Introduction to Estrogens and Memory

2020 ◽  
pp. 1-8
Author(s):  
Karyn M. Frick

The goal of this introductory chapter is to provide historical and organizational context for the book as a whole. The chapter begins by discussing findings from previous studies published in the late 1980’s and beyond that stimulated contemporary research into the effects of estrogens on memory. Next, an overview of the book’s organization is provided to introduce readers to the chapters comprising the book’s three parts. Brief descriptions of each chapter’s content, as well as common themes across chapters, are presented. Links tying the book’s three parts together are also mentioned. Finally, the introduction ends with a brief discussion of how the book should be used by readers.

Author(s):  
J. Adam Carter ◽  
Emma C. Gordon ◽  
Benjamin W. Jarvis

In this introductory chapter, the volume’s editors provide a theoretical background to the volume’s topic and a brief overview of the papers included. The chapter is divided into five parts: Section 1 explains the main contours of the knowledge-first approach, as it was initially advanced by Timothy Williamson in Knowledge and its Limits. In Sections 2–3, some of the key philosophical motivations for the knowledge-first approach are reviewed, and several key contemporary research themes associated with this approach in epistemology, the philosophy of mind and elsewhere are outlined and briefly discussed. The volume’s papers are divided into two broad categories: foundational issues and applications and new directions. Section 4 discusses briefly the scope and aim of the volume as the editors have conceived it, and Section 5 offers an overview of each of the individual contributions in the volume.


Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins

This introductory chapter presents an updated and comprehensive conceptualization of peer-mediated interventions based on contemporary research utilizing peers as change agents in schools. The current conceptualization of peer-mediated interventions (PMIs) includes peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. The chapter covers some of the advantages of peer-mediated interventions and provides a framework for the chapters in this volume.


2020 ◽  
pp. 1-28
Author(s):  
Corey M. Abramson ◽  
Neil Gong

This introductory chapter examines the methodological and practical challenges that comparative ethnographers face. It begins by discussing both the promises and potential pitfalls of comparative field research. It then moves to an examination of how ethnography’s unusually diverse set of traditions provides both unique challenges and possibilities for comparative social science. The chapter proceeds to chart the various ways in which ethnography’s historically diverse traditions translate into divergent approaches to comparison in contemporary research. This is followed by an overview of the structure of the volume, which explains how each of our contributors’ chapters advances comparative ethnographic methodology. The chapter concludes with a discussion of why acknowledging, maintaining, and utilizing ethnographic pluralism, rather than pushing for a single catch-all approach, can benefit both individual scholars and the field of ethnographic methodology more broadly.


Author(s):  
Paul S. Adler ◽  
Terry Winograd

All too often, new technologies are introduced into the workplace without sufficient planning for their implications for the workforce. To the extent that businesses do plan for these implications, their approach is often governed by two related myths—the idiot-proofing myth and the deskilling myth. In each, technology plays a heroic role, rescuing efficiency from a workforce presumed to be unreliable. In the idiot-proofing myth, the hero is a machine so perfect that it is immune from the limitations of its users. System design based on this perspective is more concerned with how to keep operators from creating errors than with enabling operators to deal with the inevitable contingencies of the work process. The deskilling myth extends the idiot-proofing myth, offering a system so idiot-proof that the business can presumably get along not only with proportionately fewer workers, but also with workers who are on average less skilled and less expensive. Contradicting these myths, an emerging body of research suggests that in the vast majority of cases, new technologies will be more effective when designed to augment rather than replace the skills of users. The key challenge in designing new technologies is how best to take advantage of users’ skills in creating the most effective and productive working environment. We call this the usability challenge. To meet the usability challenge, industry needs to develop more appropriate usability criteria and to implement more effective processes to assure usability. This book provides a background of concepts and experiences that can offer insight into defining these criteria and processes. This introductory chapter situates the usability challenge in its organizational context, develops some core concepts of usability, and outlines the subsequent chapters’ contributions. Our first task is to articulate more clearly what we mean by usability. The design of systems for human use has long been associated with the discipline of “human factors,” in which the operator is seen as a component of a larger system, and the job of the designer is to produce an “interface” that ensures the most efficient fit of this component into the system.


2010 ◽  
Vol 26 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Nale Lehmann-Willenbrock ◽  
Simone Kauffeld

In research on trust in the organizational context, there is some agreement evolving that trust should be measured with respect to various foci. The Workplace Trust Survey (WTS) by Ferres (2002) provides reliable assessment of coworker, supervisor, and organizational trust. By means of a functionally equivalent translation, we developed a German version of the questionnaire (G-WTS) comprising 21 items. A total of 427 employees were surveyed with the G-WTS and questionnaires concerning several work-related attitudes and behaviors and 92 of these completed the survey twice. The hypothesized three-dimensional conceptualization of organizational trust was confirmed by confirmatory factor analysis. The G-WTS showed good internal consistency and retest reliability values. Concerning convergent validity, all of the three G-WTS dimensions positively predicted job satisfaction. In terms of discriminant validity, Coworker Trust enhanced group cohesion; Supervisor Trust fostered innovative behavior, while Organizational Trust was associated with affective commitment. Theoretical and practical contributions as well as opportunities for future research with the G-WTS are discussed.


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