598 research outputs found
Repositioning the graphic designer as researcher
No full textIn academic terms, the discipline of graphic design is relatively young. Consequently the position of the discipline within academic territory, and the role of the designer, continue to be debated. In part, these debates have been a product of attempts to define and defend the discipline’s borders from within, in order to establish a sense of the role of graphic design and the graphic designer as commensurate with other disciplines both within and beyond art and design. In recent years graphic designers have variously been defined as ‘authors’, ‘producers’ and ‘readers’, yet none of these definitions seem to have provided any kind of productive or lasting impact within the academy. This paper suggests that rather than continue to seek territorial definitions and positions from within, it could be more productive to look beyond the confines of the discipline. Gaining a broader, interdisciplinary perspective on, and understanding of, qualitative research methods from other disciplines may enable the graphic designer to more fully position his or her practice within the wider academy. Such a perspective could help facilitate the repositioning and redefinition of the graphic designer as ‘researcher’ - a move that would be productive in relation to the future development of postgraduate research within the discipline
Mining e-mail content for author identification forensics
No full textWe describe an investigation into e-mail content mining for author identification, or authorship attribution, for the purpose of forensic investigation. We focus our discussion on the ability to discriminate between authors for the case of both aggregated e-mail topics as well as across different email topics. An extended set of e-mail document features including structural characteristics and linguistic patterns were derived and, together with a Support Vector Machine learning algorithm, were used for mining the e-mail content. Experiments using a number of e-mail documents generated by different authors on a set of topics gave promising results for both aggregated and multi-topic author categorisation
Do UK based weight management programmes cause weight loss maintenance in adults? A systematic review
No full textThe aim of this dissertation was to examine whether UK based weight management programmes promote weight loss maintenance (follow up of 12 months to assess effectiveness of intervention in weight loss) in adults through the process of a systematic review. The World Health Organisation (WHO) has described obesity as a "global epidemic". Weight management comprises two phases; weight loss and weight loss maintenance. The latter phase is the true goal for obesity and the most difficult element of weight management to achieve. However much less is know about this as compared with the weight loss phase. There is little purpose in committing time and money to reducing obesity if the weight is regained. This is counter-productive and weight loss maintenance is essential to combat the obesity epidemic. Searches were made for relevant information from a variety of scientific online databases and journals,. Seven articles met the inclusion criteria and were analysed in the review. All studies incorporated a multi-component (diet, exercise, behaviur modification) intervention approach. All control and internvetion groups reported weight loss at 12 months when compared with baseline. All groups recieved an intervention. One study reported a significant difference (P<0.05) between groups. Four studies reported on at least one component (diet, physical activity, behaviour modification) however there was not enough information to conclude whether they complied with national guidelines (NICE CG43 and SIGN 115). High attrition rates and loss to follow up are problematic for each study except one. Analysis on an intention to treat basis was common however this is problematic and there are alternative methods which may be more suitable for dealing with missing data
Review of Alison L. LaCroix Ideological Origins of American Federalism
No full textAlison L. LaCroix is Assistant Professor of Law at the University of Chicago Law School, where she specializes in legal history, federalism, constitutional law and questions of jurisdiction. She has written a fine, scholarly volume on the intellectual origins of American federalism. LaCroix holds the JD degree (Yale, 1999) and a Ph.D. in history (Harvard, 2007). According to the author, to fully understand the origins of American federalism, we must look beyond the Constitutional Convention of 1787 and range over the colonial, revolutionary, and founding periods including developments in the early republic. LaCroix questions both the idea that American federalism originated, all at once, at the Constitutional Convention of 1787 and the idea that republican ideology (with its strong emphasis on legislative power) was the single dominant framework of eighteenth-century American political thought. Versions and elements of federalist or con-federative ideas were also long present and in a process of development
Review of Alison L. LaCroix Ideological Origins of American Federalism
No full textAlison L. LaCroix is Assistant Professor of Law at the University of Chicago Law School, where she specializes in legal history, federalism, constitutional law and questions of jurisdiction. She has written a fine, scholarly volume on the intellectual origins of American federalism. LaCroix holds the JD degree (Yale, 1999) and a Ph.D. in history (Harvard, 2007). According to the author, to fully understand the origins of American federalism, we must look beyond the Constitutional Convention of 1787 and range over the colonial, revolutionary, and founding periods including developments in the early republic. LaCroix questions both the idea that American federalism originated, all at once, at the Constitutional Convention of 1787 and the idea that republican ideology (with its strong emphasis on legislative power) was the single dominant framework of eighteenth-century American political thought. Versions and elements of federalist or con-federative ideas were also long present and in a process of development
