Moral Pluralism and Conflict

Institutions have often been characterized as responses to conflict, and assumptions about the nature of conflict have frequently determined the structure and scope of political activity. Two prevalent interpretations of conflict portray it as either a conflict of interest or a competition for resources. Yet there is another view of conflict that regards it in terms of a contest of values, something that raises a different set of questions and issues. These issues involve concerns about the incommensurability and incompatibility of values, and challenge contemporary arguments that rely upon the ordering of preferences or that urge the pursuit of a normative consensus. As I argue, both preference based theories and theories of deliberative democracy prove to deal inadequately with the challenges of moral pluralism and value conflict

A functional role of Facebook : psychological and social needs.

Two studies were conducted to investigate motivations to use Facebook. In Study 1, data from 87 participants were used to determine which psychological (e.g., competence, autonomy, and relatedness) and social (e.g., achievement, affiliation, intimacy, and power) needs predict concrete, observable Facebook behaviors. The data supported the hypothesis that psychological and social needs will predict Facebook behaviors. The need for competence positively predicts hours per week spent on Facebook and the number of personal websites on Facebook. The need for autonomy positively predicts the number of friends and number of photo albums on Facebook. The need for relatedness negatively predicts the number of friends on Facebook. The need for achievement negatively predicts the number of About Me words on Facebook. The need for affiliation negatively predicts the number of photo albums on Facebook. In Study 2, data from 14 participants were used to determine the effect of social exclusion on response time to login to Facebook. The data supported the hypothesis that socially excluded individuals will log into Facebook faster than non-socially excluded individuals. For the socially excluded, Facebook can function to reduce social pain. These results suggest that one function of Facebook is to maintain balance in life between psychological needs, social needs, and social interactions

The effectiveness of synchronous massive online courses at The University of Texas at Austin

Is online education an effective and viable alternative to face-to-face education? The purpose of this dissertation was to evaluate the effectiveness of online education at The University of Texas at Austin (UT-Austin). The dissertation focused on Synchronous Massive Online Courses (SMOCs) at The University of Texas at Austin since 2012. This dissertation analyzed the extent to which course effectiveness varies as a function of lecture environment, comparing SMOCs to similar face-to-face (FTF) courses. In total, 25,726 students across 53 courses at UT-Austin were included in analyses. Researchers compiled all relevant student and course data archived in university databases and merged that with course data compiled from archived course syllabi. Then, Hierarchical Linear Modeling was used to test how (a) final course grades vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency, (b) subsequent semester grades vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency, and (c) course completion rates vary as a function of lecture environment (SMOC or FTF), controlling for socioeconomic status, scholastic aptitude, and course exam frequency. The primary goal of this project was to examine the effectiveness of SMOCs in comparison to FTFs. Course effectiveness was operationally defined with three objective outcomes: final course grades, subsequent semester GPAs, and course completions. Findings show that there were no significant differences between SMOCs and FTFs on any of these objective measures. That is, SMOCs neither outperform nor underperform FTFs in final grades, subsequent semester GPAs, or course completions. Because previous studies propose that increasing exam frequency may reduce SES-based achievement gaps (e.g., Pennebaker, Gosling, & Ferrell, 2013), and there are some mixed results in the literature about the effectiveness of frequent testing (e.g., Bell, Simone, & Whitfield, 2015), a secondary goal of this dissertation focused on the interaction of SES and exam frequency in the context of course effectiveness outcomes. Exam frequency interacted with lecture environment; such that for FTFs, there was no substantial difference in final course grades by exam frequency; however, for SMOCs, students with more exams had higher final course grades than students with fewer exams. The highest final grades were earned by students in SMOCs that provided the highest exam frequencies (while accounting for control variables). Exam frequency also interacted with socioeconomic status (SES); such that for lower SES students, when exam frequencies are lower the probabilities of course completion are lower than when exam frequencies are higher; and when exam frequencies are higher, the probabilities of course completion are higher than when exam frequencies are lower. For higher SES students, the probabilities of course completion did not vary by exam frequency. Given these findings, increasing exam frequencies in course structures is recommended. Looking across a wide range of course topics and courses, and large number of students, this dissertation provides evidence that SMOCs are as effective as FTFs on objective course outcomes, both short- and long-term. This includes final course grades, subsequent semester GPAs, and course completion rates as course effectiveness measures. Economically, SMOCs are able to reach thousands of students by relying on fewer faculty without the need for large classrooms. At the same time, it frees faculty to teach more and smaller upper division courses. Although the results of the SMOC and FTF courses were generally similar, the additional payoffs of the SMOCs make them a promising tool for the future of undergraduate education. If the high standard of educational course effectiveness is based in the traditional FTF course, then a comparable SMOC course meets that high standard.Psycholog

Old-School Extension Programming: A Simple User Survey Provides the Impetus to a New and Successful Regional Program Opportunity

A 2004 needs assessment survey of licensed pesticide applicators in Florida identified a need for a regional training opportunity in the southeastern U.S. A 1½-day program was held in northwest Florida during fall, 2007, attracting pesticide applicators from six states seeking continuing education units. Surveys of participants indicated that the presented information was relevant to their work, new information was gained, and the training opportunity should be offered on a regular basis in the future. Participants also responded positively regarding informal evening socials held during the event for networking with presenters and industry representatives

Approaches toward Sustainable Forage-Livestock Systems: Strip-Planting a Legume into a Warm-Season Perennial Grass Pasture

Despite the demonstrated potential of rhizoma peanut (Arachis glabrata Benth.; RP) for grazing in the southeastern USA (Ortega-S. et al. 1992), high establishment cost and removal of land from production during establishment have limited its use to primarily hay production systems. The premise of this experiment is that strip-planting RP in existing bahiagrass (Paspalum notatum Flügge) pastures offers the opportunity to use grass forage during the legume establishment phase so that land need not be totally removed from grazing, while allowing successful establishment of the legume