Social norms and human normative psychology

Our primary aim in this paper is to sketch a cognitive evolutionary approach for developing explanations of social change that is anchored on the psychological mechanisms underlying normative cognition and the transmission of social norms. We throw the relevant features of this approach into relief by comparing it with the self-fulfilling social expectations account developed by Bicchieri and colleagues. After describing both accounts, we argue that the two approaches are largely compatible, but that the cognitive evolutionary approach is well- suited to encompass much of the social expectations view, whose focus on a narrow range of norms comes at the expense of the breadth the cognitive evolutionary approach can provide

Molecular ratchets - verification of the principle of detailed balance

We argue that the recent experiments of Kelly et. al.(Angew. Chem. Int. Ed. Engl. 36, 1866 (1997)) on molecular ratchets, in addition to being in agreement with the second law of thermodynamics, is a test of the principle of detailed balance for the ratchet. We suggest new experiments, using an asymmetric ratchet, to further test the principle. We also point out methods involving a time variation of the temperature to to give it a directional motion

A production modeling approach to the assessment of the horseshoe crab (Limulus polyphemus) population in Delaware Bay

Horseshoe crab (Limulus polyphemus) is harvested commercially, used by the biomedical industry, and provides food for migrating shorebirds, particularly in Delaware Bay. Recently, decreasing crab population trends in this region have raised concerns that the stock may be insufficient to fulfill the needs of these diverse user groups. To assess the Delaware Bay horseshoe crab population, we used surplus production models (programmed in ASPIC), which incorporated data from fishery-independent surveys, fishery-dependent catch-per-unit-of-effort data, and regional harvest. Results showed a depleted population (B2003/=0.03−0.71) BMSY and high relative fishing mortality /FMSY=0.9−9.5). Future harvest (F2002strategies for a 15-year period were evaluated by using population projections with ASPICP software. Under 2003 harvest levels (1356 t), population recovery to BMSY would take at least four years, and four of the seven models predicted that the population would not reach BMSY within the 15year period. Production models for horseshoe crab assessment provided management benchmarks for a species with limited data and no prior stock assessmen

Engaged learning in MOOCs: a study using the UK Engagement Survey

This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs’ potential for future use in HE? Using a specially-adapted version of the HEA’s UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants who had completed one of two MOOCs delivered through the FutureLearn platform and designed and run at the university about their experiences as learners and their engagement with their respective MOOC. The results also show that both of the MOOCs were successful in enabling many participants to feel engaged in intellectual endeavours such as forming new understandings, making connections with previous knowledge and experience, and exploring knowledge actively, creatively and critically. In response to the open access approach – in which no one taking part in a MOOC is required to have a minimum level of previous educational achievement - the report shows that persistent learners engaged, regardless of prior educational attainment

