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The premise that the U.S. Supreme Court never veers too far off from the dominant national political coalition (Dahl, 1957) has become widely accepted among social scientists today. To fulfill that promise, however, the confirmation process for justices must serve as a plebiscite through which the public can ratify or reject future justices based on their views. Unfortunately, modern confirmation hearings have become an exercise in obfuscation, providing little meaningful dialogue on important issues. Because conservative Republican presidents have made the lion's share of appointments in recent times, social conservatives have most often benefited from a process that has severed the link between Supreme Court nominees and the polity they must serve.

The 2015 Obergefell v. Hodges decision accomplished more than the national legalization of same-sex marriage; it also laid bare a deep rift among US Supreme Court justices over the question of whether and how religious objections to same-sex marriage should be accommodated in this new era of marriage equality. This chapter will explore the rift revealed in Obergefell between the Court’s differing conceptions of religious free exercise and will highlight the ways in which this legal dispute was translated into a forceful mode of conservative religious activism in the buildup to the groundbreaking 2016 election.

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.

From delightful Aberystwyth word trickles through the Libraryland grapevine that Frank Hogg, Principal of College of Librarianship Wales, will retire shortly. Prompts a thought or three.

The purpose of this research is to explore usage of the People's Network in Conwy Public Libraries in Wales, concentrating on the motivation for use and users' reaction to general and specific issues related to the People's Network and the library environment.

A mixture of qualitative and quantitative methods were used to build up a rounded picture of levels of usage as well as the subjective experience of the user. The prime instrument for data gathering was a self‐completion questionnaire distributed to 82 users.

Indicates that usage levels have increased and at times, demand is high. Data gathered as a base for the investigation shows that the computers are being used legitimately and purposefully. Although reactions to the People's Network are overwhelmingly positive, disadvantages such as disruption, lack of privacy, technical problems and having to wait for computers are identified.

A useful exercise in measuring the reaction to the People's Network in one library authority, complementing similar studies in other public library authorities.

This paper offers methods for evaluating user reaction to service development and highlights problems and solutions to the introduction of the People's Network in one library authority in Wales.

Considers the problems of a multi‐disciplinary team working together to understand and evaluate a healthcare information system, which itself is situated in a complex organisational and political environment. Provides general discussion of problems faced by evaluators of such systems. Describes this specific evaluation project (Electronic Patient Records in the UK National Health Service), gives an account of the evaluation process as it occurred, highlights some of the problems encountered, and discusses attempts to overcome these. Suggests that social, organisational and political factors are inherent in all such research enterprises, and that in order to facilitate a rich understanding of complex systems, these factors must also be considered as part of the research data.

The purpose of this paper is to provide an overview of research in the Department of Information Studies at the University of Wales Aberystwyth and an introduction to the papers in the special issue.

A narrative review of the previous research activities and contemporary research environment of the Department of Information Studies.

There is more to be learnt about the future of the research assessment exercise, whether it is moving to a metrics‐based system, or whether the system will look more favourably on departments that attract a range of research funding.

Identifies how changes in the scope of research activities in a department reflect changes in research funding and structures for the information sector, as well as changes in staff interests.

Derek Parfit’s non-identity problem calls into question the claims of both the state and individuals when they purport to act for the benefit of future children. This paper discusses how adoption of the non-identity argument as a legal argument could affect reproductive and family policy, demonstrating that it undermines the child-centric approach to assigning legal parentage. The paper concludes, however, that these non-identity problems can be solved by the expected value approach, which demonstrates that efforts to benefit future people can be logically coherent even if those efforts also affect the genetic identities of the future people.

This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a number of young graduates as they completed their studies and embarked upon career of choice.

The approach adopted is defined and discussed as one of “common sense”. Alongside the notion of “common sense” the paper deploys two further concepts, “convention” and “faith” necessary to complete a rudimentary methodological framework. The narratives which are at the heart of the papers are built in such a way as to contain not only the most significant substantive issues raised by the graduates themselves but also the tone of voice specific to each.

Five cases are presented; the stories of five of the graduates over the course of one year. Story lines that speak of learning about the job, learning about the organisation and learning about self are identified. An uneven journey into a workplace community is evident. “Fragmentation” and “cohesion” are the constructs developed to reflect the conflicting dynamics that formed the lived experience of the transitional journeys experienced by each graduate.

Whilst the longitudinal perspective adopted overcomes some of the major difficulties inherent in studies which simply use “snap shot” data, the natural limits of the “common sense” approach restrict theoretical development. Practically speaking, however, the papers identify issues for reflection for those within higher education and the workplace concerned with developing practical interventions in the areas of graduate employability, reflective practice and initial/continuous professional development.

The series of papers offers an alternative to orthodox studies within the broader context of graduate skills and graduate employment. The papers set this debate in a more illuminating context.

This paper proposes a biopsychosocial (BPS) analysis of COVID-19 experiences which enhances understanding of complex and interrelated factors and leads to the proposition of a BPS recovery framework.

Online narrative research was used to explore people's experiences of COVID-19 and was conducted over a four-month period. The call was distributed via a short open-ended qualitative online survey advertised on social media platforms and 305 responses came from across England.

The findings illustrate people with a narrow range of BPS characteristics experienced over a wide range of BPS impacts which are nuanced, complex and dynamic. Left unaddressed these may create future adverse BPS characteristics. An integrated BPS framework for recovery is proposed to avoid such further negative outcomes from the pandemic.

The sample contained a bias in age, gender and living arrangements.

The paper offers a clear framework to enable integrated holistic recovery/regrowth planning.

Using the framework would reduce social and health inequities which have been recently deepened by COVID-19 in the long-term.

The paper is original in its use of a BPS analytical framework.