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Participation in collaborative learning environments has demonstrated significant learning advantages due to opportunities for group members to contribute to shared problem-solving processes, shared goals, and co-elaboration of knowledge. Furthermore, research has shown that higher levels of social perceptiveness are positively correlated with higher levels of group performance. However, collaboration is not always successful, sometimes exhibiting imbalances of power and status. In this study, positioning theory and interaction analysis were used to investigate (a) interactions in four racially and gender-mixed groups (of three university students each) working with technology and (b) their negotiated positions of power and status. Results showed that racial minority group members experienced a lower status as measured by behavioural indicators and rated participation as more inequitable. Results were exacerbated when minorities were also female.s Findings demonstrate the usefulness of positioning theory for examining collaborative interactions and have important implications for future CSCL research in both organisational and classroom settings. [ABSTRACT FROM AUTHOR]

Three of four siblings born to nonconsanguineous parents of Italian origin were affected with severe congenital hemolytic anemia of unknown cause, and early-onset pulmonary emphysema. Two of the three affected siblings died of septic shock after splenectomy, at the ages of 7 and 3 1/2 years, respectively. The remaining affected sibling was shown to have cutis laxa and severe pulmonary emphysema at 15 years of age. Assay of serum components indicated that alpha 1-antitrypsin and alpha 2-macroglobulin levels were normal or slightly elevated. However, there was markedly elevated activity of an elastase-like serum enzyme. The relation of the hemolytic anemia to the pulmonary findings in this family is not clear; pedigree analysis suggests a recessively inherited defect.