The link between anger and admiration toward governmental actions and self-reported preventive behaviour in the context of the COVID-19 pandemic

In the context of the COVID-19 pandemic, across six correlational studies in four different countries (total N = 4937), we examined the link between citizens' anger with and admiration for the government's actions and decisions (i.e., system-based anger and admiration) and engagement in preventive behaviour. The internal meta-analyses showed that individuals who admired the government's actions were more likely to adopt personal hygiene and social distancing behaviour. Yet, the link between emotions and preventive behaviour differed concerning the target of emotions, especially for anger. Specifically, anger about restrictions imposed by the government was negatively related to preventive behaviours, but this relationship was not significant when the target of anger was the government's overall handling of the pandemic. Our findings emphasise the importance of citizens' emotions and the targets of those emotions during the crisis.     

“These Things Took Place as Examples for Us”: On the Theological and Ecumenical Significance of the Lutheran Sola Scriptura

The principle of sola Scriptura does not suggest a reading of the Bible in a room void of context, but points to the fact that the unity of church, canon, and confession defines the identity of the Christian church. The Lutheran Reformation was an attempt to retrieve this perspective at a time when it had become obscure. This retrieval corresponds to certain tendencies on the contemporary scene; it remains to be seen, however, how far convincing answers in this way can be provided for today's burning issues.     

Alone in the Crowd: I Failed the ABGC Certification Exam

The American Board of Genetic Counseling (ABGC) certification examination (often referred to as “the board exam”) has become a milestone within the field of genetic counseling. For many, it is the final standardized test taken and indicates the examinee has met “the standards of minimal competence to practice as a genetic counselor” (Bulletin 2015). Although voluntary, certification is strongly encouraged, and in some employment situations, required. Although recent statistics indicate the majority of those who take the test pass, each year there are those who sit for the test unsuccessfully. Despite this fact, exam failure and tools for dealing with this experience are not often broached in the literature. This essay recalls my experiences with a failed exam attempt and the subsequent emotional turmoil. It also aims to start the conversation regarding the difficulty of coping with the “secret” shame of public, professional failure, and suggests there is room for further discussion and resource development in this area.     

Contextual Control in Visuospatial Perspective‐Taking Skills in Adults with Intellectual Disabilities

The aim of this study was to teach left/right (Experiment 1) and near/far (Experiment 2) discrimination with reference both to self and to another person. The procedures used involved teaching discrimination in expressive language (speaker behavior) and then testing the transfer of learning into receptive language (listener behavior). A total of six intellectually disabled adults took part in the study, four in Experiment 1 and two in Experiment 2. The results showed that the subjects learned the target behavior in expressive language and performed correctly in tests to confirm the transfer of learning to receptive language. Experiments to analyze the function of the stimuli involved in receptive language share a certain amount of common ground with research into conditional discrimination under contextual control. The procedures used in such experiments may additionally enhance the teaching of visuospatial perspective‐taking skills. Copyright © 2015 John Wiley & Sons, Ltd.     

Rights and Restrictions: Temporary Agricultural Migrants and Trade Unions’ Activism in Canada and Spain

In the last two decades, temporary worker programs have experienced an unprecedented expansion as instruments of what is defined as the migration management approach. Various migrant rights activists have voiced concerns about the treatment of temporary migrants in these programs and taken initiative to advance their rights. For some migrant rights advocates, it is the temporary nature of migration that is primarily responsible for the rights deficit. Yet, other migrant rights activists accept the temporariness of labour migration while trying to ensure that migrants receive legal protections for their work rights and that these protections are enforced. Trade unions are among the actors who try to protect and advance temporary migrants’ labour rights, but their role in supporting or challenging the principles of temporary migration governance has been neglected in the scholarly literature. The article addresses this gap by highlighting the divergent position of Canadian and Spanish Unions on temporariness of this type of migration. As the article argues, the difference is related to the following four factors: (1) the degree to which the unions in question are institutionally embedded in immigration policy-making, (2) the social environment (that is, discourses on temporariness advanced by other unions and grassroots organizations), (3) the degree of protectionism unions express vis-à-vis new immigrant flows and (4) whether regulated temporary migration is contrasted with permanent or unauthorized migration.     

Predictive model for early math skills based on structural equations

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short‐term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short‐term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs.