The 'Knowledge Society': A Glimpse Inside the Minds of Management Students

This paper focuses on the 'knowledge society' in New Zealand It holds that the use of the term is unclear. It identifies two dominant themes in the literature: the 'knowledge society' as embedded in 'Third Way’ thinking, and the 'knowledge society' as a positive response to a changing society. This paper reports on a qualitative study of the views of a small group of final year BMS students about the 'knowledge society’. The respondents had come to university directly from school. The research consisted of three one hour ‘semi structured’ taped interviews. Three themes emerged: "Knowledge will get me the things I want;" '' I need current global knowledge to survive out there;" and "I resent the current government’. “The findings support the literature in that the respondents acknowledge that globalisation and technology are key drivers of a changing society. They also challenge the literature in that respondents do not have a clear understanding of the concept. The respondents strongly associate market use-fullness to knowledge. The paper suggests that a 'New Right-Third Way’ dichotomy still exists. The paper also presents an insight into the 'optimism' and 'individualism’ embedded in the respondents’ comments. Perhaps this diversity of knowledge should be celebrated and used to empower the whole of society

Advising First-Generation and Socioeconomically Diverse Honors Students

Honors programs and colleges increasingly consider socioeconomic status as a form of diversity by actively recruiting first-generation and low-income college students. Supporting this movement, the National Collegiate Honors Council’s “Shared Principals and Practices of Honors Education” (2022) highlights the need for inclusive excellence from across all communities. First-generation and low-income students are often high-potential students, and their inclusion into honors communities enhances the whole. The challenge, though, is retaining and graduating these students at rates similar to their more advantaged peers. Academic advising can be an effective tool in these efforts. First-generation and socioeconomically diverse college students are a large and integral part of college demographics, and they are a group that honors programs and colleges should seek to recruit, retain, and graduate. While these students may face more challenges than some of their more advantaged peers, research shows that they are capable of excelling in college (Pascarella et al., 2004) and, thus, in honors education. With support, especially via honors advising, first-generation and socioeconomically diverse college students can be successful participants and graduates of these programs, which will, in turn, help to end disadvantageous cycles for these students and their families. For honors programs and colleges, growing the number of first-generation and socioeconomically diverse colleges students will increase diversity as well as contribute positively toward institutional goals of expanding diversity and social justice

Socioeconomic Equity in Honors Education: Increasing Numbers of First-Generation and Low-Income Students

Many honors administrators can cite the numbers and percentages of students of color and statistics on the male to female ratio. Public institutions might cite in-state to out-of-state comparisons. For most, however, socioeconomic status is low on their list, if there at all, even though it is an important measure of diversity. First-generation college students, neither of whose parents has a baccalaureate degree, make up 58% of college enrollments (Redford & Hoyer). Students with a Pell Grant, which qualifies them as having a low-income background, compose 33% of the American higher education population (Baum et al.). Approximately 24% of college students are both first-generation and low-income (Engle & Tinto). In honors, firstgeneration college students make up 28.6% of honors college and program enrollments (National Collegiate Honors Council’s Admissions, Retention, and Completion Survey). Research from the third (2012) follow-up to the National Center for Education Statistics (NCES) Longitudinal Study of 2002 has provided more specific details about first-generation college students. The NCES found that 24% of college students come from families where neither parent has any college experience while an additional 34% are from families where parents may have some college experience but no bachelor’s degree. The final 42% of students have at least one parent with a bachelor’s degree (Redford & Hoyer). Most research has reached the consensus that a first-generation college student (FGCS) is a student for whom neither parent has a bachelor’s degree (Davis). Using this definition, 58% of college students can be considered first-generation. No one definition of a low-income college student is sufficient given the variation depending on the location. A student may be considered low-income if attending a private institution in a location with a high cost of living but reasonably well-off at a public institution in a low cost-of-living area. Most institutions use Pell Grant eligibility as a proxy for income levels, but this is an imperfect metric. Not all students file the Free Application for Federal Student Aid (FAFSA) for a variety of reasons, such as having uncertain immigrant status or having a family member who is an undocumented immigrant. Other students are unable to file the FAFSA because their parents refuse to share financial or tax information with them out of embarrassment or fear of being audited. The NCES estimates that approximately 20% of students do not file the FAFSA, but it is impossible to tell who may have qualified for a Pell Grant

The 'Knowledge Society': A Glimpse Inside the Minds of Management Students

This paper focuses on the 'knowledge society' in New Zealand It holds that the use of the term is unclear. It identifies two dominant themes in the literature: the 'knowledge society' as embedded in 'Third Way’ thinking, and the 'knowledge society' as a positive response to a changing society. This paper reports on a qualitative study of the views of a small group of final year BMS students about the 'knowledge society’. The respondents had come to university directly from school. The research consisted of three one hour ‘semi structured’ taped interviews. Three themes emerged: "Knowledge will get me the things I want;" '' I need current global knowledge to survive out there;" and "I resent the current government’. “The findings support the literature in that the respondents acknowledge that globalisation and technology are key drivers of a changing society. They also challenge the literature in that respondents do not have a clear understanding of the concept. The respondents strongly associate market use-fullness to knowledge. The paper suggests that a 'New Right-Third Way’ dichotomy still exists. The paper also presents an insight into the 'optimism' and 'individualism’ embedded in the respondents’ comments. Perhaps this diversity of knowledge should be celebrated and used to empower the whole of society

