Malchish‐Kibalchish: cultural factors in a clinical case

In this paper, a Jungian understanding of cultural factors influencing individual analysis is illustrated with the case of a patient suffering from panic attacks. The analysis revealed that, in addition to the patient's personal background, the collectivistic attitudes of the Soviet culture, which had a moulding effect on the patient in his childhood and obstructed his individuation, should be taken into account. The concepts of the totalitarian object and the Russian cultural complex encompassing a grandiosity pole and an inferiority pole are used to explore the patient's condition, and the crucial role of creating mutual language with the patient is outlined.     

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education.     

Fundamental motor skill,physical activity,and sedentary behavior in socioeconomically disadvantaged kindergarteners

Guided by Stodden et al’s conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013–2014 academic school year. Participants were 256 (129 boys; 127 girls; M_age = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p < .01), MVPA (7.9%; p < .001), and VPA (5.3%; p < .01) after controlling for weight status. Mediational analysis supports the significant indirect effect of MVPA on the relation between FMS and SB (95% CI: [?0.019, ?0.006]). Adequate FMS development during early childhood may result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors.     

Investigating the effects of Rectangular Rapid Flash Beacons on pedestrian behavior and driver yielding on 25 mph streets: A quasi-experimental field study on a university campus

Rectangular Rapid-Flash Beacons (RRFBs) are safety measures that have become popular in recent years in the USA. Such equipment has demonstrated effectiveness in reducing vehicle speed and conflicts among road users, and increasing drivers’ yielding to pedestrians. However, RRFB effects on pedestrian behaviors are less well documented, and perhaps could produce contraindicated effects in crossing behavior. Specifically, RRFBs may give pedestrians a feeling of protection and induce them to more risk-taking when crossing the road. The current study was designed to investigate drivers and pedestrians’ reactions to a RRFB system installed at a university campus located in Virginia, USA. We deployed (a) field observation, using a multiple pretest/posttest non-equivalent control group quasi-experiment design and (b) interviews of students throughout the project’s multiple time periods. In total, 2454 pedestrians and 1312 drivers were observed and 265 students were interviewed. RRFB installations did not distinguish driver yielding likelihood between sites with or without RRFBs. However, driver yielding overall increased linearly over the five rounds of the study. Whether this was the result of the general presence of RRFBs on campus from the third round to the end of the fifth round is unknown. There is evidence from person interviews that students perceived increased safety for pedestrians over time. Being a RRFB chosen site or actual activation of the RRFBs did not have a significant relationship with pedestrian looking behavior either. The potential consequences of these results as well as the context of RRFB use on a university campus and generally low-speed roads are discussed.     

The effect of fatigue driving on car following behavior

Existing fatigued driving analysis methods mainly focus on lateral driving performance by using the measurements related to the steering wheel or lane position. There is a lack of research on longitudinal car following behavior. In this study, 40 professional drivers are invited to participate in field expressway driving experiment, lasting at least for 6 h. During the test, their performance is measured in terms of their self-reported fatigued driving level according to the Karolinska Sleepiness Scale (KSS), the PERcentage of eye CLOSures (PERCLOS) and the Time Headway (THW). Then the effects of the fatigued driving level on car following behavior are evaluated. The results indicate that the fatigue level (for both KSS and PERCLOS) has significantly impact on THW parameters, including the mean, standard deviation and minimum THW. An increase in KSS and PERCLOS leads to a lower mean and minimum THW. Meanwhile, the standard deviation of THW increases with the increase of KSS and PERCLOS. In conclusion, this study found that a higher fatigue level leads to the driver keeping a smaller THW when following another vehicle and choosing shorter THW to make lane change. More deviation of car following performance was also found with the increase of fatigue level. Therefore, the findings of this study can be used to explain fatigue as one of the major reasons for rear-end collisions. Also, the research findings demonstrate the impact of fatigue on driving behavior in terms of car following performance, which can be used as a measurement for monitoring fatigued drivers.     

She writes in many-coloured headscarves! A conversation with Shelina Zahra Janmohamed

Shelina Janmohamed, the British Muslim writer and commentator, feels impatient with the stereotypic labels attributed by the West to Asian Muslim women. Through her memoir, Love in a Headscarf, she breaks out all the miserable images of what it is to be a British Asian Muslim woman, addressing issues that range from Asian marriages to Islamic terrorism and the question of the veil.     

Parental Monitoring,Association with Externalized Behavior,and Academic Outcomes in Urban African‐American Youth: A Moderated Mediation Analysis

African‐American adolescents exposed to neighborhood disadvantage are at increased risk for engaging in problem behavior and academic underachievement. It is critical to identify the mechanisms that reduce problem behavior and promote better academic outcomes in this population. Based on social disorganization and socioecological theories, the current prospective study examined pathways from parental monitoring to academic outcomes via externalizing behavior at different levels of neighborhood disadvantage. A moderated mediation model employing maximum likelihood was conducted on 339 African‐American students from 9th to 11th grade (49.3% females) with a mean age of 14.8 years (SD ± 0.35). The results indicated that parental monitoring predicted low externalizing behavior, and low externalizing behavior predicted better academic outcomes after controlling for externalizing behavior in 9th grade, intervention status, and gender. Mediation was supported, as the index of mediation was significant. Conversely, neighborhood disadvantage did not moderate the path from parental monitoring to externalizing behavior. Implications for intervention at both community and individual levels and study limitations are discussed.