Group and intergroup parameters of gang activities: An introduction and research agenda.

In introducing this Special Issue on gangs, we overview the thrust of its papers, demonstrating how they assist in plugging research gaps from the dearth of psychological attention to gangs. The papers therein raise important theoretical considerations of group process effects, social identity, and communication influences in gangs. Also included are empirical examinations of how attitudes to formal organized crime groups may nurture progang views, how social networks bridge gang divides, the dehumanization and social dominance association with gang membership, and how membership longevity associates with gang members’ attitudes to their group. We conclude with theoretical prospects and empirical vistas for future work. For instance, vitality theory may help explain members’ immersion in gangs, discursive strategies could explain how youth are enticed into gangs, and examinations of community and law enforcement attitudes to gangs may provide insight into how oppositional attitudes are fostered on both sides of the gang divide

Alien Registration- Howard, Jane (Brunswick, Cumberland County)

https://digitalmaine.com/alien_docs/31627/thumbnail.jp

Examining the Strengths and Limitations of Ethnographic Research: An Evaluation of Two Studies in Distinctive Educational Contexts

Ethnography offers a holistic approach to qualitative researchers in educational contexts and appeals to scholars who wish seek to reveal rich narratives through their immersion in specific domains. This review paper examines the mobilization of the ethnographic research approach reported in studies from two distinctive learning contexts: an elementary school and a vocational college. Employing the specific evaluative criteria of Punch (2005), the desk-based study draws on existing literature to document the strengths and limitations of ethnographic method and reportage to reveal edifying insights to novice and experienced qualitative researchers who may be contemplating an ethnographic study in the future. The review reveals how extensive ethnography lends itself well to presenting thick descriptions in rich narratives to demonstrate high veracity. In contrast, this research approach may be limited in its verisimilitude, especially if ethnographers abridge their methodological and analytical descriptions and fail to acknowledge reactivit

Constructing Professional Identities: Native English-Speaking Teachers in South Korea

Responding to globalisation, a ubiquitous obsession with English has pervaded South Korea and led to the employment of tens of thousands of expatriate English teachers. However, native-speaking English as a Foreign Language (EFL) teachers may be subject to marginalisation and acculturation difficulties as they navigate overseas employment contexts. Moreover, scholars question the legitimacy of their careers and challenge the bias for their native-speaker expertise. Against this contentious backdrop, this study explores how the experiences and beliefs of native-speaking EFL teachers both promote and hinder their professional identity constructions. Adopting a qualitative, interpretivist approach, interviews are mobilised to document the participants’ lived realities. Resultant to a thematic analysis, an original typology of five conceptualisations of professional identity is presented, contributing to contemporary identity discourse by revealing that expatriate teachers find their sojourns characterised by much ambivalence, and whilst limited positive professional identity is attainable, there are salient barriers to its development

A Theoretical Examination of Shadow Education in South Korea

This article provides a theoretical contribution to the contemporary debates regarding the legitimacy and effects of supplementary tutoring, also known as shadow education. Shadow education is notably pervasive in South Korea, and accounting for high rates of domestic expenditure and increasing time demands on young people’s lives.  The paper traces the historical and cultural reasons for the widespread uptake of shadow education amongst young students in the South Korean context and problematises what it means to be educated by juxtaposing leading scholars’ perceptions of the fundamental aims of education. Delving into the reality of shadow education whilst also revealing the disruptive nature of this common place practice, the paper concludes by highlighting the need for further empirical research to counterbalance the largely unsubstantiated beliefs and anecdotal evidence regarding its purpose

Effects of Dietary Fatty Acids on Adipose Development in Young Broiler Chicks

The broiler chicken is an attractive model for human obesity, and childhood obesity in particular, due to its ability to eat independently at hatch, put on abdominal fat post-hatch, and its similarities in lipid metabolism. Three studies are presented to investigate the potential for omega-3 fatty acids administered in ovo and in the diet at hatch to alter adiposity. Studies one and two investigated manipulating the fat source in the diet from hatch to days 14 and 24, respectively. Oils tested included corn, lard, macadamia, tuna, fish, safflower, flaxseed, and coconut. Data concerning body weight, breast weight, and abdominal fat weight were measured. In addition, basal lipolysis, PPARɣ expression, and ex vivo lipolysis and adipocyte differentiation were explored. The third study was the first known experiment to attempt in ovo injections of lipids at day 17.5 of incubation, and focused on improving the technique for fatty acids. The oils tested for in ovo injections were corn oil and fish oil, though the experiment was cut short due to neurological issues. The first two studies confirm that enriching the diet in omega-3 polyunsaturated fatty acids can be used to decrease adipocyte size and differentiation, which could potentially provide benefits to both broiler chickens and humans

Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses' Discourses and Participation

This study explored online group clinical supervision participation, as a component of pre-registration education following mental health nursing students’ clinical placements. Clinical supervision has historically been valued as a supportive strategy by healthcare professionals to develop practice and competence and prevent burnout. As many student nurses do not have access to clinical supervision via practice areas as a standardised process, their experiences of engaging in or benefitting from clinical supervision are wide-ranging. In view of this, we are identifying a theory-practice gap between theoretical knowledge and practice experience. This study incorporated a qualitative inquiry using reflexive thematic analysis and applying poststructural theoretical perspectives. Online group clinical supervision was delivered to student mental health nurses whereby focus groups followed to discuss their views, understandings and experiences of online group clinical supervision. This was against a back drop of Covid-19 lockdown restrictions. Thematic synthesis identified two main areas for improving participation and pedagogy comprising; Improving Confidence and Trust in (Online) Participation and The Need for Familiarity in CS Participation and Understanding. Thematic and poststructural analysis demonstrated participants’ positive outlooks on the values of clinical supervision, whilst also identifying the finer nuances of the differences in accessing group clinical supervision through an online format. This study adds to the literature on using group clinical supervision within the student mental health nurse population by identifying the benefits of group clinical supervision for student nurses. It has additionally found that the silences and inhibitions surrounding online participation are important areas for further research

Teacher appraisal : the impact of observation on teachers’ classroom behaviour

This thesis is based on three English language teacher case studies located in the Middle East where classroom discourse has been analysed in order to establish the impact that an appraisal observer has on teachers‘ behaviour. The literature suggests that the presence of an observer alters events in the classroom, but to date there has not been any research into the nature of these changes which draws on transcripts of observed lessons. Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with similar parameters so that they could be compared, and commonalities and differences identified. The teachers were then interviewed in order to establish their understanding of the salient features of appraisal observations, as were three supervisors responsible for observing teachers in similar contexts. Transcripts of the lessons were analysed using SETT (Walsh, 2006), and the interview data was also transcribed and evaluated. The results indicate that there are significant differences between model and pedagogic lessons in terms of the external factors (planning, sequencing, interaction, amount of administration, student use of L1). However, the internal factors (the features of ongoing verbal interaction between teacher and students in the classroom) remain fundamentally the same whether or not an observer is present, although the teacher demonstrates greater control in a model lesson. By analysing transcripts of classroom interaction, this research indicates what happens in the classroom when teachers are being observed, providing data to confirm existing claims about observer effects, and suggesting that the learner role is greater than originally thought. The importance of observer training is identified, as well as the need for a fundamental review of observation, encompassing all parties involved, if it is to be a true reflection of the classroom behaviour of the teacher being observed

Incentive value and spatial certainty combine additively to determine visual priorities

How does the brain combine information predictive of the value of a visually guided task (incentive value) with information predictive of where task-relevant stimuli may occur (spatial certainty)? Human behavioural evidence indicates that these two predictions may be combined additively to bias visual selection (Additive Hypothesis), whereas neuroeconomic studies posit that they may be multiplicatively combined (Expected Value Hypothesis). We sought to adjudicate between these two alternatives. Participants viewed two coloured placeholders that specified the potential value of correctly identifying an imminent letter target if it appeared in that placeholder. Then, prior to the target’s presentation, an endogenous spatial cue was presented indicating the target’s more likely location. Spatial cues were parametricallymanipulated with regard to the information gained (in bits). Across two experiments, performance was better for targets appearing in high versus low value placeholders and better when targets appeared in validly cued locations. Interestingly, as shown with a Bayesian model selection approach, these effects did not interact, clearly supporting the Additive Hypothesis. Even when conditions were adjusted to increase the optimality of a multiplicative operation, support for it remained. These findings refute recent theories that expected value computations are the singular mechanism driving the deployment of endogenous spatial attention. Instead, incentive value and spatial certainty seem to act independently to influence visual selection

Intellectual Property and Opportunities for Food Security in the Philippines

By 2050, the Philippine population is projected to increase by as much as 41 percent, from 99.9 million to nearly 153 million people. Producing enough food for such an expanding population and achieving food security remain a challenge for the Philippine government. This paper argued that intellectual property rights (IPR) can play a key role in achieving the nation’s current goal to be food-secure and provided examples to illustrate that the presence of sound intellectual property (IP) helps foster research, development, and deployment of agricultural innovations. This paper also offered key recommendations about how the IP system can be further leveraged to enable access, creation, and commercialization of new and innovative agricultural practices and technologies to enhance the nation’s agricultural productivity, meet rice self-sufficiency, and sustain food security