Honors Students’ Perceptions of the Value and Importance of Honors Housing

In 2011, we participated in a panel presentation, entitled “Where Honors Lives,” about the new honors college complex then under construction at Appalachian State University (ASU). This complex was to consist of two new buildings: a ten-story residence hall for the honors college students and a three-story building with honors offices and classrooms on the top two floors. Unfortunately, between initial planning in the mid-2000s and building five years later, University Housing changed its mind and decided freshmen would not be allowed to live there because suite-style housing was deemed inappropriate for that population. Current honors students could live there, but it was unclear how many, and it appeared they were to be scattered throughout the building whose residents would primarily be non-honors students

Honors Students’ Perceptions of the Value and Importance of Honors Housing

In 2011, we participated in a panel presentation, entitled “Where Honors Lives,” about the new honors college complex then under construction at Appalachian State University (ASU). This complex was to consist of two new buildings: a ten-story residence hall for the honors college students and a three-story building with honors offices and classrooms on the top two floors. Unfortunately, between initial planning in the mid-2000s and building five years later, University Housing changed its mind and decided freshmen would not be allowed to live there because suite-style housing was deemed inappropriate for that population. Current honors students could live there, but it was unclear how many, and it appeared they were to be scattered throughout the building whose residents would primarily be non-honors students

First-Generation College Students and Academic Advising: Words of Wisdom from Academic Advisors

Prior research has demonstrated unequivocally that first-generation college students do not enroll, persist or graduate from four-year institutions at comparable rates as students from more educated families. With almost half (47%) of all students in American higher education as first-generation college students, and with their college attendance, persistence and graduation rates lower than those of their peers from more educated homes, it behooves institutions to pay close attention to this special population of student. A great deal of research has focused on explaining the reasons behind first-generation college students' decreased college attendance and graduation rates. Much of the research points towards using academic advising as a strategy to assist first-generation college students, but there is a gap in exactly what academic advisors should do to assist first-generation college students. In this study, intensive qualitative interviews with 10 academic advisors who are also first-generation college students themselves, and who can therefore see both sides of the issue, addressed how academic advising can help first-generation college students. Transcripts from interviews, notes from the interviews and documents collected from the participants were coded using thematic analysis to arrive at three major themes. Main themes from the research were the characteristics associated with being a first-generation college student, the role of an advisor with first-generation college students and the relationship to the conceptual framework for the study, cultural capital model. These themes and attendant subthemes are explored in depth, and the best practices and implications for advisors, institutions and graduate programs are discussed in relation to prior research on first-generation college students and academic advising. Suggestions for further research are also presented

Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairments.

Here we use two filtered speech tasks to investigate children's processing of slow (<4 Hz) versus faster (∼33 Hz) temporal modulations in speech. We compare groups of children with either developmental dyslexia (Experiment 1) or speech and language impairments (SLIs, Experiment 2) to groups of typically-developing (TD) children age-matched to each disorder group. Ten nursery rhymes were filtered so that their modulation frequencies were either low-pass filtered (<4 Hz) or band-pass filtered (22 - 40 Hz). Recognition of the filtered nursery rhymes was tested in a picture recognition multiple choice paradigm. Children with dyslexia aged 10 years showed equivalent recognition overall to TD controls for both the low-pass and band-pass filtered stimuli, but showed significantly impaired acoustic learning during the experiment from low-pass filtered targets. Children with oral SLIs aged 9 years showed significantly poorer recognition of band pass filtered targets compared to their TD controls, and showed comparable acoustic learning effects to TD children during the experiment. The SLI samples were also divided into children with and without phonological difficulties. The children with both SLI and phonological difficulties were impaired in recognizing both kinds of filtered speech. These data are suggestive of impaired temporal sampling of the speech signal at different modulation rates by children with different kinds of developmental language disorder. Both SLI and dyslexic samples showed impaired discrimination of amplitude rise times. Implications of these findings for a temporal sampling framework for understanding developmental language disorders are discussed.Medical Research Council (Grant ID: G0400574)This is the final version of the article. It first appeared from Frontiers via http://dx.doi.org/10.3389/fpsyg.2016.0079

Large-scale spatial distribution patterns of echinoderms in nearshore rocky habitats

This study examined echinoderm assemblages from nearshore rocky habitats for large-scale distribution patterns with specific emphasis on identifying latitudinal trends and large regional hotspots. Echinoderms were sampled from 76 globally-distributed sites within 12 ecoregions, following the standardized sampling protocol of the Census of Marine Life NaGISA project ( www.nagisa.coml.org ). Sample-based species richness was overall low (2 cm in 1 m 2 quadrats) was highest in the Caribbean ecoregions and echinoids dominated these assemblages with an average of 5 ind m −2 . In contrast, intertidal echinoderm assemblages collected from clearings of 0.0625 m 2 quadrats had the highest abundance and richness in the Northeast Pacific ecoregions where asteroids and holothurians dominated with an average of 14 ind 0.0625 m −2 . Distinct latitudinal trends existed for abundance and richness in intertidal assemblages with declines from peaks at high northern latitudes. No latitudinal trends were found for subtidal echinoderm assemblages with either sampling technique. Latitudinal gradients appear to be superseded by regional diversity hotspots. In these hotspots echinoderm assemblages may be driven by local and regional processes, such as overall productivity and evolutionary history. We also tested a set of 14 environmental variables (six natural and eight anthropogenic) as potential drivers of echinoderm assemblages by ecoregions. The natural variables of salinity, sea-surface temperature, chlorophyll a , and primary productivity were strongly correlated with echinoderm assemblages; the anthropogenic variables of inorganic pollution and nutrient contamination also contributed to correlations. Our results indicate that nearshore echinoderm assemblages appear to be shaped by a network of environmental and ecological processes, and by the differing responses of various echinoderm taxa, making generalizations about the patterns of nearshore rocky habitat echinoderm assemblages difficult