VIEW—Vocational Information for Education and Work

A Career Information Center is described that provides restructured occupational information in a microfilm format that is readily kept current and is instantly accessible. The information is based upon what students and counselors feel is occupational information of the most worth. The Career Information Center also provides counselor in-service education in the belief that the principal rationale for counseling in the secondary schools is educational and career development activities for all students.     

Change in school ethnic diversity and intergroup relations: The transition from segregated elementary to mixed secondary school for majority and minority students

This research examined the impact of a change in school diversity on school children's intergroup relations. A longitudinal survey tracked 551 White British and Asian British students (M_age = 11.32) transitioning from elementary (time 1) to secondary (time 2) school in an ethnically segregated town in the United Kingdom. We estimated a multivariate, multilevel model. A cross-sectional comparison of segregated schools and a mixed elementary school at time 1 revealed that both Asian and White British in the mixed school reported more positive intergroup relations. A longitudinal analysis found that the transition from segregated elementary to mixed secondary schools was associated with Asian British developing more positive intergroup relations. White British reported overall less positive intergroup relations, although only trust decreased; evidence from other measures remains inconclusive. The findings are important for understanding early stages of diversity exposure, and the impact of changing diversity levels on majority and minority groups.     

Differences in occupational stress in three European countries

In this study, the reliabilities of the Dutch translation of the Occupational Stress Inventory, which is based on the theory of Cooper (Cooper & Marshall, 1976), was investigated. The sample comprised 436 nurses. A comparison is made of the individual and job satisfaction stress levels of Dutch and British nurses (N = 546), and of British managers (N =123) and German managers (N =133). The differences in the reliabilities of the Dutch version, compared to the British and German, are small. The differences between the stress and satisfaction scores are found to be greater between occupational groups than between nations.     

A factorial study of fluency in writing

A factorial study of fluency was undertaken to test an hypothesis that at least two fluency abilities would be measured by a battery composed both of word fluency tests used by Thurstone and tests of fluency described by several British investigators. Twenty-eight tests, including ten reference tests for five primary mental abilities, were administered to 181 high-school seniors. Ten centroid factors were extracted, a simple structure was found, and eight factors were interpreted. Five factors defined were the following reference abilities: memory (M), number (N), reasoning (R), verbal comprehension (V), and perceptual speed (P), the last one being somewhat tentatively identified. The main finding is the analysis of fluency into two factors: word fluency (W) and ideational fluency (F). Word fluency is defined as a facility in producing single, isolated words that contain one or more formal restrictions, without reference to the meaning of the words. Ideational fluency is described as a facility in expressing ideas by the use of words and their meanings. Another verbal ability indicated is tentatively interpreted as verbal versatility, the ability to express essentially the same idea by means of several different words or combinations of words.The writer wishes to express his appreciation to Dr. L. L. Thurstone for his guidance throughout the study and for providing facilities and materials needed; to Miss Jessie LaSalle and the Washington, D. C., high schools for providing the subjects; to Ledyard Tucker, Frank Medland, and Mrs. Virginia Brown for computational assistance; and to others who gave aid during the study.     

Ranald Macdonald and statistical inference

Ranald Roderick Macdonald (1945–2007) was an important contributor to mathematical psychology in the UK, as a referee and action editor for British Journal of Mathematical and Statistical Psychology and as a participant and organizer at the British Psychological Society's Mathematics, statistics and computing section meetings. This appreciation argues that his most important contribution was to the foundations of significance testing, where his concern about what information was relevant in interpreting the results of significance tests led him to be a persuasive advocate for the ‘Weak Fisherian’ form of hypothesis testing.     

