Tuesday, November 8, 2011

Week Three - Actor-Network Theory


The actor-network theory (ANT) explains the relationships between actors (human and nonhuman) and other actors, between actors and ideas, and between ideas and other ideas, all of which create an ever-changing network of actors and ideas. The actions occurring within the network, however, must be continuously repeated, or else the network will fall apart. A helpful example of ANT can be found in its Wikipedia article: teachers and children (human actors) interact with one another as well as with various technologies, such as chairs, tables, and computers (nonhuman actors), all the while exchanging ideas, thereby creating a network; if the teachers do not come to school each morning, or the computers cease to work, the network will disintegrate. Actor-network theory is not, however, about the network itself, nor does it explain why a network forms between certain actors and ideas. Rather, it explains how a network begins, how it maintains itself, and how it falls apart. Norwegian Professor Ole Hanseth provides another helpful example of ANT: when driving a car, a person is influenced by a number of things, including the condition of the car, traffic regulations, and his or her previous experience driving said car, thus creating a network consisting of both human and nonhuman actors, various ideas, and the relationships that exist between each of these factors. This network was set into motion the moment the person stepped into the car, the actors, ideas and relationships falling into place immediately afterward. The network will temporarily disintegrate once the person turns off his or her car and walks away, only to begin once again the next time he or she decides to drive, perhaps adding more components to the network (driving lessons, a police ticket, or a passenger) upon doing so. To sum this concept up, I would like to quote Hanseth: "You do not go about doing your business in a total vacuum but rather under the influence of a wide range of surrounding factors." Actor-network theory, therefore, explains how the "wide range of surrounding factors" comes together as a network, how that network persists, and how that network falls apart.

The impact that the actor-network theory will have on our group project is enormous; an actor-network is essentially a group of people, things, and ideas working together, and that is, more or less, what our project is as well. The "people" will consist of not only the members of the Rowan University Wildlife Conservation Society, but also the students we will request lend a hand in helping us out, the professors we may need to ask advice from, the administrators we will appeal to for permission and financial aid, the grounds crew, the town officials, the students' families, even (and perhaps most importantly) the wildlife. The "things" will consist of birds houses that will be used by goldfinches, the bird feeders that will be visited by chickadees, the boxes nested in by owls, the gardens, the ponds, the newly-planted trees. The "ideas" will consist of improving the campus enough to bring back the wildlife which it is so obviously missing, giving our specified bird species somewhere to bathe, eat, sleep, and live, cleaning up the campus's environment so that other animals will feel comfortable enough to live here. The actor-network theory is so deeply embedded within our project that it is close to being our project; it is, at any rate, our project's backbone.

Sources: Wikipedia.org

ü Articles on the Actor-Network Theory ü

  • Young, David, Ron Borland, and Ken Coghill. "An Actor-Network Theory Analysis Of Policy Innovation For Smoke-Free Places: Understanding Change In Complex Systems." American Journal Of Public Health 100.7 (2010): 1208-1217. Academic Search Premier. Web. 11 Dec. 2011.
Article Summary: In their article, "An Actor-Network Theory Analysis Of Policy Innovation For Smoke-Free Places: Understanding Change In Complex Systems", David Young, Ron Borland and Ken Coghill explain how the actor-network theory can be used to implement tobacco use management. As is stated in their article, the actor-network theory is a system, and systems are often created based on the foundation of the system which existed before it, whether or not said system was successful. In this way, tobacco use management might not always be lucrative in, say, keeping an area "smoke-free"; the system used before the current system and of which the latter is based off of may have failed, therefore causing the new system to fail as well. What Young, Borland, and Coghill suggest is to use actors and networks that exist beyond the old actors and old networks to create a system that will effectively manage tobacco usage: "Fundamental, innovative change requires action outside of existing system structures".
  • Allen, Casey D., and Chris Lukinbeal. "Practicing Physical Geography: An Actor-Network View Of Physical Geography Exemplified By The Rock Art Stability Index." Progress In Physical Geography 35.2 (2011): 227-248. Academic Search Premier. Web. 11 Dec. 2011.
  • Fenwick, Tara J. "(Un)Doing Standards In Education With Actor-Network Theory." Journal Of Education Policy 25.2 (2010): 117-133. Academic Search Premier. Web. 11 Dec. 2011.

