Perspectives on the Political Legitimacy and Future of the European Union

The confidence that Informed Citizenry and their Economic Elites have in the European Union were assessed. Survey data, from the 2009 Eurobarometer 72.4 with a sample size of 8,499 citizens, from 27 European nations, were supplemented with interviews with two professionals knowledgeable about EU politics and content analyses of current events, such as the EU debt crisis, the rise in terrorist attacks, the British Referendum, and the immigration crisis. Although both citizens and elites were confident about the EU’s future, voices of informed citizenry shaped the confidence in the EU more than economic elites. These findings substantiated the Systemic Coupling theoretical model more than the Power Elite model and contributed to the empirical literature on citizens’ trust in the EU and transnational political systems. Additional cross-temporal examination of citizens’ confidence in the EU and the roles of new media are warranted

A Layered Account of the Ways in Which Multiracial Identity is Communicated Within Interpersonal Relationships

This layered account examined the ways in which multiracial identity is communicated within interpersonal relationships, with a focus on the microaggressions that make up the multiracial experience. Issues of isolation and marginalization, internal identity conflicts, denial of multiracial identity and experiences, interrogation, and racial stereotypes all play a role in how the multiracial experience is formulated and communicated by mixed race peoples. A social constructionist and creative arts-based approach was used to provide an impressionistic sketch of the lived multiracial experience along with the constructed meaning and communication of what it means to be a multiracial person in 21st century America

Political Elites or Average Citizens? Perspectives on the Political Legitimacy and Future of the European Union

The confidence that Informed Citizenry and their Economic Elites have in the European Union were assessed. Survey data, from the 2009 Eurobarometer 72.4 with a sample size of 8,499 citizens, from 27 European nations, were supplemented with interviews with two professionals knowledgeable about EU politics and content analyses of current events, such as the EU debt crisis, the rise in terrorist attacks, the British Referendum, and the immigration crisis. Although both citizens and elites were confident about the EU’s future, voices of informed citizenry shaped the confidence in the EU more than economic elites. These findings substantiated the Systemic Coupling theoretical model more than the Power Elite model and contributed to the empirical literature on citizens’ trust in the EU and transnational political systems. Additional cross-temporal examination of citizens’ confidence in the EU and the roles of new media are warranted

Enhancing and Transforming Global Learning Communities with Augmented Reality

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented and virtual reality and their applications in a variety of businesses and industries. In the TalkTech project, students from universities in the United States and Romania collaboratively work together to research the use of augmented and virtual reality in an assigned industry, create original augmented reality artifacts, and communicate and share their findings with their international partners. The authors evaluate the TalkTech project through the lens of the SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a pedagogy to enhance student learning about augmented reality and improve students’ digital skills. The paper also discusses the SAMR framework as implemented in the TalkTech project and its application to creating learning projects to transform Information Systems education

Identification of nuclear factors which interact with the 5′ flanking region of the EF-1αO gene in Xenopus laevis

AbstractThe EF-1αO gene of Xenopus laevis is a stage-specific gene, being transcribed in oogonia and oocytes, but not in postmeiotic germ cells and terminally differentiated cells. We found that two trans-acting factors from oocyte nuclear extract are able to interact with a DNA sequence in the 5′-upstream region of the EF-1αO gene. Methylation interference experiments suggested that the two factors recognised the same DNA element. Gel retardation assays indicated that part of the protein binding site could be confined to a 21 bp sequence, located between −51 and −72, relative to the cap site. Interestingly, this region shares great homology to a negative regulatory segment in the promoter of the TFIIIA gene, another developmentally regulated gene

Benefits of an intergenerational program in the early years

Intergenerational programs unite the young and old in shared activities to foster positive relationships across generations, reducing loneliness caused by living in residential care and improving children’s attitudes toward the elderly. This study evaluated an intergenerational program in 2019 between an Early Learning Centre (ELC) associated with a metropolitan university in Melbourne, Australia, and a residential aged care facility. The program provided opportunities for the children to engage and participate in their society, increase the social connections within communities, and develop their social emotional skills. This study explored 4- and 5-year-olds’ attitudes towards older people, empathy, prosocial behaviour, and coping strategies through a multimethod approach. 32 children from the intergenerational program and 25 children from a regular ELC group were interviewed about their experience with older people while their teachers completed empathy and coping questionnaires. Results showed children in both groups had positive attitudes towards older people. Children enjoyed making friends, singing songs together, building social connections, and learning about the older adults’ life stories; they were encouraged and supported to see themselves as citizens of a community. The paper explores the value of qualitative interviews with participating teachers, children, and parents for a more informative evaluation

Upgrading IT101 With Handheld Computers

This study examines the impact of handheld computers on students in a first year Information Technology course (IT101), measuring IT attitudes, skills, and performance. Students in standard sections used their laptop computers and traditional textbooks. Students in intensive sections used both handheld computers and laptop computers, that is, multiple platforms. Both standard and intensive sections covered the same topics. Although students in both standard and intensive sections became more skilled during the semester, students in the intensive sections improved more in programming and Microsoft Excel skills. Students in intensive sections also scored significantly better than students in the standard sections on the common portion of the final exam. Finally, according to anecdotal evidence, students in the intensive sections gained significantly more skill-based confidence in IT unrelated to handheld computers compared to students in the standard sections. Seven of our ten expectations were supported. While students benefited from the intensive version of IT101, several factors could account for the improvements: a self-selection factor, an active learning vs. textbook learning factor, and possibly an instructor factor. Future research should shed light on the relative weights of these factors

Feasibility and initial efficacy of project-based treatment for people with ABI

Background: Communication impairments are common and pervasive for people a long time following acquired brain injury (ABI). These impairments have a significant impact on a person's quality of life (QOL) post‐injury. Project‐based treatment is a treatment approach that could have an impact on communication skills and QOL for people with ABI a long‐term post‐injury. This treatment is embedded in a context of meaningful activities chosen by people with ABI, whereby, as a group, they work collaboratively to achieve a tangible end product. Aims: To evaluate the feasibility and initial efficacy of project‐based treatment on improving the communication skills and QOL for people with ABI. Methods & Procedures: An exploratory controlled trial with alternate allocation of groups, and follow‐up at 6–8 weeks, was completed. Twenty‐one people with chronic ABI were recruited in groups of two to three from community settings, allocated to either a TREATMENT (n = 11) or WAITLIST group (n = 10). Participants attended a 20‐h group‐based treatment over 6 weeks where they worked towards achieving a project that helped others. To determine feasibility, four criteria were used: demand, implementation, practicality and acceptability. A range of communication and QOL outcomes was used to determine a fifth feasibility criterion, initial efficacy. Some of these criteria were additionally used to evaluate the feasibility of the outcomes. Outcomes & Results: All participants received the treatment as allocated with high attendance and no dropouts. The treatment was feasible to deliver as intended and was highly acceptable to participants. Medium and large effect sizes were found from pre‐ to post‐treatment, and from pre‐treatment to follow‐up for measures of conversation, perceived communicative ability and QOL. Conclusions & Implications: Project‐based treatment is feasible with indications of initial efficacy for both communication skills and QOL. The treatment provides a promising new approach for improving communication skills and QOL in people with chronic acquired brain injuries in the community setting