California State University, Stanislaus

For decades, researchers have discovered much about how humans automatically categorize others in social perception. Some categorizations—race, gender, and age—are so automatic that they are termed “primitive categories.” As we categorize, we often develop stereotypes about the categories. Researchers know much about racism and sexism, but comparatively little about prejudicing and stereotyping based on age. The articles in this issue highlight the current empirical and theoretical work by researchers in gerontology, psychology, communication, and related fields on understanding the origins and consequences of stereotyping and prejudicing against older adults. With the aging baby boomer demographic, it is especially timely for researchers to work to understand how society can shed its institutionalized ageism and promote respect for elders.

Extremists, such as hate groups espousing racial supremacy or separation, have established an online presence. A content analysis of 157 extremist web sites selected through purposive sampling was conducted using two raters per site. The sample represented a variety of extremist groups and included both organized groups and sites maintained by apparently unaffiliated individuals. Among the findings were that the majority of sites contained external links to other extremist sites (including international sites), that roughly half the sites included multimedia content, and that half contained racist symbols. A third of the sites disavowed racism or hatred, yet one third contained material from supremacist literature. A small percentage of sites specifically urged violence. These and other findings suggest that the Internet may be an especially powerful tool for extremists as a means of reaching an international audience, recruiting members, linking diverse extremist groups, and allowing maximum image control.

Online course offerings are expanding. Although many are independent study courses with some contact with instructors and other students, discussion-oriented courses are also delivered on the Web. This study examined the nature of student participation in one such course. Access to course materials varied widely from student to student but reflected an overall commitment to learning. Student posts to the threaded discussion were very focused on the course content. Participation in the course changed while students served as course moderators, suggesting the positive effect such a role may have on learning and community building. A strong sense of community was established as students engaged in dialogue with each other and with the instructor.

Previously, we have shown that aqueous cigarette tar (ACT) extracts contain a long-lived tar radical that associates with DNA in isolated rat alveolar macrophages and causes DNA damage in isolated rat thymocytes. These ACT solutions reduce oxygen to produce superoxide and, ultimately, hydrogen peroxide. In this study, we report the fractionation of ACT solutions prepared from the tar from five cigarettes using Sephadex columns. The fractions were analyzed by UV and electron paramagnetic resonance (EPR) spectroscopy and gas chromatography/mass spectrometry (GC/MS). The fractions containing polyphenolic species (principally catechol and hydroquinone, as determined by MS) caused most of the observed DNA damage in rat thymocytes. These DNA-damaging fractions produced superoxide, H2O2, and hydroxyl radicals. Stable free radicals were identified as o- and p-benzosemiquinone radicals by EPR spectroscopy. Hydroxyl radicals were detected by EPR spin-trapping with 5, 5-dimethyl-1-pyrroline N-oxide (DMPO). Catalase inhibited the EPR signal of the DMPO-OH adduct, indicating that H2O2 is the precursor of the hydroxyl radical spin adduct. The Sephadex separation resulted in a 90-fold concentration of the hydrogen peroxide-generating capacity of the fractions that contained polyphenols, relative to the unfractionated ACT solution. Another fraction, which contained nicotine, caused some DNA damage, but this damage was 28-fold less than the damage caused by the most damaging phenolic fraction. These results support our hypothesis that the tar radical system is an equilibrium mixture of semiquinones, hydroquinones, and quinones. The tar radical associates with DNA, causes DNA damage, and very likely is involved in the toxicity associated with cigarette smoking.

This article aims to contribute to the literature on conceptual change by engaging in direct theoretical and empirical comparison of contrasting views. We take up the question of whether naïve physical ideas are coherent or fragmented, building specifically on recent work supporting claims of coherence with respect to the concept of force by Ioannides and Vosniadou [Ioannides, C., & Vosniadou, C. (2002). The changing meanings of force. Cognitive Science Quarterly 2, 5–61]. We first engage in a theoretical inquiry on the nature of coherence and fragmentation, concluding that these terms are not well-defined, and proposing a set of issues that may be better specified. The issues have to do with contextuality, which concerns the range of contexts in which a concept (meaning, model, theory) applies, and relational structure, which is how elements of a concept (meaning, model, or theory) relate to one another. We further propose an enhanced theoretical and empirical accountability for what and how much one needs to say in order to have specified a concept. Vague specification of the meaning of a concept can lead to many kinds of difficulties. Empirically, we conducted two studies. A study patterned closely on Ioannides and Vosniadou's work (which we call a quasi-replication) failed to confirm their operationalizations of “coherent.” An extension study, based on a more encompassing specification of the concept of force, showed three kinds of results: (1) Subjects attend to more features than mentioned by Ioannides and Vosniadou, and they changed answers systematically based on these features; (2)We found substantial differences in the way subjects thought about the new contexts we asked about, which undermined claims for homogeneity within even the category of subjects (having one particular meaning associated with “force”) that best survived our quasi-replication; (3) We found much reasoning of subjects about forces that cannot be accounted for by the meanings specified by Ioannides and Vosniadou. All in all, we argue that, with a greater attention to contextuality and with an appropriately broad specification of the meaning of a concept like force, Ioannides and Vosniadou's claims to have demonstrated coherence seem strongly undermined. Students' ideas are not random and chaotic; but neither are they simply described and strongly systematic.