An Experimental Computer-Based Educational and Career Exploration System

A major objective of the student guidance and counseling centers in high schools, junior colleges, and universities is to provide individualized aid to each student to help him reduce the uncertainty of his educational and vocational plans. Frequently, this objective is not fully satisfied because of information-handling problems. Two such problems are: (a) the fallibility of both counselor and student in memorizing, associating, and selectively recalling educational and vocational facts; and (b) the inability of the counselor and the student to devote sufficient time, patience, and energy to performing the enormous number of clerical steps involved in relating educational and occupational facts to pertinent information about the student. Computer-based information systems may be able to reduce these deficiencies considerably. This paper describes an experimental information system designed to be used by students as part of the total guidance services offered in schools. Such systems may aid both the student and the counselor.     

System Orientation: A dilemma for the role conceptualisation of 'counsellors' in schools

A survey of the American and British literature on counselling is used to elaborate an hypothesis concerning the importance in the minds of counsellors of the organisational as well as the interpersonal relationships they make. The hypothesis is tested and confirmed by a questionnaire enquiry to counsellors, pastoral care staff, guidance staff and others in British secondary schools. It leads to an elaboration in organisational terms of the notion of 'directiveness'.     

Audio-visual integration of emotional cues in song

We examined whether facial expressions of performers influence the emotional connotations of sung materials, and whether attention is implicated in audio-visual integration of affective cues. In Experiment 1, participants judged the emotional valence of audio-visual presentations of sung intervals. Performances were edited such that auditory and visual information conveyed congruent or incongruent affective connotations. In the single-task condition, participants judged the emotional connotation of sung intervals. In the dual-task condition, participants judged the emotional connotation of intervals while performing a secondary task. Judgements were influenced by melodic cues and facial expressions and the effects were undiminished by the secondary task. Experiment 2 involved identical conditions but participants were instructed to base judgements on auditory information alone. Again, facial expressions influenced judgements and the effect was undiminished by the secondary task. The results suggest that visual aspects of music performance are automatically and preattentively registered and integrated with auditory cues.     

Prejudice‐reduction in Culturally Mixed Classrooms: The Development and Assessment of a Theory‐driven Intervention Among Majority and Minority Youth in Finland

The aim of this field experiment was to develop and assess an intervention promoting positive intergroup relations in culturally diverse schools. The intervention was based on extended contact and social learning and utilized behavioural journalism as its method. Intervention effects were assessed on out‐group attitudes, perceived importance of future contact, perceived peer norms and intergroup anxiety among ethnic majority (N = 583) and minority (N = 214) youth in grades 7–9 in Finnish secondary schools (total N_experimental = 388; total N_control = 409). As a result of the intervention, both groups showed a tendency to perceive future intergroup contact as more important, and this effect was most notable for younger participants and girls. Prototypicality of in‐group and out‐group peer models contributed positively to intervention effects. However, unexpectedly, the intervention also increased experiences of intergroup anxiety among the oldest participants. The results are discussed taking into account the developmental stage of the youth studied. Besides critically assessing the effectiveness of the intervention, recommendations for improving theory‐driven prejudice‐reduction and for the development of future interventions in culturally diverse contexts are given. Copyright © 2013 John Wiley & Sons, Ltd.     

Perceived human and material costs of disasters as drivers of donations

Are disaster relief appeals more successful if they emphasize the material cost of disaster events in terms of economic damages and need for shelter, food, and health care, or if they emphasize the human cost in terms of psychological suffering and trauma caused? Although giving patterns seem to suggest that large-scale events that cause widespread material damage (e.g., the Asian Tsunami of 2004) are more successful at eliciting donations than smaller scaled events, it is argued that this pattern is explained by the fact that large perceived material damage leads to more perceived human suffering. In other words, it is the perceived human suffering which is the proximal driver of donations, rather than the material damage itself. Therefore, relief appeals that emphasize the human cost of events are more successful at eliciting donations than appeals that emphasize the material cost of events. This was demonstrated in a study focusing on donations by British participants (N = 200) to the Syrian refugee crisis in 2020, a study focusing on donations by British participants to victims of severe weather events in Eastern and Southern Africa in 2020 (N = 210), and a study among British participants focusing on a fictitious event (N = 150).     