ü Additional Information ü

Learning Theories's Internet article on the actor-network theory.

The International Society for Complexity, Information and Design's (ISCID) Internet article on the actor-network theory.

An Internet article on the actor-network theory.

A YouTube video on the actor-network theory.

The Wikipedia article on the actor-network theory.

Week Two - Motivational Theories


Dictionary.com defines the word motivation as "the act or an instance of motivating, or providing with a reason to act in a certain way." This definition applies to the theories as well as to the word itself. Motivational theories generally imply that, using the right incentives or under the correct conditions, a person/group of people can be compelled to do something or to act in a specific way; the key is to know what factors drive a person/group of people into action. Motivational theories are often studied closely by managers, teachers, and leaders due to the fact that those who are in charge of groups of people need to understand what will drive those groups, whether they're employees, students, or citizens, to work, think and act. These theories have also attracted the interest of psychologists, including the famous Abraham Maslow, who conceptualized the hierarchy of needs in his 1943 research paper, "A Theory of Human Motivation." Maslow's hierarchy implies that human beings are compelled to meet their most basic needs (such as sleep, food, and water) before they are able to tackle more complex needs (such as safety and security). In essence, according to Maslow, basic survival comes before niceties.

Motivational theories will have a definite impact on not only the beginning of our group project, but on its continuance as well. Those of us involved in the initial stages of the project will need to discover what motivates other people (which actually tends to be incredibly hard) to care about and help protect the environment, thus garnering general interest in what we're attempting to do. To spark these desires, we're going to have to decide on the right ways to connect to the interests of different sets of people, whether they're businessmen-and-women, fellow students, or faculty members, because each set of people, as well as each individual person, is going to have his/her own opinion about the environment that we may have to sway.

Sources: Wikipedia.org

ü Articles on Motivational Theories ü

  • Dawes, Nickki Pearce, and Reed Larson. "How Youth Get Engaged: Grounded-Theory Research On Motivational Development In Organized Youth Programs." Developmental Psychology 47.1 (2011): 259-269. Academic Search Premier. Web. 11 Dec. 2011.
Article Summary: In their article, "How Youth Get Engaged: Grounded-Theory Research On Motivational Development in Organized Youth Programs", Nickki Pearce and Reed Larson explain that, in order for children to truly benefit from developmental opportunities provided by organized programs, they must be physically, mentally and emotionally engaged in the activities those programs provide. Pearce and Larson, however, believe that initial interest in such programs is not the factor that causes the children to become engaged - rather, it is personal connection to the program which does that, and personal connection can be fostered even in an environment in which children show no interest being involved, thus causing the children to become nevertheless engaged. In essence, the motivational theory behind the children's engagement in a program is personal connection.

  • Brooks, David W., and Duane F. Shell. "Working Memory, Motivation, and Teacher-Initiated Learning." Journal of Science Education and Technology 15.1 (2006): 17-30. Springer. Web. 17 Nov. 2011.
  • Rettinger, David A., Augustus E. Jordan, and Francisco Peschiera. "Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment." Research in Higher Education 45.8 (2004): 873-890. Springer. Web. 17 Nov. 2011.

ü Additional Information ü

Enterprise-PM's Internet article on motivational theories.

An Internet article found on About.com on motivational theories.

An Internet article found on About.com on Abraham Maslow's hierarchy of needs.

A Changing Mind's Internet article which lists many of the theories which can be categorized as motivational theories.

The Wikipedia article on motivation; within it, information on many different motivational theories can be found.