20 Years of Inspiring, Empowering, and Advancing Women!

20 Years of Inspiring, Empowering, and Advancing Women! Over the last two decades, we have witnessed tremendous local, national, and international changes. The world is more accessible as a result of technology and the global economy. Terrorism and the resulting war on terror are now part of our world. We have had four presidents elected to office, and our country rebounded from an economic downturn with the stock market now reaching record highs. During the past 20 years, Bryant has experienced transformational changes in its academic curriculum, its physical appearance, the number of facilities on campus, and in its athletic and cultural programs. Bryant changed from a college to a university, with a College of Business, a College of Arts and Sciences, and a School of Health Sciences. The U.S.-China Institute and Confucius Institute were established in Smithfield, while a new Bryant campus was founded in Zhuhai, China. As a nation, we still struggle to achieve wage parity. When the Women’s Summit began in 1997, women were paid 75 cents for every dollar earned by a man. Since then, the overall ratio has climbed by only four cents. There is some encouraging news, according to an article by Sheryl Sandberg in The Wall Street Journal: “Women are now negotiating for raises and promotions as often as their male peers – defying the conventional wisdom that women don’t ask.“ Sandberg writes that women who ask for a promotion are more likely to get one than women who don’t, but are still less likely than men to be promoted. Today, a higher percentage of women can be found in legal, medical, and veterinary professions. In a Wall Street Journal article by Joann S. Lublin, 19 percent of C-suite executives are female – a slight increase from 17 percent in 2015, according to an analysis by LeanIn.Org and McKinsey & Co. “The more women who are in positions of power visibly, the better it is for women lower in the organization,” says Robin Ely, a Harvard Business School professor and gender researcher. And companies with higher proportions of women in upper management achieve higher profits, as noted in a recent study of 21,980 firms in 91 countries by the Peterson Institute for International Economics. Another big change is that 71 percent of mothers now work outside of the home. A 2013 Pew Research study reveals that four out of every 10 mothers with children under the age of 18 are the breadwinners in their families. All women deserve equal pay for equal work, and mothers need to be supported with child care as they strive to achieve work-life balance that includes their own mental and physical health. When the breadwinner/caregiver isn’t healthy, the whole family feels the effects. For all of us, finding balance continues to be an ongoing process. We keep moving forward, but sometimes we need to tap the brakes to reassess our direction and reevaluate our situation. We hope that you enjoy the 20th anniversary of the Women’s Summit at Bryant University, and that our day together inspires and empowers you – both personally and professionally. By attending the Women’s Summit, your ongoing journey to create a better life for you and your family will be enriched by the knowledge that you will gain today. Sincerely, Kati Machtley Director, The Women’s Summit® Bryant Universit

You\u27ve Got a Friend in Me: Effectiveness of Social Skills Interventions for Children with ADHD

Children diagnosed with ADHD present with the core symptoms of inattention and hyperactivity/impulsivity, which lead to challenges with school based activities, including peer interactions, academics, and extracurricular activities (McClelland, Morrison, & Holmes, 2000; Hoza, 2007). Current research identifies social skills interventions as a potential strategy for occupational therapists (OTs) to address these participation challenges of children with ADHD, however there is a multitude of interventions that fall under this umbrella. The variety of social skills interventions allows for flexibility and diversity in implementation, but poses the challenge of choosing the most effective intervention. This choice should be informed by evidence-based practice, ensuring the viability of the profession and moving it towards the Centennial Vision (Clark, 2010). To understand the effectiveness of the available social skills interventions for children with ADHD, a systematic review was conducted. The purpose of this session is to present the results of an evidence-based review on the effectiveness of social skills interventions to improve school participation for children with ADHD and discuss implications for clinical practice. The authors searched 6 data bases, resulting in analysis of 12 articles to investigate effectiveness of social skills interventions for children with ADHD. The systematic review process is presented, including the clinical question, inclusion/exclusion criteria, and search terms. The authors outline emerging themes within the research. The authors found moderate support for effectiveness of interventions implemented in physical settings where children are naturally engaging in activities. There is also promising research supporting the use of a combined cognitive behavioral and play-based approach. Evidence did not support the use of a solely cognitive behavioral approach These results suggest that social skills interventions have potential as an effective technique to improve school participation in children with ADHD. Social skills interventions are often used in conjunction with other therapies, and provide a supplement to academics-focused therapy. To advance understanding of social skills interventions, continued research is needed to determine the effectiveness of social skills interventions, discern the most appropriate form of social skills intervention for each student, and solidify OT’s role in social participation intervention. References: Centers for Disease Control and Prevention. (2013). Attention-deficit/hyperactivity disorder (ADHD). Retrieved from: http://www.cdc.gov/ncbddd/adhd/data.html. Clark, F. (2010). High definition occupational therapy: HD OT. American Journal of Occupational Therapy, 64, 848-84. doi: 10.5014/ajot2010.64602. Hoza, B. (2007). Peer functioning in children with ADHD. Ambulatory Pediatrics, 7(1), 101- 106. doi:10.1016/j.ambp.2006.04.011 McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly,15(3), 307-329. doi:10.1016/j.bbr.2011.03.031