Schemata

No abstract available

A survey of UK university web management: staffing, systems and issues

Purpose: The purpose of the paper is to summarize the findings of a survey of UK universities about how their web site is managed and resourced, which technologies are in use and what are seen as the main issues and priorities. Methodology/approach: The paper is based on a web based questionnaire distributed in summer 2006, and which received 104 usable responses from 87 insitutions. Findings: The survey showed that some web teams were based in IT and some in external relations, yet in both cases the site typically served internal and external audiences. The role of web manager is partly management of resources, time and people, partly about marketing and liaison and partly also concerned with more technical aspects including interface design and HTML. But it is a diverse role with a wide spread of responsibilities. On the whole web teams were relatively small. Three quarters of responding institutions had a CMS, but specific systems in use were diverse. 60% had a portal. There was evidence of increasing use of blogs and wikis. The key driver for the web site is student recruitment, with instituitional reputation and information to stakeholders also being important. The biggest perceived weaknesses were maintaining consistency with devolved content creation and currency of content; lack of resourcing a key threat while comprehensiveness was a key strength. Current and wished for projects pointed again to the diversity of the sector. Research implications/limitations: The lack of comparative data and difficulties of interpreting responses to closed questions where respondents could have quite different status (partly reflecting divergent patterns of governance of the web across the sector) create issues with the reliability of the research. Practical implications: Data about resourcing of web management, technology in use etc at comparable institutions is invaluable for practitioners in their efforts to gain resource in their own context. Originality/value of paper: The paper adds more systematic, current data to our limited knowledge about how university web sites are managed

Foregrounding, burying and plot construction

No abstract available

Locus of Control and Aspiration in Feminist and Traditional Women

The concept of locus of control has been a widely-researched one in recent years. An outgrowth of Rotter\u27s (1954) social learning theory, it has found application in the prediction of a diversity of behaviors, some, such as achievement behavior and resistance to conformity pressure, of considerable social import. Locus of control has been conceived of as an expectancy variable concerning the individual\u27s beliefs as to the amount of control he exerts over important reinforcements; expectations predicated upon the validation of experience over the course of time. At its internal pole, the construct refers to the generalized expectation that reinforcements are contingent upon one\u27s personal actions. The external pole attributes control over reinforcements to luck, chance, or powerful others

Typologies of postnatal support and breastfeeding at two months in the UK: Response to comments by Harpur & Haddon

We welcome the comments by Harpur and Haddon (2020) on our paper on the typologies of social support and its associations with breastfeeding at two months in a UK sample. We share their concerns around the under-acknowledged costs of breastfeeding, and the need for a truly family-centred approach to breastfeeding support. However, they are mistaken to assume we do not view breastfeeding problems as an important cost of breastfeeding: We explicitly comment on breastfeeding challenges within our paper, and such challenges are theoretically incorporated into the “costs of breastfeeding” following an evolutionary anthropological framework. They are also incorrect in their statement that we recommend breastfeeding promotion messages to wider family members. In fact, we outline in our manuscript that breastfeeding promotional messages can have negative consequences for mothers, and are unlikely to be supportive. What we do suggest is a family-centred approach that recognises that women interact with, and may be supported by, a wide range of individuals (including fathers and grandmothers); and the importance of taking a nuanced approach to support without assuming that all types of support necessarily leads to “more breastfeeding.” We hope our response is useful in clarifying the key points of our paper

The visual processing of text

The results of an investigation into the nature of the visual information obtained from pages of text and used in the visual processing of text during reading are reported. An initial investigation into the visual processing of text by applying a computational model of early vision (MIRAGE: Watt & Morgan, 1985; Watt, 1988) to pages of text (Computational Analysis 1) is shown to extract a range of features from a text image in the representation it delivers, which are organised across a range of spatial scales similar to those spanning human vision. The features the model extracts are capable of supporting a structured set of text processing tasks of the type required in reading. From the findings of this analysis, a series of psychophysical and computational studies are reported which exan-dne whether the type of information used in the human visual processing of text can be described by this modelled representation of information in text images. Using a novel technique to measure the 'visibility' of the information in text images, a second stage of investigation (Experiments 1-3) shows that information used to perform different text processing tasks of the type performed in reading is contained at different spatial scales of visual analysis. A second computational analysis of the information in text demonstrates how the spatial scale dependency of these text processing tasks can be accounted for by the model of early vision. In a third stage, two further experiments (Experiments 4-5) show how the pattern of text processing performance is determined by typographical parameters, and a third computational analysis of text demonstrates how changes in the pattern of text processing performance can be modelled by changes in the pattern of information represented by the model of vision. A fourth stage (Experiments 6-7 and Computational Analysis 4) examines the time-course of the visual processing of text. The experiments show how the duration required to reach a level of visual text processing performance varies as a function of typographical parameters, and comparison of these data with the model shows that this is consistent with a time-course of visual analysis based on a coarse-to-fine spatial scale of visual processing. A final experiment (Experiment 8) examines how reading performance varies with typographical parameters. It is shown how the pattern of reading performance and the pattern of visual text processing performance are related, and how the model of early vision might describe the visual processing of text in reading. The implications of these findings for theories of reading and theories of vision are finally discussed

Direct investment by stepfathers can mitigate effects on educational outcomes but does not improve behavioural difficulties

In contemporary developed populations, stepfather presence has been associated with detrimental effects on child development. However, the proximate mechanisms behind such effects are yet to be fully explored. From a behavioural ecological perspective, the negative effects associated with stepfathers may be due to the reduced quantity and quality of investments children receive within stepfather households. Here, we build on previous studies by investigating whether the effects of stepfather presence on child outcomes are driven by differences in maternal and partner (i.e., father or stepfather) direct investments. We use data from the Avon Longitudinal Study of Parents and Children to explore stepfather effects on children's educational achievement and behavioural difficulties at age 7. Our results indicate that, for educational achievement, stepfather effects are due to the lower levels of direct investments children receive. For behavioural difficulty, stepfather effects are due to multiple factors whereby stepfather presence is associated with greater difficulties independent of investment levels, and direct investments from stepfathers are ineffective. Our results suggest that the negative effects of stepfathers on child outcomes can be explained, in part, by the reduced quantity and the ineffectiveness of direct investments children receive from stepfathers. Furthermore, the effects of stepfather direct investments seem to vary between child outcomes. © 2014 The Authors