structural Holes, and a Tale of Two Measures

EMBARGOED - author can archive pre-print or post-print on any open access repository after 12 months from publication. Publication date is May 2013 so embargoed until May 2014.This is an author’s accepted manuscript (deposited at arXiv arXiv:1211.0719v2 [physics.soc-ph] ), which was subsequently published in Journal of Statistical Physics May 2013, Volume 151, Issue 3-4, pp 745-764. The final publication is available at link.springer.com http://link.springer.com/article/10.1007/s10955-013-0722-

Peatland hydrology and carbon release: why small-scale process matters

Peatlands cover over 400 million hectares of the Earth's surface and store between one-third and one-half of the world's soil carbon pool. The long-term ability of peatlands to absorb carbon dioxide from the atmosphere means that they play a major role in moderating global climate. Peatlands can also either attenuate or accentuate flooding. Changing climate or management can alter peatland hydrological processes and pathways for water movement across and below the peat surface. It is the movement of water in peats that drives carbon storage and flux. These small-scale processes can have global impacts through exacerbated terrestrial carbon release. This paper will describe advances in understanding environmental processes operating in peatlands. Recent (and future) advances in high-resolution topographic data collection and hydrological modelling provide an insight into the spatial impacts of land management and climate change in peatlands. Nevertheless, there are still some major challenges for future research. These include the problem that impacts of disturbance in peat can be irreversible, at least on human time-scales. This has implications for the perceived success and understanding of peatland restoration strategies. In some circumstances, peatland restoration may lead to exacerbated carbon loss. This will also be important if we decide to start to create peatlands in order to counter the threat from enhanced atmospheric carbon

Barriers to development and progression of women entrepreneurs in Pakistan

This article would help integration of women entrepreneurs into the mainstream economy in Pakistan.In Pakistan, women entrepreneurs do not enjoy the same opportunities as men due to a number of deep-rooted discriminatory socio-cultural values and traditions. Furthermore, these restrictions can be observed within the support mechanisms that exist to assist such fledgling businesswomen. The economic potential of female entrepreneurs is not being realised as they suffer from a lack of access to capital, land, business premises, information technology, training and agency assistance. Inherent attitudes of a patriarchal society, that men are superior to women and that women are best suited to be homemakers, create formidable challenges. Women also receive little encouragement from some male family members, resulting in limited spatial mobility and a dearth of social capital. The research suggests that in order to foster development, multi-agency cooperation is required. The media, educational policy makers and government agencies could combine to provide women with improved access to business development services and facilitate local, regional and national networks

Social Network Analysis: Recent Achievements and Current Controversies

Network analysis has grown rapidly over the past two decades, but criticisms of the approach have increased as well This article focuses on several accomplishments and unresolved problems of the network approach In the first section. I illustrate the value of the network model in several substantive areas. focusing on studies of centrahty and power, network subgroups, and interorganizational relations I then discuss three issues over which the approach has provoked controversy the relation between network analysis and rational choice theory; the role of norms and culture, and the question of human agency I conclude with some examples of how network theorists are addressing these problemsPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68023/2/10.1177_000169939403700403.pd

From Lurker to Active Participant

The original publication is available from www.springerlink.com. Sloep, P. B., & Kester, L. (2009). From Lurker to Active Participant. In R. Koper (Ed)., Learning Network Services for Professional Development (pp. 17-26). Berlin, Germany: Springer Verlag.In this chapter we will specifically go into the question of how prospective Learning Network users may be convinced of these benefits, for that is likely to be the necessary condition for their active participation in any Learning Network. Their question would be ‘Why should I participate?’, this chapter inventories an-swers to that question, which are then translated into a few guidelines for those contemplating to set up a particular, topic-bound Learning Network. Two kinds of answer are distinguished. Proximate answers, which affect the decision to partici-pate here and now; and ultimate answers, which motivate participation, but only in the long run, after the decision to participate has already been taken. Both are im-portant, the former to persuade people to participate, the latter to persuade people to keep participating. Before going into them, we’ll introduce a concrete example to add some realism to the discussion.The work on this publication has been sponsored in part by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

'Support our networking and help us belong!': listening to beginning secondary school science teachers

This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher’s workplace experience. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university’s PostGraduate Certificate in Education, were studied. The project set out to determine the nature of the networks used by teachers in terms of both how they were being used for their own professional development and perceptions of how they were being used by others in school. Affordances and barriers to networking were explored using notions of identity formation through social participation. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter‐relationships teachers utilise for their professional development. During their first year of teaching, eight teachers were interviewed, completing 13 semi‐structured interviews. This was supplemented in Year 2 by a questionnaire survey of their experiences. In the third year of the programme, 11 teachers (including the original sample of eight) were surveyed using a network mapping tool in which they represented their communications with people, groups and resources. Finally, three of the teachers (common to both samples) were then interviewed specifically about their networking practices and experiences using the generation of their network map as a stimulated recall focus. The implications of the analysis of these accounts are that these beginning teachers did not perceive of themselves wholly as novices and that their personal aspirations to increase participation in practical science, develop a career or work for pupils holistically did not always sit comfortably with the school communities into which they were being accommodated. While highlighting the importance of trust and respect in establishing relationships, these teachers’ accounts highlight the importance of finding ‘peers’ from whom they can find support and with whom they can reflect and potentially collaborate towards developing practice. They also raise questions about who these ‘peers’ might be and where they might be found

Implicit media frames: Automated analysis of public debate on artificial sweeteners

The framing of issues in the mass media plays a crucial role in the public understanding of science and technology. This article contributes to research concerned with diachronic analysis of media frames by making an analytical distinction between implicit and explicit media frames, and by introducing an automated method for analysing diachronic changes of implicit frames. In particular, we apply a semantic maps method to a case study on the newspaper debate about artificial sweeteners, published in The New York Times (NYT) between 1980 and 2006. Our results show that the analysis of semantic changes enables us to filter out the dynamics of implicit frames, and to detect emerging metaphors in public debates. Theoretically, we discuss the relation between implicit frames in public debates and codification of information in scientific discourses, and suggest further avenues for research interested in the automated analysis of frame changes and trends in public debates

Models of cognition and affect in perceptions of well-being

How do people arrive at assessments of their own life quality? A series of models was developed to provide an interpretation of the way the factors of cognition and affect operate along with evaluations of specific life concerns (domains) in the perception of well-being. Following previous research, cognition was defined operationally as a factor which accounts for the covariance among a set of assessments of life-as-a-whole after affect, as measured by Bradburn's scales, is partialled out and after allowance is made for the presence of correlated measurement errors. It was found that loadings on the cognitive factor, and hence the interpretation of this factor, changed little despite quite large changes in the models. Moreover, in all major comparisons, models that contained the cognitive factor fitted the data better than models that did not. Models that included affect as the only variable intervening between the domains and the life-as-a-whole factor led to results that were intuitively difficult to accept. In the preferred model both affect and cognition were positioned as intervening variables. In this model it was found that the domain evaluations had no direct impact on life-as-a-whole assessments — the contribution of the domains was indirect by way of their association with cognition and affect. It was hypothesised that associated with each domain was a domain-specific element of affect and a domain-specific element of cognition. The linear additive relation found by previous researchers between domain evaluations and life-as-a-whole assessments would then be explainable as a statistical result arising from the summing of the domain-specific elements of affect and cognition.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43703/1/11205_2004_Article_BF00292640.pd