Using grounded theory to examine people's attitudes toward how animals are used

This study uses qualitative methodology to examine why people have different attitudes toward different types of nonhuman animal use. Seventeen participants took part in a semi-structured interview. The study used Grounded Theory to analyze the interviews and developed a model that consists of 4 major themes: (a) “attitudes toward animals, ” (b) “knowledge of animal use procedures, ” (c) “perceptions of choice,” and (d) “cost-benefit analysis. ” The findings illustrate that cognitive processing, characteristics of the species of animal being used, and the type of animal use can all influence attitudes toward animal use. Because previous research has focused on participant variables such as age and gender to explain variance in attitudes toward animal use (Furnham & Pinder, 1990; Kellert & Berry, 1981) and measured attitudes toward animal use in general (rather than distinguishing between different types of use) (Armstrong & Hutchins, 1996), these findings can add to knowledge of people’s views on animal use. This paper discusses how such views may be justified and maintained. The present study used in-depth interviews that allowed participants to explore their views with greater freedom than is possible in questionnaire studies, in order to address why people have different views toward different types of nonhuman animal use. “Animal use ” refers to a range of practices that involv

Compact complex threefolds of class L associated to polynomial automorphisms of c3

We construct new families of non-Kähler compact complex threefolds belonging to Kato's Class L. The construction uses certain polynomial automorphisms of C3. We also study basic properties of our manifolds

Fibronectin signals through integrin α5β1 to regulate cardiovascular development in a cell type-specific manner.

Fibronectin (Fn1) is an evolutionarily conserved extracellular matrix glycoprotein essential for embryonic development. Global deletion of Fn1 leads to mid-gestation lethality from cardiovascular defects. However, severe morphogenetic defects that occur early in embryogenesis in these embryos precluded assigning a direct role for Fn1 in cardiovascular development. We noticed that Fn1 is expressed in strikingly non-uniform patterns during mouse embryogenesis, and that its expression is particularly enriched in the pharyngeal region corresponding with the pharyngeal arches 3, 4, and 6. This region bears a special importance for the developing cardiovascular system, and we hypothesized that the localized enrichment of Fn1 in the pharyngeal region may be essential for cardiovascular morphogenesis. To test this hypothesis, we ablated Fn1 using the Isl1(Cre) knock-in strain of mice. Deletion of Fn1 using the Isl1(Cre) strain resulted in defective formation of the 4th pharyngeal arch arteries (PAAs), aberrant development of the cardiac outflow tract (OFT), and ventricular septum defects. To determine the cell types responding to Fn1 signaling during cardiovascular development, we deleted a major Fn1 receptor, integrin α5 using the Isl1(Cre) strain, and observed the same spectrum of abnormalities seen in the Fn1 conditional mutants. Additional conditional mutagenesis studies designed to ablate integrin α5 in distinct cell types within the Isl1(+) tissues and their derivatives, suggested that the expression of integrin α5 in the pharyngeal arch mesoderm, endothelium, surface ectoderm and the neural crest were not required for PAA formation. Our studies suggest that an (as yet unknown) integrin α5-dependent signal extrinsic to the pharyngeal endothelium mediates the formation of the 4th PAAs

Supporting noticing of students’ mathematical thinking through 360 video and prompt scaffolding

360 video records a complete, spherical view of a scenario and allows the viewer to manipulate what is viewable in each frame. We incorporated 360 video into a teaching mathematics course and used prompts that directed prospective teachers’ attention to students’ mathematical thinking. Results indicated that prospective teacher noticing was more specific when they responded to prompts about students’ thinking as compared to more general prompts. With focused prompts, prospective teachers had increased attention to students’ mathematical thinking and were more likely to make interpretations about students’ mathematical thinking. The findings show promise for the combination of 360 video and student-focused prompts to support prospective teacher noticing

The Evolutionary Trajectory of the Icelandic New Passive

We examine the diachronics of a New Passive construction in Icelandic and use Yang\u27s model of language learning and change to explain its rapid rise. The New Passive has been spreading at the expense of a Canonical Passive in the recent past 50 years. Applying empirical measurements from the IcePaHC corpus, we show that our model can be used to account for the spread of the New Passive and the rate of change. The model also has implications for the actuation of the change

A Process Model of Co-Creation as an Approach to Information Systems Development

This paper investigates the development of a digital game on a social media platform which involved primarily youths as co-creators. We applied a process model for crowdsourced development as a framework to understand information systems development (ISD) as co-creation in a not-for-profit environment. Using innovation theory we further discuss why co-creation fostered the co-creators to successfully carry out the investigated project. On this background, we provide lessons learned for practical use

Applying a Taxonomic Framework to understand Co-Creation as an Approach to Information Systems Development

Our paper investigates how co-creation as an information systems development (ISD) approach is performed. Our empirical practice study of co-creation for and with youths involved in developing a digital game on a social media platform in a not-for-profit environment contributes to broadening the perspective on ISD and co-creation research. We apply an established taxonomy of co-creation and demonstrate how the taxonomy can be used as a framework to understand what co-creation is, how, when and where it can be performed as an instance of ISD practice. As a result we demonstrate the value and the shortcomings of the taxonomy