Boundary Spaces

While shows like The X-Files and 24 have merged conspiracy theories with popular science (fictions), some video games have been pushing the narrative even further. Electronic Art's Majestic game was released in July 2001 and quickly generated media buzz with its unusual multi-modal gameplay. Mixing phone calls, faxes, instant messaging, real and "fake' websites, and email, the game provides a fascinating case of an attempt at new directions for gaming communities. Through story, mode of playing, and use of technology, Majestic highlights the uncertain status of knowledge, community and self in a digital age; at the same time, it allows examination of alternative ways of understanding games' role and purpose in the larger culture. Drawing on intricate storylines involving government conspiracies, techno-bio warfare, murder and global terror, players were asked to solve mysteries in the hopes of preventing a devastating future of domination. Because the game drew in both actual and Majestic-owned/-designed websites, it constantly pushed those playing the game right to borders where simulation collides with " factuality'. Given the wide variety of "legitimate' conspiracy theory, alien encounters and alternative science web pages, users often could not distinguish when they were leaving the game's pages and venturing into " real' World Wide Web sites. Its further use of AOL's instant messenger system, in which gamers spoke not only to bots but to other players, pushed users to evaluate constantly both the status of those they were talking to and the information being provided. Additionally, the game required players to occupy unfamiliar subject positions, ones where agency was attenuated, and which subsequently generated a multi-layered sense of unease among players. This mix of authentic and staged information in conjunction with technologically mediated roles highlights what are often seen as phenomenon endemic to the Internet itself; that is, the destabilization of categories of knowing, relating, and being.     

The sand lizard moves downtown – habitat analogues for an endangered species in a metropolitan area

Urban Ecosystems - Urbanisation can be dangerous to biological diversity, but on the other hand cities can enhance local and regional biodiversity by providing habitat analogues for many –...     

The Inability of Self-affirmations to Decrease Defensive Bias Toward an Alcohol-Related Risk Message Among High-Risk College Students

Abstract

Objective: To examine the efficacy of a self-affirmation task in deterring college alcohol misuse and the importance of preexisting beliefs in predicting subsequent behavior change. Participants: Heavy-drinking undergraduates (N = 110) participated during the 2011–2012 academic year. Methods: Participants were randomized to complete an affirmation or control task before reading an alcohol risk message. Alcohol-related beliefs and behaviors were assessed. Participants completed a 2-week online follow-up assessing alcohol-related behaviors. Results: Both groups reported increased perceived problem importance, but neither group displayed changes in personal risk. Follow-up assessment revealed similar, significant declines in peak consumption in both groups, with no significant between-group differences. Preexisting beliefs accounted for 5% to 10% of variance in drinking outcomes. Conclusions: An affirmation task does not seem to decrease defensive processing or alter high-risk drinking behaviors among college students and should not be utilized in lieu of more effective strategies.     

When safety culture backfires: Unintended consequences of half-shared governance in a high tech workplace

This paper applies concepts from the sociology and anthropology of organizations to understand limits to the implementation of a more effective safety culture in the workplace. It highlights unintended consequences of combining bureaucratic control and shared governance and identifies sources of inertia within already existing safety cultures. The data come from focus group interviews with workers in a research and development facility of a multinational corporation in the Western U.S. It is found that safety protocols, rules, and rhetoric, combined with efforts to give workers more responsibility for safety in the workplace, create tendencies toward worker alienation, shame with regard to injuries, complacency, and fear of bureaucratic processes. Therefore it appears that some efforts to create safety culture in the workplace may unintentionally undermine the goal of manufacturing safety.     

Point subtraction aggression paradigm: validity of a brief schedule of use

The Point Subtraction Aggression Paradigm (PSAP) is a validated behavioral measure of aggression in response to provocation. Canonically, multiple sessions continue until performance asymptotes, requiring significant time. We sought to examine whether use of the PSAP-first-session ("PSAP-FS") had acceptable construct validity for group data, potentially expanding the settings in which the PSAP may be useful. One hundred male and female young adult subjects completed the PSAP-FS and additional behavioral measures of aggression, and provided information related to risk factors. The PSAP-FS correlated significantly with known risk factors of aggression. The PSAP-FS, which measures aggression in the present, correlated well with measures of recent aggression and less strongly with life history of aggression. The PSAP-FS had satisfactory validity properties for use where group-level data are of interest.     

Is Work-Family Policy Use Related to the Gendered Division of Housework?

Researchers have proposed that work-family policy use may either reinforce or challenge the existing gendered division of labor within couples, but results from prior studies have been inconclusive. Using data from a regional survey of work and family life, we extend this research by focusing on how housework is divided within couples and by differentiating between traditionally female- and male- typed housework tasks. Results show that among dual-earning women, policy use is not related to share of female- or male-typed tasks. Among dual-earning men, policy use is positively related to share of female-typed tasks and negatively related to share of male-typed tasks. These findings suggest that work-family policy use does not reinforce the gendered division of housework.

Attachment Style With Mother,Father, Best Friend,and Romantic Partner During Adolescence

Self‐reported attachment styles with mother, father, best friend, and romantic partner were assessed longitudinally across adolescence. Three cohorts (ages 13, 16, and 19 years; N=373) from a community sample were followed across 2 years. There was only one change in attachment styles with age: the oldest adolescents were more dismissive than the younger. Adolescents were more secure with mother than with father, and most dismissive and fearful with father. Boys were more dismissing than girls, who were more fearful with a romantic partner (n=158). Across time, attachment insecurity with father was associated with insecurity with a best friend. Attachment insecurity with a romantic partner was associated primarily with insecurity with friend, but changes over time tended to be associated with insecurity with mother. Results support the view of a differentiated hierarchy of attachment figures in adolescence, with the quality of parental attachment contributing to close extra‐familial relationships.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.