The Family Environment Scale: Reliability and Normative Data for an Adolescent Sample

The Family Environment Scale has been used extensively in family research since first being published. However, despite its appeal both conceptually and empirically, doubts have been raised over the scale's reliability. This article presents normative and reliability data for the Family Environment Scale from a large, combined sample of adolescents. Means and standard deviations were generally found to be in line with those reported in the scale's manual; however, estimates of internal consistency for most subscales could be considered inadequate for research purposes.     

The Dynamics of Creative Teaching

The following is a qualitative portrait of a creative teacher and her teaching process. Over a period of six months, five interviews were conducted with the teacher before, during, and following a university course in teacher education on instructing diverse learners. Additional interviews were conducted with six students at the beginning and end of the course and with the teacher's husband following the course. Additional data sets include classroom observations revealed in field notes, personal memos, and course materials. The overarching themes represented constructs involving intense and thorough course preparation, teacher‐student connections, and reflective teaching. Sub‐themes guiding the process of creative teaching emerged including constraints placed on preparation and reflective teaching, an awareness of self and students within the process of preparation and connection, feedback from colleagues and students guiding the connection and reflective teaching, and the values and goals formed from personal history and philosophy of life shaping all three major themes. This case study of creative teaching possesses characteristics resembling creative acts in other domains (e.g., art, literature, physics, economics) and presents a model for the education of future teachers.     

Intergroup Discrimination Involving Negative Outcomes and Self‐Esteem

Two studies examined the link between intergroup discrimination involving negative outcomes (i.e., removal of positive resources and allocation of noxious resources), global self‐esteem (GSE), and collective self‐esteem (CSE). Study 1 found that New Zealanders who took away more positive resources from out‐group than in‐group members experienced enhanced CSE, but not GSE. These findings were replicated in Study 2, with respect to the allocation of noxious resources (i.e., white noise). New Zealanders' GSE and CSE assessed prior to the allocation of noxious resources were unrelated to the subsequent allocation of white noise. The data are interpreted to indicate that intergroup discrimination involving negative outcomes leads to enhanced CSE. However, neither GSE nor CSE predict such discrimination.     

Humanitarian Intervention: Closing the Gap Between Theory and Practice

abstract   Apparently, there are some important tensions that must be confronted in grappling with the issue of the permissibility of humanitarian intervention. Notably, there is the tension between respecting sovereignty and responding to the plight of the needy, that is, there is tension between respecting governments' authority and desire for non-interference, and respecting the individuals who suffer under their leadership. I argue that these and other tensions should be resolved in favour of protecting the individuals who suffer in humanitarian crises, though the way to do this defensibly requires that we put in place many safeguards against abuse. My main theoretical argument emerges from a model of global justice that I develop.
I then examine recent reports on intervention and state sovereignty compiled by an inter-national commission in order to show that consensus is building about the permissibility of military intervention to protect fundamental human rights for vulnerable populations in certain cases. Some important public policy proposals are evolving in the direction of protecting individuals over states, but there are still some important gaps that remain between what is theoretically desirable and proposals about international law. I show where some of those gaps are and how we can close them.     

RECENT COGNITIVE THEORIES APPLIED TO SEQUENTIAL LENGTH MEASURING KNOWLEDGE IN YOUNG CHILDREN

Summary . This research was designed to determine sequential length measuring knowledge in children aged 3–7 years. Sequences were predicted in advance logically from measurement theory, from a review of the literature, and from the information processing demand of the tasks. A sample of 80 children from mixed socio-economic backgrounds was tested on measures of capacity to process information and 15 main measurement tasks. Analysis of the data showed that the empirical sequence of length measuring knowledge was most like that predicted from analyses of the information processing demand of the tasks. It is asserted that mathematics curriculum content could be sequenced on the basis of similar information processing analysis.