What does it mean to be human? How salience of the human category affects responses to intergroup harm

Two studies explore how salience of the human category influences responses to intergroup harm and how different images of humanity modify these effects. In Study 1, British participants (n = 86) contemplated acts of terrorism against their group. When the human category (versus intergroup distinctions) was salient and when the prevailing image of humanity was malevolent (versus benevolent), participants were not only more understanding of terrorism, blamed this less on religious group memberships, but also more strongly endorsed the use of extreme force by countries to defend their boarders, preserve the peace and prevent future attacks. In Study 2, British participants (n = 83) contemplated the torture of Iraqi prisoners by British soldiers. When the human category was salient and the prevailing image of humanity was malevolent, participants experienced less guilt and justified torture more. We conclude that the effects of human category salience on interpretations of intergroup harm depend on what it means to be human. When human nature is perceived negatively, thinking in terms of the human category can normalise intergroup harm regardless of whether the outgroup or the ingroup is the perpetrator. Implications for re‐categorisation approaches to conflict reduction are discussed. Copyright © 2011 John Wiley & Sons, Ltd.     

Perceptions of athletic competence and fear of negative evaluation during physical education

Background. Physical education (PE) aims to enhance self‐esteem, develop sporting interests and to encourage a physically active life‐style. However, little is known about how a fear of negative evaluation (FNE), the socially evaluative aspect of social anxiety, affects children's attitudes to PE. Aim. The aim of the study was to investigate the relationships between perceived athletic competence and FNE within PE lessons, specifically looking at differences between boys and girls and primary and secondary schools. Sample. The participants were 192 children in three primary schools (N = 85, mean age = 9.5±1.1 years) and two secondary schools (N = 107, mean age = 14.5±0.8 years) from rural areas of North Wales and the Midlands region of England. Methods. The participants completed the Brief‐FNE Scale and the Self‐Perception Profile for Children immediately post‐lesson on one occasion. Results. Girls had higher FNE but lower perceptions of athletic competence than did boys. Older girls had higher FNE and lower perceived competence than the remaining three groups. Additionally, a significant and reverse but weak correlation was observed between girls' perceived athletic competence and FNE. Conclusions. The findings suggest that girls with a high FNE report lower perceptions of their athletic competence. Individuals who are high in FNE behave in ways to avoid the prospect of being evaluated negatively. However, they may seek feedback from significant others as a signal that unfavourable evaluations have been avoided. Therefore, positive, encouraging feedback used in child‐centred learning strategies may foster feelings of competence in boys and girls and could reduce the girls' social anxiety.     

The role of threat,emotions, and prejudice in promoting collective action against immigrant groups

In two studies we assessed the role of distinctiveness threat, group‐based emotions (angst, fear, and anger), and prejudice on people's willingness to engage in collective action against immigrant groups. In Study 1 (N = 222) White British participants were either informed that in the next 40 years the proportion of immigrants in the UK is unlikely to change (control condition) or that there will be more immigrants than White British people living in Britain (threat condition). We obtained support for a sequential multiple mediator model in which threat predicted British people's willingness to engage in collective action via the emotions first and then prejudice. This finding was replicated in Study 2 with an Italian sample (N = 283). These results enhance understanding of when and why advantaged groups undertake collective action against disadvantaged groups by demonstrating that distinctiveness threats and emotions promote such actions.     

