Communicative factors,conflict progression,and use of reconciliatory strategies in pre‐school boys‐a series of random events or a sequential process?

Affiliative interactions between former opponents soon after a conflict, in non‐human primates and pre‐school children, have been documented to be followed by a reduction of future aggression and stress reactions, and to promote tolerance between individuals. The phenomenon has, therefore, been called reconciliation. Studies of non‐human primates have shown that the conflict cause can influence the reconciliatory outcome, and whether the aggressor or the victim of the aggression is more likely to take the initiative to reconcile, can differ between species. Few studies in pre‐school children have addressed how factors preceding the post‐conflict period, such as social interactions before the conflict outbreak, or the cause of the conflict, may be related to the likelihood of reconciliation, conflict progression, and conflict outcome in the form of possible continuation or initiation of interactions. Twenty boys were video‐recorded during free‐play at six pre‐schools. The existence of social interaction between the opponents in the upcoming conflict was examined in the pre‐conflict period. The observed causes of conflict were determined and classified into five categories. The affiliative behaviors identified in the post‐conflict period were classified into six categories. Finally, whether or not conflicts were followed by communicative exchanges in the succeeding non‐conflict period was documented. The results revealed that the cause of the conflict is associated with whether opponents had established social interaction prior to conflict in the pre‐conflict period. Acceptance rates (for the various categories of affiliative behaviors) appeared to differ. A non‐random pattern of conflict progression was apparent, suggesting the conflict cause was related to the category of reconciliatory strategy shown by the individuals. The aggressor and the victim initiated reconciliation at similar rates, with the exception of verbal apologies, which were initiated most often by the aggressor. Finally, the data also showed that higher frequencies of social interaction between former opponents in the succeeding non‐conflict period were associated both with whether or not social interaction had occurred in the pre‐conflict period, and whether or not the conflict was reconciled. In conclusion, communicative factors preceding conflicts, and conflict cause, are distinctively correlated with both the use and the outcome of post‐conflict affiliation in pre‐school boys. Aggr. Behav. 00:000–000, 2005. © 2005 Wiley‐Liss, Inc.     

Autonomous abortions: the inhibiting of women's autonomy through legal ultrasound requirements

Recently, we have seen various proposed laws that would require that women considering abortions be given ultrasounds along with explanations of these ultrasounds. Proponents of these laws could argue that they are assisting with autonomous abortion choices by providing needed information, especially about the ontological status of the fetus. Arguing against these proposed laws, I first claim that their supporters fail to appreciate how personalized an abortion choice must be. Second, I argue that these laws would provide the pregnant woman no control over when and to what extent emotion is inserted into her deliberation. This unjustly inhibits her autonomy, making these ultrasound laws unjustified.     

Academic Misconduct in Portugal: Results from a Large Scale Survey to University Economics/Business Students

The phenomenon of cheating in higher education is of overwhelming importance in that the students engaging in these acts are unlikely to have the skills necessary for their future professional life. Despite its relevance, the empirical evaluation of cheating in universities has been almost exclusively focused on the US context. Little is known about cheating at the European level, let alone in Portugal. Even less is explored at the regional level. In this paper we present evidence on the perception of cheating by Portuguese undergraduate students of economics/business degrees. We undertake a large-scale survey, involving 2675 students from all Portuguese mainland public universities (10). We found that copying-favourable environments are associated with a higher propensity to cheat. Moreover, in universities where ‘codes of honour’ exist, this propensity tends to be lower. Finally, the propensity to copy seems to be highly influenced by the cultural systems and socially-related factors of different regions.     

Higher education, democracy and citizenship – the democratic potential of the university?

From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here –stemming from a conference on the theme``Higher education, democracy and citizenship'',held at Örebro university, Sweden 2000 –the answer is yes, to some extent, if there isroom for pluralism in different dimensions,opportunities to challenge one's own tradition,and tolerance and respect for the concreteother.