Volunteering in a School Kitchen Garden Program: Cooking Up Confidence,Capabilities, and Connections!

This paper reports on the evaluation of a kitchen garden program in primary schools in Victoria, Australia. It focuses on the motivations, impacts, and issues associated with volunteering in the program. The study revealed that volunteers are drawn from a range of sources, including: families of current and former students, former teachers, local residents, clients of aged care and/or disability services, other schools and communities, local universities, community organizations, the community services sector, and the corporate sector. Benefits to volunteers included: opportunities to use time productively, an increased sense of belonging, learning opportunities, and an increased sense of self-worth and enjoyment. For schools, volunteers enhanced engagement between the school and the local community, enabled them to engage more effectively with hard to reach groups, and increased student engagement. In addition, the involvement of volunteers improved the sustainability of the program, improved communication between teachers and families of students from minority ethnic groups, and gave students the chance to relate to new people, to learn from their experience and to have fun in working with the volunteers. Perhaps the most telling benefits to flow both to students and to volunteers were not the “three Rs—reading, w’riting and a’rithmetic” but the three Cs—confidence, capabilities, and connections. However, a clearly identified issue was the importance of matching volunteers’ motivations and needs with the roles they play to sustain current levels of volunteering and, therefore, the program itself.     

Information and Communication Technology Use and Social Connectedness over the Life Course

Technological innovation and adoption is, at root, a social process that unfolds over time. In this review, we connect ideas from life course and technology studies to examine social connectedness among youth, working age, and older adults. We argue that a sensitivity to key life course themes – especially timing and transitions, linked lives, and social and historical context – in studies examining the implications of technological innovation and social connectedness will generate deeper understanding of the role that technology use plays in shaping social life.     

Estimating the Prevalence of Sexual Function Problems: The Impact of Morbidity Criteria

Establishing the clinical significance of symptoms of sexual dysfunction is challenging. To address this, the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) introduced two new morbidity criteria (duration and symptom severity) to the existing criteria of distress. This study sought to establish the impact of these three criteria on the population prevalence of sexual function problems. The data come from a national probability survey (Natsal-3) and are based on 11,509 male and female participants aged 16–74, reporting at least one sexual partner in the past year. The key outcomes were: proportion of individuals reporting proxy measures of DSM-5 problems, and the proportion of those meeting morbidity criteria. We found that among sexually active men, the prevalence of reporting one or more of four specific sexual problems was 38.2%, but 4.2% after applying the three morbidity criteria; corresponding figures for women reporting one or more of three specific sexual problems, were 22.8% and 3.6%. Just over a third of men and women reporting a problem meeting all three morbidity criteria had sought help in the last year. We conclude that the DSM-5 morbidity criteria impose a focus on clinically significant symptoms.     

Doing Gender,Doing Surveys? Women's Gatekeeping and Men's Non‐Participation in Multi‐Actor Reproductive Surveys

Gender differences in research participation have been documented in both quantitative and qualitative studies, a pattern that is particularly pronounced in studies of reproduction. We use the National Survey of Fertility Barriers to analyze three reasons frequently used to explain men's non‐participation in reproductive research: (1) Reproduction is a sensitive subject for men, (2) reproduction is women's domain, and (3) men's unavailability due to seemingly pragmatic reasons (e.g., work schedule). Using binary logistic regression, we test these three explanations across two different models: women's gatekeeping (denying researcher access to partners) (n = 1,637) and men's own non‐response (n = 1,454). A substantial minority of women (12.8 percent), engaged in gatekeeping, but the dominant mechanism of men's non‐participation was their own non‐response once women granted researcher access to partners. Consistent with prior studies on general survey non‐response, several demographic variables were associated with men's participation. Additionally, findings suggest that the notion of reproduction as women's domain received the strongest support, though specific variables within this construct differed for models predicting women's gatekeeping versus men's non‐response of their own accord.     

Efficacy of a Facial Emotion Training Program for Children and Adolescents with Autism Spectrum Disorders

Twenty-five high-functioning, verbal children and adolescents with autism spectrum disorders (ASD; age range 8–15 years) who demonstrated a facial emotion recognition deficit were block randomized to an active intervention (n = 12) or waitlist control (n = 13) group. The intervention was a modification of a commercially-available, computerized, dynamic facial emotion training tool, the MiX by Humintell©. Modifications were introduced to address the special learning needs of individuals with ASD and to address limitations in current emotion recognition programs. Modifications included: coach-assistance, a combination of didactic instruction for seven basic emotions, scaffold instruction which included repeated practice with increased presentation speeds, guided attention to relevant facial cues, and imitation of expressions. Training occurred twice each week for 45–60 min across an average of six sessions. Outcome measures were administered prior to and immediately after treatment, as well as after a delay period of 4–6 weeks. Outcome measures included (a) direct assessment of facial emotion recognition, (b) emotion self-expression, and (c) generalization through emotion awareness in videos and stories, use of emotion words, and self-, parent-, and teacher-report on social functioning questionnaires. The facial emotion training program enabled children and adolescents with ASD to more accurately and quickly identify feelings in facial expressions with stimuli from both the training tool and generalization measures and demonstrate improved self-expression of facial emotion.     

WHY FIRMS SEEK ISO 9000 CERTIFICATION: REGULATORY COMPLIANCE OR COMPETITIVE ADVANTAGE?

Proponents of iso 9000 certification claim that it is a low-cost signal of a firm's commitment to quality and a meaningful component of total quality management (TQM). Critics claim that it has little relation to TQM and is a tariff on international trade. We test the hypothesis that firms obtain ISO 9000 certification to comply with government and customer demands by estimating a probit model of the certification decision. The results support the view of proponents of ISO 9000. After controlling for regulatory and customer pressures to obtain ISO 9000, other factors related to quality management and quality-based competition explain the adoption decision.     

Effects of Positive and Negative Feedback Sequence on Work Performance and Emotional Responses

Performance feedback has been broadly used within Organizational Behavior Management. However, the specifics regarding the most effective type of feedback still merits careful investigation, including the use of positive and negative sequences of feedback. The current study randomly assigned participants to receive one of the following sequences: (a) positive-positive feedback, (b) positive-negative feedback, (c) negative-positive feedback, and (d) negative-negative feedback. Uniform feedback delivery resulted in higher performance, although inconsistent feedback resulted in lessened negative emotional responses. Recommendations on whether to deliver positive or negative feedback in isolation or combination may depend upon the outcomes currently being prioritized by the organization.     

The unique character of involvement in multi-site evaluation settings

As the number of large federal programs increases, so, too, does the need for a more complete understanding of how to conduct evaluations of such complex programs. The research literature has documented the benefits of stakeholder participation in smaller-scale program evaluations. However, given the scope and diversity of projects in multi-site program evaluations, traditional notions of participatory evaluation do not apply. The purpose of this research is to determine the ways in which stakeholders are involved in large-scale, multi-site STEM evaluations. This article describes the findings from a survey of 313 program leaders and evaluators and from follow-up interviews with 12 of these individuals.Findings from this study indicate that attendance at meetings and conferences, planning discussions within the project related to use of the program evaluation, and participation in data collection should be added to the list of activities that foster feelings of evaluation involvement among stakeholders. In addition, perceptions of involvement may vary according to breadth or depth of evaluation activities, but not always both. Overall, this study suggests that despite the contextual challenges of large, multi-site evaluations, it is feasible to build feelings of involvement among stakeholders.