Gender-related aspects of occupational prestige

Prestige of six occupational clusters was studied in relation to gender of the 369 college students who rated the prestige and to gender of imagined jobholders. Subjects rated on a scale of 1–5 the prestige of 30 occupations while envisioning women or envisioning men holding those jobs. Occupations were classified as either female professional, male professional, female nonprofessional, male nonprofessional, neutral professional, or neutral nonprofessional. Classification into these clusters was on the basis of percentage of women and men presently in each occupation and perception of each occupation's sex type, as well as whether college preparation was necessary. Prestige ratings were analyzed by a 2 (rater gender) × 2 (jobholder gender) × 6 (occupational cluster) repeated measures ANOVA. Main effects were obtained for gender (p < .05) and occupational cluster (p < .0001), as well as for the interactions of cluster and rater gender (p < .0001), cluster and jobholder gender (p < .0001), and the three-way interaction of cluster, rater gender, and jobholder gender (p < .01). The significant findings (particularly the interaction between occupational cluster and jobholder gender) seem to indicate that status is not inherent in sex-typed occupations, but is in part a function of the gender of the person imagined to be holding the job, and of the gender of the rater.     

Collaboration between Science and Religious Education teachers in Scottish Secondary schools

The article reports on quantitative research that examines: (1) the current practice in collaboration; and (2) potential for collaboration between Science and Religious Education teachers in a large sample of Scottish secondary schools. The authors adopt and adapt three models (conflict; concordat and consonance) to interrogate the relationship between science and religion (and the perceived relation between these two subjects in schools) (Astley and Francis 2010 Astley, J., and L. J. Francis. 2010. “Promoting Positive Attitudes towards Science and Religion among Sixth-Form Pupils: Dealing with Scientism and Creationism.” British Journal of Religious Education 32 (3): 189–200.10.1080/01416200.2010.498604 [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). The findings indicate that there is evidence of limited collaboration and, in a few cases, a dismissive attitude towards collaboration (conflict and concordat and very weak consonance). There is, however, evidence of a genuine aspiration for greater collaboration among many teachers (moving towards a more robust consonance model). The article concludes by discussing a number of key factors that must be realised for this greater collaboration to be enacted.     

Associations between a one-shot delay discounting measure and age, income, education and real-world impulsive behavior

There has been discussion over the extent to which delay discounting – as prototypically shown by a preference for a smaller-sooner sum of money over a larger-later sum – measures the same kind of impulsive preferences that drive non-financial behavior. To address this issue, a dataset was analyzed containing 42,863 participants’ responses to a single delay-discounting choice, along with self-report behaviors that can be considered as impulsive. Choice of a smaller-sooner sum was associated with several demographics: younger age, lower income, and lower education; and impulsive behaviors: earlier age of first sexual activity and recent relationship infidelity, smoking, and higher body mass index. These findings suggest that at least an aspect of delay discounting preference is associated with a general trait influencing other forms of impulsivity, and therefore that high delay discounting is another form of impulsive behavior.     

Prioritizing Rights in the Social Justice Curriculum

The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I claim that a ranking of human rights is not only necessary to adjudicate competing claims for social justice and at the same time, thwart interference with already agreed-upon human rights: it is necessary for any curriculum of social justice for schools. That is to say, curricular programs of social justice cannot justify social practices that interfere with human rights, nor can they teach otherwise than this. Due attention to the violation of human rights is necessary, I shall argue, and must be central in the discussion of education for social justice.     

Satisfaction of Health Science teachers with the convergence process of the European Higher Education Area

The European Higher Education Area (EHEA) has implied a major transformation of university studies in European countries. The aim of this study was to assess the satisfaction of university teachers in the area of Health Sciences with the convergence process to determine positive and negative aspects in their practices. The sample was composed of 1,361 teachers of Spanish public universities. They all participated in an ad hoc survey that included questions pertaining to the following issues: a) personal and professional information, b) general and institutional aspects, c) aspects related to teaching, research, and administrative work, d) methodology and the teaching-learning process, e) assessment of students, f) training of teachers, and g) coordination, organization, and resources at the school. Results reveal that teachers are not totally satisfied with the way the EHEA is being established. In conclusion, certain changes would be necessary to achieve real convergence between countries.     