Week One - Personality Research


Personality research is exactly what it sounds like: the study of an individual's personality. The "research" aspect can include anything from creating an intricate, detailed outline of someone's psychological make-up to discovering what generally makes each person the same as the rest of the population (or, in certain cases, different). The question that plays an enormous role in every branch of personality research, however, is why. Why does this specific personality factor appear in so many people? Or, Why does it statistically appear in those who descend from a certain lineage? Each personality-related question answered is another step towards giving more precise explanations, and therefore better help, to those who need or want the aid, such as advertisement companies that wish to create the most effective television commercials possible, or the woman who wonders whether her tendency to pace under stress is somehow ingrained in her personality.

Personality research is going to impact our group project in the sense that we are going to encounter many different personality types during our attempts to make Rowan University a more bird-friendly campus, and not all of those personality types will be compatible with or accepting of our desires and goals. There's not much we can do to change the minds of those who disagree with us other than attempt to politely convince them to see the situation through our eyes; this convincing can be done through flyers, pamphlets, banners and the like, or through face-to-face conversations. Considering the fact that the Rowan University Wildlife Conservation Society is going to be coming into contact with members of the university's administration, we need to be as respectful as possible, even when we're attempting to convince people, so as to not make any enemies. We may need the aid of these men and women in the future. That's most likely the biggest issue we are going to have in our attempt to improve the campus's environment: dealing with differing opinions.

Sources: Wikipedia.org

ü Articles on Personality Research ü
  • Pike, Gary R. "Students' Personality Types, Intended Majors, and College Expectations: Further Evidence concerning Psychological and Sociological Interpretations of Holland's Theory." Research in Higher Education 47.7 (2006): 801-822. Springer. Web. 10 Dec. 2011.
Article Summary: In his article, "Students' Personality Types, Intended Majors, and College Expectations: Further Evidence Concerning Psychological and Sociological Interpretations of Holland's Theory", Gary Pike argues that Holland's theory, which is comprised of six, general personality types of which person can be considered, the person's environments, and the interactions between the person and his or her environment, needs to be enlarged to include sociological factors as well as psychological factors. Pike states that the average college student's personality type (psychological factor) and the characteristics of his or her chosen major (sociological factor) are directly linked to the student's expectations about college. Furthermore, these expectations about what college is going to be like are what subconsciously propel the student to choose his or her major in the first place.
  • Cervone, Daniel, and Yuichi Shoda. "Beyond Traits in the Study of Personality Coherence." Current Directions in Psychological Science 8.1 (1999): 27-32. Sage Publications, Inc. Web. 10 Dec. 2011.
  • Robie, Chet, Douglas J. Brown, and James C. Beaty. "Do People Fake on Personality Inventories? A Verbal Protocol Analysis." Journal of Business and Psychology 21.4 (2007): 489-509. Springer. Web. 10 Dec. 2011.

ü Additional Information ü

A website which lists personality tests, research papers, references, and researchers.

An Internet article found on About.com on The Big Five Personality Dimensions.

The website of the Association for Research in Personality (ARP):
"ARP is a scientific organization, founded in 2001, devoted to bringing together the diversity of scholars whose research contributes to the understanding of personality processes, structure, and development."

The website of the True Colors Personality Test Assessment:
"The True Colors Test is a personality survey designed to can help you understand your personality and behavioral type, as well as those of others."

A website which lists free, online personality tests and quizzes.

Index Post: "Now you know..."

This blog, so creatively named after the quote that played following every Public Service Announcement made by the cartoon G.I Joe throughout the late 1980s and early 1990s ("Now you know!" "And knowing is half the battle!"), revolves around an assignment given to me in my Environmental Studies: Social Perspectives course. Every week, my class is given a different topic that in some way, shape or form connects to environmental studies; what I'm supposed to do is find information on and post about said topic on this blog. The idea is that the blog will serve as either a go-to source of information, something tangible to put down on my résumé, or both - I'm hoping for the latter.

ü Blog Post Index ü


Week Two: Motivational Theories

Week Three: Actor-Network Theory

Week Four: Semiotics

Week Five: Environmental Psychology

Week Six: Political Ecology

Week Seven: Environmental Economics

Week Eight: Race and Ethnicity in Environmental Studies

Week Nine: Environmental Ethics

Week Ten: Environmental Education