Co-constructing Education: Perceptions of Latinx Family Engagement in Middle Schools
No full textThis purpose of this qualitative study was to identify the ways that middle schools seek out Latinx family engagement to co-construct the educational experiences of children and engage in the academic dimensions of their students' lives. It took place at a middle school in a suburban TK-12 district in Southern California. Data were collected using semistructured interviews of 13 participants, guided by tailored protocols, as well as document analysis. The theoretical framework used for this study was Auerbach's continuum of authentic partnerships, founded on social justice leadership, trust in schools, authentic participation, and democratic decision-making. The findings from this study showed that the school used formal meetings as the primary venue engage with families to co-construct the educational experiences of children and in the academic dimensions of children's lives. Additionally, Latinx families engaged with their child's academics often in ways that are invisible to school personnel in how they construct the child's learning environment at home. Insights from this study can be helpful to school and district administrators interested in progressing beyond compliance-driven engagement and into authentic school–family partnerships with Latinx families. Education leaders can take existing engagement venues and leverage them to expand engagement beyond the school walls and meet families' needs where families are. Professional development should be delivered to school personnel on ways to authentically engage with families and building staff capacity to form partnerships.https://doi.org/10.5281/zenodo.511439
Adult attachment as a mediator/moderator to early experiences of family violence victimization on adult physically violent behavior
No full textThe detrimental effects of family violence victimization are well documented in research. Of particular note is its relationship to violent offending. Much evidence exists that link early experiences of family violence victimization to later violent behavior. Most often, researchers attribute this "cycle of violence" to social learning, whereby youth view and learn specific behaviors in response to conflict and then use them as adults. Yet this theory alone fails to explain why some individuals who experience family violence do not go on to offend later in life while others do. Attachment theory suggests that attachment forms early in life and is relatively stable over time and relationships. Individuals who experience family violence are more likely to have disrupted attachments that relate to later relationship problems. However, there is limited research investigating the role of attachment in influencing adult violence. This study takes a multidimensional approach by investigating whether several types of childhood experiences of family violence relate to adult violence via adult attachment, including attachment to a best friend, an intimate, a parent, and a sibling. Using a convenience sample of undergraduate university students, data was collected from 372 respondents through self-administered questionnaires during the fall semester of 2009. Two different sets of multivariate analyses were used to estimate whether adult attachment types play a role in explaining adult violence: (1) nested models to analyze the independent effect of each adult attachment type on the relationship between family violence and adult violent behavior, and (2) models using main effects and interactions between family violence-adult attachment types on adult violent behavior. Consistent with past research, the results of the analyses revealed significant associations between direct experiences of family violence victimization and adult violent behavior that provided support for social learning theory. Multivariate analyses using interaction terms also found significant interactions, indicating moderation effects, which were further investigated. Given the current study's findings on the role of adult attachment in interacting with experiences of family violence and its relation to adult violent behavior, further research to examine the means by which family violence victimization experiences develop into violent behavioral patterns is recommended.Ph.D.Includes abstractVitaIncludes bibliographical referencesby Alison J. Margansk
A latent semantic analysis of gender stereotype-consistency and narrowness in American English
No full textA meta-analysis on the malleability of automatic gender stereotypes
No full textThis meta-analytic review examined the efficacy of interventions aimed at reducing automatic gender stereotypes. Such interventions included attentional distraction, salience of within-category heterogeneity, and stereotype suppression. A small but significant main effect (g?=?.32) suggests that these interventions are successful but that their scope is limited. The intervention main effect was moderated by publication status, sample nationality, and intervention type. The meta-analytic findings suggest several issues worthy of further investigation, such as whether (a) other categories of intervention not yet identified or tested could be more effective, (b) suppression necessarily produces ironic effects in automatic stereotyping, (c) various indirect measures are differentially sensitive to stereotype change, and (d) automatic stereotypes about men differ in their malleability from those about women.<br/
Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms
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