Development and exploratory cluster-randomised opportunistic trial of a theory-based intervention to enhance physical activity among adolescents

This article reports the development and exploratory testing of a school-based intervention programme designed to enhance levels of physical activity in adolescents. The intervention is based on social cognitive theory (SCT), self-regulation theory (SRT) and planning as evidence-based mediators of physical activity changes. Two classes, paired on socio-economic variables, were selected from each of eight Portuguese schools and randomly assigned to an intervention or control group (N = 291). Primary outcome was ‘moderate to vigorous physical activity’ (International Physical Activity Questionnaire) measured pre and post intervention and at three and nine months follow-up. SCT, SRT and planning variables were secondary outcomes measured pre and post intervention. At post test, participants in the intervention group reported 18 min per week more physical activity (PA), adjusted for pre-intervention, age and sex, than those in the control group (95% confidence interval ?10 to 46; p = 0.249). This difference increased to 33 min (95% CI–4 to 71; p = 0.082) at three months and to 57 min (95% CI 13 to 101, p = 0.008) at nine month follow-up. Moreover, the intervention resulted in changes of some of the theoretical target variables, including outcome expectancies and coping planning. However, no evidence was found for the changes in theoretical moderators to mediate the intervention effects on behaviour. Implications for theory and for future research are discussed.     

Pluralism in Education: The display of Islamic affiliation in French and British schools

The expression of Islamic affiliation by Muslim students in French and British schools has been perceived as particularly problematic to the extent that it has become a focal point for public and media attention. The controversies over the wearing of the Islamic headscarf in French and British public schools and the state funding of Islamic schools in Britain are case studies representing a range of issues raised by religious pluralism in education, particularly the display of religious affiliation in public schools. In France the prohibition of the Islamic headscarf in public schools provoked a national controversy in 1989. In Britain the wearing of the Islamic headscarf in public schools resulted in a localized and minor debate but the question of state funding of Islamic schools became a major controversial issue in 1990. The press coverage of the case studies is used as an analytical tool with which to examine the exchange of public information and opinion in the press on this type of religious expression. Over 1,500 press articles on the two case studies were published from 1989 to 1998 by selected French and British national daily newspapers, religious papers and education papers. A quantitative analysis of the articles measures the magnitude of each controversy and its prominence in the press. A qualitative content analysis of the articles examines actual press content and compares the primary issues, prevalent opinions and supporting arguments defining the debates in each case study.     

Career Preparation and Choices of Fundamental Christian School Students

Abstract

Forty years ago, Alan Peshkin began his study of fundamental independent Baptist Christian schools. With time, further insight can be gained on the outcomes of the students from these schools. Despite possessing employer-desired character traits, fundamental Christian school students were expected to earn few academic or career achievements. The purpose of this study is to determine if Peshkin’s expectations became reality. Thirty-five former Christian school students were surveyed anonymously regarding career preparation and choices. All survey participants have completed some higher education. Over one-fourth of the participants earned at least one graduate degree and an additional one-third of participants hold at least one bachelor’s degree. Survey participants have chosen a wide range of career paths.     

With a Sword Pointing to the East,West, South,and North

In his In Defense of War, Nigel Biggar argues for an account of war based in Christian love. In the process, he opposes Christian pacifists, the British Left, liberal accounts of just‐war, and accounts of just‐war based on self‐defense. Although framed in terms of love, his account pivots around punishment, which is further explicated by a thorough review of the recent war in Iraq, the invasion of which he deems justified. This review compares Biggar's monograph to prior iterations of a love‐based approach to just war by Paul Ramsey and Oliver O'Donovan. Biggar's contributions regarding love, punishment, and policy analysis are recognized, as well as his attempt to carry on the tradition of the ‘mournful warrior’. As a model for the kind of scrutiny that Christian ethicists should bring to bear on serious social issues, Biggar's monograph is excellent. However, the political stance and – largely implicit and unstated – political theology operating behind this book are, in the end, disconcerting.     

对中学教学中教师运用情感因素的现状调查

针对中学教师在教学中运用情感因素现状的大规模问卷调查,结果表明,重知轻情现象在当前的中学教学中十分普遍,并主要表现在虽有一定认识却鲜于教学实践的状况上,其原因主要是缺乏情感教学方面的理论和方法上的指导,也为一些误解所致,而市区和郊区中学、重点和非重点中学在这方面存在的问题基本一致,不存在明显差异。