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The purpose of this paper is to examine mentoring relationships involving minority graduate students in the USA.

The authors take a multifaceted approach to providing strategies to improve the opportunities of minority students to acquire mentors by directing attention to institutional practices, faculty development, and the behaviors of students themselves.

Mentoring relationships provide critical personal and professional development opportunities throughout one's career. These relationships are especially important for racial minorities who often lack access to informal networks and information that is required to be successful in academic and professional environments in which they are under‐represented. The lack of mentors for minority graduate students is important to consider given the potential impact of this experience for minority graduate students’ retention and subsequent success, but also for the future diversity of the discipline (especially its instruction and research). This article identifies the challenges that minority graduate students confront in establishing healthy mentoring relationships, and the unfortunate outcomes of when minority graduate students lack productive mentoring relationships.

The paper provides a multilevel analysis of mentoring of minority graduate students.

The purpose of this paper is to explore the origins of the Jimmy Savile Scandal in which the former BBC entertainer was accused of a series of sexual offences after his death in 2011. The case has had a massive impact on UK policing and criminal justice policy and on care work, with implications for due process and public expenditure in responding to reports of sexual abuse.

The paper draws on an Economic and Social Research Council funded project to collate data on the Savile case. It is based, primarily, on interview material from former pupils and staff members from Duncroft School, from whence initial allegations against Savile emanate, contrasting these with media accounts.

The research provides a very different picture of Duncroft and the contemporary policy context to that presented in media accounts. A questioning account of the origins of the scandal emerges. The findings may lend themselves to a moral panics analysis but also point to the power of dominant stories in influencing public policy.

This paper is based on only a very small sample of interviews. The material is ethically sensitive in that it may be claimed or used to cast doubt on accounts of abuse.

The implications of the wider project from which it draws are potentially profound, casting doubt on the origins and detail of the Savile scandal.

The paper addresses one of the major socio-cultural episodes in recent British history, which has had a profound effect on the workings of the criminal justice system, signalling a shift away from a presumption of innocence. It also offers insight into the cultural context of care work and the possibility, especially for males, of being subject to allegations made against them.

This chapter investigates how musicians at jazz jam sessions engage in what I term “aggressive emergence.” In so doing, they introduce novelty, unpredictability and creativity in their spontaneous interactions with other musicians. In order to discuss this emergence, a notion of signs in musical communications as indexes, in the Peircean sense, is developed. To produce emergence in the ongoing development of a jam session performance, musicians must produce signs that index new directions that jazz playing can take, such as different rhythmic or harmonic accompaniments, or changes to the volume at which individuals play their instruments.

“Music is Rhythm, Rhythm is Life.” This maxim, uttered by former Motown drummer Bill “Sticks” Nicks to my class and me a few years back, opens a portal to what being human involves. Most accounts of what it means to be human make cognitive capacities, language and reflective thinking, the be-all and end-all of human distinction. But think about it: how many animals do you know who beat rhythm for aesthetic enjoyment and social communion?

In this essay I reflect upon moments from musical experiences, primarily from blues music, to illustrate the place of the spontaneous gesture and ensemble improvisation in interaction, in and out of the music.

This study aims to apply the service robot acceptance model (sRAM) to examine how attitude toward human–robot interaction (HRI) and engagement influence consumer acceptance of service robots in a frontline setting.

Data was collected from 255 visitors who interacted with a robotic tour guide at a city museum. The data was analyzed using smart PLS 4.0.

The findings show the positive effects of subjective norms, appearance, perceived trust and positive emotion on both attitude toward HRI and engagement. In addition, social capability impacted attitude toward HRI, whereas perceived usefulness affected engagement.

To deliver engaging museum experiences that bring about positive word-of-mouth and intention to visit, managers need to incorporate the sRAM dimensions in the design and deployment of service robots.

This research uses field data to empirically validate the sRAM in the context of service robot acceptance. It introduces engagement as a novel mediating variable, enriching current understanding of human-like qualities in HRIs.

The purpose of this conceptual paper is to make the case for the value of fostering collaborative sensemaking in responding to literature. Drawing on examples of classroom interactions in 6th-, 8th-, 11th- and 12th-grade classrooms, it proposes methods for teachers to foster collaborative sensemaking.

Drawing on theories of “participatory sensemaking” (Fuchs and De Jaegher, 2009), transactional literary response (Rosenblatt, 1994) and “comprehension-as-sensemaking” pedagogy (Aukerman, 2013), this paper conceptualizes collaborative sensemaking to illustrate how teachers foster making sense of texts through sharing responses based on lived-world experiences, understanding the use of literary techniques and understanding events in students’ own lives.

Given that this is not an empirical study, there are no findings. The discussion of students’ sensemaking practices in responding to classroom texts, suggests the importance of teachers creating open-ended response events in which students collaboratively support each other in making sense of characters’ actions and events, as opposed to having to conform to teachers’ predetermined agendas.

Analysis of the classroom discussions suggests the importance of building students’ trust in the process of sensemaking itself, fostering adoption of alternative perspectives as central to sensemaking and using activities for students’ translating or rewriting events in texts to co-create texts with authors.

This paper explores the importance of teachers engaging students in open-ended, sensemaking response events based on attending to “in-between,” dialogic meanings through sharing emotions, alternative perspectives and related experiences to enhance students’ engagement in responding to literature.

The monograph argues that American racism has two colours (white and black), not one; and that each racism dresses itself not in one clothing, but in four: (1) “Minimal” negative, when one race considers another race inferior to itself in degree, but not in nature; (2) “Maximal” negative, when one race regards another as inherently inferior; (3) “Minimal” positive, when one race elevates another race to a superior status in degree, but not in nature; and (4) “Maximal” positive, when one race believes that the other race is genetically superior. The monograph maintains that the needs of capitalism created black slavery; that black slavery produced white racism as a justification for black slavery; and that black racism is a backlash of white racism. The monograph concludes that the abolition of black slavery and the civil rights movement destroyed the social and political ground for white and black racism, while the modern development of capitalism is demolishing their economic and intellectual ground.

This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities.

This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools.

Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices.

This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.

The purpose of this study is to understand the factors influencing Iranian tourists’ behavioural intention to use consumer-generated contents (CGC) websites whilst browsing the web when it comes to travel planning, based upon the Technology Acceptance Model (TAM) extension.

The total of 211 valid responses were collected through an online questionnaire survey. Data collected from Iranian online tourists were used to test the proposed research model by using the partial least squares structural equation modeling method of analysis.

The results of the study indicate that perceived source credibility is the strongest predictor for behavioural intention. Furthermore, in this study, the most significant relationship is between perceived enjoyment and perceived ease of use. However, the findings of this study show that perceived ease of use is unable to predict behavioural intention of Iranian tourists while using CGC websites.

This study provides clear evidence for the importance of additional key variables in improving the authors’ understanding of the Iranian adoption behaviour concerning CGC websites for travel planning purposes. Implications of this research can aid both academicians and practitioners towards a better understanding of tourists’ adoption behaviour when associated with the social media.

This paper adopts TAM and extends it with other variables, namely, perceived enjoyment, perceived source credibility and perceived risk. It examines their influence in the behavioural intention of using CGC for travel planning in the context of Iran for the first time.