The existence of superluminal particles is consistent with relativistic dynamics

Within an axiomatic framework, we prove that the existence of faster than light (FTL) particles is consistent with (does not contradict) the dynamics of Einstein's special relativity. The proof goes by constructing a model of relativistic dynamics where FTL particles can move with arbitrary speeds. To have a complete picture, we not only construct an appropriate model but explicitly list all the basic assumptions (axioms) we use.     

Criteria for a comprehensive model of spiritual development in secular educative care

This paper argues that to fulfil what is required of a model of children's spiritual development in the context of secular educative care, six criteria must be met: the meaning of the terms and nature of the phenomenon must both be specified; the relationship to an underlying ontology must be clarified and the status of alternatives characterized; the sense in which spirituality is developmental and open to change through intervention must be identified and which specific developmental changes are 'spiritual' designated; there must be consistency with an accepted paradigm for the understanding and study of human development; the role and status of spiritual development within a secular system of educative care needs explanation; consequential practical implications must be specified. In suggesting this is an unfulfilled requirement, the challenges posed by each of these criteria are identified.     

Level of emotional awareness in the general French population: Effects of gender,age, and education level

The Levels of Emotional Awareness Scale (LEAS) developed by Lane et al. ( 1990 1990) measures the ability of a subject to discriminate his or her own emotional state and that of others. The scale is based on a cognitive‐developmental model in which emotional awareness increases in a similar fashion to intellectual functions. Because studies performed using North American and German populations have demonstrated an effect of age, gender, and level of education on the ability to differentiate emotional states, our study attempts to evaluate whether these factors have the same effects in a general French population. 750 volunteers (506 female, 244 male), who were recruited from three regions of France (Lille, Montpellier, Paris), completed the LEAS. The sample was divided into five age groups and three education levels. The results of the LEAS scores for self and others and the total score showed a difference in the level of emotional awareness for different age groups, by gender and education level. A higher emotional level was observed for younger age groups, suggesting that emotional awareness depends on the cultural context and generational societal teachings. Additionally, the level of emotional awareness was higher in women than in men and lower in individuals with less education. This result might be explained by an educational bias linked to gender and higher education whereby expressive ability is reinforced. In addition, given the high degree of variability in previously observed scores in the French population, we propose a standard based on our French sample.     

The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders

Two independent trends are impacting school psychologists with regard to their involvement in the education of students with autism spectrum disorders (ASDs): increasing prevalence estimates of ASDs and an emphasis on the inclusion of students with special needs in regular education classrooms. In light of these trends and growing awareness of the need for evidence-based practices in the field, school psychologists can expect to be involved in the educational programming of students with ASDs and should be knowledgeable about empirically supported strategies relevant to inclusive education of these children. The purpose of this review is to familiarize school psychologists with currently available intervention techniques by describing each strategy and outlining the degree of empirical support for each. Strategies for managing disruptive behaviors, promoting learning, and facilitating social integration are reviewed.     

PREP inside and out: marriage education for inmates

Although research has demonstrated that marriage education has positive effects on relationship quality, little is known about how such services impact relationships where one partner is incarcerated. The current study implemented an adapted version of the Prevention and Relationship Enhancement Program (PREP Inside and Out) for inmates in Oklahoma correctional facilities. Inmates, with or without their partners, participated in the 12-hour program. The impact of the program was investigated on a range of relationship variables including satisfaction with relationship, dedication, confidence, communication skills, friendship, and negative interactions as reported by the inmate partner. Participants reported substantial gains in all variables and in overall satisfaction with their relationship after completing the program, regardless of their gender and racial/ethnic background. Implications for future marriage education programs and research in prisons are discussed.