The authors report a study designed to evaluate the use of communication style by salespeople and their customers. Using a paradigm suggested by Sheth in which the communication styles of customers and salespeople are categorized as task oriented, interaction oriented, or self oriented, they assess whether communication styles are related to sales. They first develop scales to measure these styles and then test whether the styles affect the sales outcome. The results suggest that communication styles are a determinant of the success of the sales interaction.

Abstract This article aims to contribute to the literature on conceptual change by engaging in direct theoretical and empirical comparison of contrasting views. We take up the question of whether naïve physical ideas are coherent or fragmented, building specifically on recent work supporting claims of coherence with respect to the concept of force by Ioannides and Vosniadou [Ioannides, C., & Vosniadou, C. (2002). The changing meanings of force. Cognitive Science Quarterly 2 , 5–61]. We first engage in a theoretical inquiry on the nature of coherence and fragmentation, concluding that these terms are not well‐defined, and proposing a set of issues that may be better specified. The issues have to do with contextuality , which concerns the range of contexts in which a concept (meaning, model, theory) applies, and relational structure , which is how elements of a concept (meaning, model, or theory) relate to one another. We further propose an enhanced theoretical and empirical accountability for what and how much one needs to say in order to have specified a concept. Vague specification of the meaning of a concept can lead to many kinds of difficulties. Empirically, we conducted two studies. A study patterned closely on Ioannides and Vosniadou's work (which we call a quasi‐replication ) failed to confirm their operationalizations of “coherent.” An extension study, based on a more encompassing specification of the concept of force, showed three kinds of results: (1) Subjects attend to more features than mentioned by Ioannides and Vosniadou, and they changed answers systematically based on these features; (2)We found substantial differences in the way subjects thought about the new contexts we asked about, which undermined claims for homogeneity within even the category of subjects (having one particular meaning associated with “force”) that best survived our quasi‐replication; (3) We found much reasoning of subjects about forces that cannot be accounted for by the meanings specified by Ioannides and Vosniadou. All in all, we argue that, with a greater attention to contextuality and with an appropriately broad specification of the meaning of a concept like force, Ioannides and Vosniadou's claims to have demonstrated coherence seem strongly undermined. Students' ideas are not random and chaotic; but neither are they simply described and strongly systematic.

Since research has established the important and positive relationship between informal student‐faculty interactions and student retention, this study investigated the relationship between immediacy, trust, and student motivation and student‐faculty out‐of‐class communication (OCC). Results indicate that verbal immediacy and student motivation are related to OCC.

We present experimental constraints on the spin-dependent WIMP-nucleon elastic cross sections from the total 129.5 kg yr exposure acquired by the Large Underground Xenon experiment (LUX), operating at the Sanford Underground Research Facility in Lead, South Dakota (USA). A profile likelihood ratio analysis allows 90% C.L. upper limits to be set on the WIMP-neutron (WIMP-proton) cross section of σ_{n}=1.6×10^{-41} cm^{2} (σ_{p}=5×10^{-40} cm^{2}) at 35 GeV c^{-2}, almost a sixfold improvement over the previous LUX spin-dependent results. The spin-dependent WIMP-neutron limit is the most sensitive constraint to date.

Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students.

This lead article of the special issue discusses conceptual and methodological considerations in studying sexual minority issues, particularly in research conducted by counseling psychologists (including the work represented in this special issue). First, the overarching challenge of conceptualizing and defining sexual minority populations is described. Second, the importance and value of scholarship about sexual minority issues are highlighted. Third, challenges in sexual minority research are outlined, using the articles in this special issue for illustrative purposes, and suggestions are offered for consideration in future research. Finally, the article concludes with a discussion of the ways in which counseling psychologists are uniquely positioned to advance knowledge, practice, and social justice through research on sexual minority issues.

We have identified three new members of the olfactory receptor (OR) gene family within a large segment of DNA that is duplicated with high similarity near many human telomeres. This segment is present at 3q, 15q, and 19p in each of 45 unrelated humans sampled from various populations. Additional copies are present polymorphically at 11 other subtelomeric locations. The frequency with which the block is present at some locations varies among populations. While humans carry seven to 11 copies of the OR-containing block, it is located in chimpanzee and gorilla predominantly at a single site, which is not orthologous to any of the locations in the human genome. The observation that sequences flanking the OR-containing segment are duplicated on larger and different sets of chromosomes than the OR block itself demonstrates that the segment is part of a much larger, complex patchwork of subtelomeric duplications. The population analyses and structural results suggest the types of processes that have shaped these regions during evolution. From its sequence, one of the OR genes in this duplicated block appears to be potentially functional. Our findings raise the possibility that functional diversity in the OR family is generated in part through duplications and inter-chromosomal rearrangements of the DNA near human telomeres.

Most studies of decomposition in forensic entomology and taphonomy have used non-human cadavers. Following the recommendation of using domestic pig cadavers as analogues for humans in forensic entomology in the 1980s, pigs became the most frequently used model cadavers in forensic sciences. They have shaped our understanding of how large vertebrate cadavers decompose in, for example, various environments, seasons and after various ante- or postmortem cadaver modifications. They have also been used to demonstrate the feasibility of several new or well-established forensic techniques. The advent of outdoor human taphonomy facilities enabled experimental comparisons of decomposition between pig and human cadavers. Recent comparisons challenged the pig-as-analogue claim in entomology and taphonomy research. In this review, we discuss in a broad methodological context the advantages and disadvantages of pig and human cadavers for forensic research and rebut the critique of pigs as analogues for humans. We conclude that experiments using human cadaver analogues (i.e. pig carcasses) are easier to replicate and more practical for controlling confounding factors than studies based solely on humans and, therefore, are likely to remain our primary epistemic source of forensic knowledge for the immediate future. We supplement these considerations with new guidelines for model cadaver choice in forensic science research.

Remaking Muslim Politics: Pluralism, Contestation, Democratization. Edited by Robert W. Hefner. Princeton: Princeton University Press, 2004. 408p. $19.95. The line between popular culture and scholarship has been obscured by the large volume of books and articles dealing with Islam that came out in the United States after September 11. One can see the features of an Islam Industry dominating production (popular, commercial, media, and sometimes academic) on—or against—Islam. The matter is quite important as this has become an issue that transcends mere intellectual pursuits and deals with policy matters and, most importantly, with wars. Pundits now casually speak with glee about a war “within Islam” as if to portray U.S. official roles as marginal or secondary. Amid the plethora of books on Islam, one welcomes with great enthusiasm a serious and sober look at Islam in the political and social realms worldwide. Remaking Muslim Politics was based on an academic conference, and the papers were later collected in a book form.

Scholarship on teaching undergraduates increasingly emphasizes the benefits of providing students with an active role in their education whereby instructors are more aptly described as facilitators of knowledge rather than merely providers of it. Additionally, recommendations from the American Sociological Association aimed specifically at the undergraduate sociology curriculum argue that students must engage as practitioners of sociology at each level of their program development. In short, undergraduates should do sociology—not just read or write sociology. Applying this recommendation to teaching statistics, I suggest organizing a course around a student-led research project in which students generate the topics, questions, and data that are then used to complete a substantive research paper. Students are given the opportunity to be actively engaged in all stages of the research and data-gathering process. Students also present their work in student roundtables, further legitimating their important contributions as researchers.

Delayed prompting can produce errorless discrimination learning. There is inherent in the procedure a disparity in reinforcement density which favors unprompted over prompted responses. We used three schedules of reinforcement to investigate the impact of reinforcement probability on transfer of stimulus control. One schedule of reinforcement was equal prior to and following a prompt (CRF/CRF), the second favored unprompted responses (CRF/FR3), and the third favored responses following the prompt (FR3/CRF). Experimental questions concerned the probability of errors, the probability of transfer, and the rate of transfer in the context of delayed prompting. Transfer was accelerated when reinforcement probability favored anticipatory responding. The schedule that favored prompted responses did not prevent a shift to unprompted responding. Errors were infrequent across procedures. Reinforcement probability contributes to but does not entirely determine transfer of stimulus control from a delayed prompt.

The Genomics Education Partnership offers an inclusive model for undergraduate research experiences incorporated into the academic year science curriculum, with students pooling their work to contribute to international data bases.

The twenty papers in the book give an overview of research analysis, practical experience, and informed opinion about the role of visualization in teaching and learning mathematics, especially at the undergraduate level. Visualization, in its broadest level. Visualization, in its broadest sense, is as old as mathematics, but progress in computer graphics has generated a renaissance of interest in visual representations and visual thinking in mathematics. Six of the papers in this volume deal broadly with philosophical, pedagogical, or technological issues in visualization. The remaining papers address the role of visualization in three-dimensional geometry, calculus, differential equations, linear algebra, complex analysis, numerical analysis, stochastic processes, and statistics. Most of these papers discuss the role of interactive computer graphics in teaching and learning mathematical ideas.

Using online customer reviews for airline services, this study examines the impacts of various attributes of airline service failures and subsequent recovery actions on customer consumption emotions, satisfaction, and recommendation likelihood through text mining, sentiment analysis, and path analysis. Findings suggest that causes, magnitude, and consequences of service failures influence customers’ positive and negative emotions. Providing compensation for the current trip, either monetary or nonmonetary, can alleviate customers’ negative emotions, while providing compensation for future travel does not have any impact on emotions. Findings further suggest that positive employee attitudes, behaviors, and prompt service recovery actions generate more positive emotions while alleviating negative emotions compared to compensations provided. Service failures and timely, reliable, and satisfactory recovery actions have greater influences on travelers who fly with full-service airlines and in business class compared with travelers who fly with low-cost airlines and in economy class. Customers’ emotions influence their satisfaction and recommendation likelihood.

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.