The Perception of Honour-Related Violence in Female and Male University Students from Morocco,Cameroon and Italy

The study investigates the perception of honour-related violence against women in female and male university students from three countries - Morocco, Cameroon, Italy – all considered honour cultures but different in terms of various other sociocultural factors, such as family structure and gender roles. One hundred fourteen Moroccan (47 females, 67 males), 106 Cameroonian (41 females, 65 males) and 103 Italian (51 females, 52 males) students attending Turin University and currently living in Turin, answered a questionnaire to evaluate an act of honour-related violence by a father against his daughter. The results showed that the perception of this act was influenced by the participants’ nationality: Italians evaluated the incident as more serious and more as a crime than Moroccans, and the latter more than Cameroonians. Furthermore, Italians attributed less responsibility to the victim and more responsibility to the assailant than Moroccans and Cameroonians did; accordingly, they also proposed more severe punishment for the assailant than Moroccans and Cameroonians. The results also showed an interaction between nationality and gender: Cameroonian women attributed more responsibility to the victim and less to the assailant than Cameroonian men, and Italian men attributed less responsibility to the assailant than Italian women. These results are interpreted in terms of the importance attributed to family honour in the three countries and their differences in social organisation and gender roles.     

Prospective Technology Assessment of Synthetic Biology: Fundamental and Propaedeutic Reflections in Order to Enable an Early Assessment

Synthetic biology is regarded as one of the key technosciences of the future. The goal of this paper is to present some fundamental considerations to enable procedures of a technology assessment (TA) of synthetic biology. To accomplish such an early “upstream” assessment of a not yet fully developed technology, a special type of TA will be considered: Prospective TA (ProTA). At the center of ProTA are the analysis and the framing of “synthetic biology,” including a characterization and assessment of the technological core. The thesis is that if there is any differentia specifica giving substance to the umbrella term “synthetic biology,” it is the idea of harnessing self-organization for engineering purposes. To underline that we are likely experiencing an epochal break in the ontology of technoscientific systems, this new type of technology is called “late-modern technology.” —I start this paper by analyzing the three most common visions of synthetic biology. Then I argue that one particular vision deserves more attention because it underlies the others: the vision of self-organization. I discuss the inherent limits of this new type of late-modern technology in the attempt to control and monitor possible risk issues. I refer to Hans Jonas’ ethics and his early anticipation of the risks of a novel type of technology. I end by drawing conclusions for the approach of ProTA towards an early societal shaping of synthetic biology.     

Teaching and learning the esoteric: an insight into how reflection may be internalised with reference to the occupational therapy profession

This paper is concerned with the ways in which reflective practice is learnt, taught and assessed within the profession of occupational therapy. It utilises individual experiences of reflection of both students and staff members in university and practice placement settings. The discussion places reflection within learning a profession’s way of being and individual learner’s relation to this ‘sense of being’. It concludes that the ‘rote’ way in which reflection is currently used to demonstrate evidence of reflective practice is detrimental to the development of a reflective professional, in this instance, an occupational therapist.     

Peer review of teaching (PRoT) in higher education – a practitioner’s reflection

Peer review of teaching (PRoT) is recommended to both develop and assure the quality of teaching practices in Higher Education. An institutional implementation of a peer review process can be viewed as a genuine desire to improve teaching quality or as an instrument of accountability and performativity. There are many approaches to the peer review of teaching operating. This article documents the impact, advantages and disadvantages of direct participation in three peer review of teaching processes.     

Moral Evaluations of Lying for One's Own Group

This study investigated the development of moral judgments of blue lies, which occur when a speaker makes false statements to benefit a group of which he or she is a member. We investigated this issue in China, where there is substantial emphasis on the nature of children's associations with groups they belong to. Participants ranged in age from 9 to 17, and we asked them to evaluate lies that were told to benefit a team representing a speaker's class, school, or country. Judgments varied systematically as a function of age, with the 17‐year‐olds rating lying for any form of collective less negatively than did the younger age groups. In addition, across the age groups, children's affinity tended to shift from smaller groups to broader and more abstract collectives: 9‐ and 11‐year olds were least critical of blue lies told to benefit a speaker's class, 13‐year olds were least critical of blue lies told to benefit a speaker's school, and 17‐year olds were least critical of blue lies told to benefit a speaker's country. Copyright © 2015 John Wiley & Sons, Ltd.     

Humility,stressful life events,and psychological well-being: Findings from the landmark spirituality and health survey

A growing body of research suggests that people who are more humble tend to enjoy better physical and mental health than individuals who are less humble. The next step in moving this literature forward involves explaining and empirically demonstrating how the potentially beneficial effects of humility arise. The purpose of this study is to address this issue by seeing whether humility buffers the effects of stressful life events on four measures of well-being: happiness, life satisfaction, depressed affect, and generalized anxiety disorder. Data from a new nationwide survey (N = 3010) suggest that the magnitude of the negative relationship between stressful life events and all four measures of well-being is reduced among people who are more humble. The theoretical implications of these findings are discussed.     

Positive and Negative Peer Influence in Residential Care

The potential for negative peer influence has been well established in research, and there is a growing interest in how positive peer influence also impacts youth. No research, however, has concurrently examined positive and negative peer influence in the context of residential care. Clinical records for 886 residential care youth were used in a Hierarchical Linear Model analysis to examine the impact of negative and positive peer influence on naturally occurring patterns of serious problem behavior over time. Negative peer influence, where the majority of youth in a home manifested above the average number of serious behavior problems, occurred 13.7% of the time. Positive peer influence, where the majority of youth manifested no serious problem behaviors for the month, occurred 47.7% of the time. Overall, youth problem behavior improved over time. There were significantly lower rates of serious problem behavior in target youth during positive peer influence months. Conversely, there were significantly higher rates of serious problem behaviors in target youth during negative peer influence months. Negative peer influence had a relatively greater impact on target peers’ serious behavior problems than did positive peer influence. Caregiver experience significantly reduced the impact of negative peer influence, but did not significantly augment positive peer influence. Months where negative peer influence was combined with inexperienced caregivers produced the highest rates of serious problem behavior. Our results support the view that residential programs for troubled youth need to create circumstances that promote positive and control for negative peer influence.     

Applications of social cognitive theory to the career development of women of color

This article provides a review of the literature on the educational and career development of women of color within the context of social cognitive career theory (Lent, et al, 1994 and Lent, et al, 1996). Specifically, possible gender, ethnic, racial, and cultural influences on career self-efficacy and outcome expectations are explored to delinate the potential mechanisms whereby ethnicity, culture, and ethnic and racial identity development, in interaction with gender, affect career choice and adjustment. Suggestions for future research on social cognitive career theory and the career development of women of color are presented.     

Maternal depression and locus of control orientation as predictors of dyadic play behavior

Maternal locus of control orientation and depression were examined in relation to joint negotiation and coordination of mother-child play at 20 months. Subjects were 51 high-social-risk mothers and children. Mothers completed the I-E Scale and the Beck Depression Inventory prenatally and at 20 months; mother-child interaction was videotaped in a laboratory playroom at 20 months. Tapes were coded using the Control-Autonomy Balance Scales to evaluate maternal control and sensitivity and child engagement and autonomy. Analyses of dyadic play behavior indicated that maternal controllingness was related to an external locus of control orientation. Child engagement during play was related to the resolution of mild maternal depression.