Relational Commitment and the Silent Treatment

When upset with a relational partner, intimates often enact the silent treatment, although it can harm their relationships. This study investigates the degree to which relational commitment predicts a person's self-reported use of the silent treatment. Undergraduate daters indicated their relational commitment, their use of the silent treatment when upset with their partner, and what they do if the partner asks if they are upset. Relational commitment was negatively related to using the silent treatment and stonewalling when the partner asked if there was a problem. Relational commitment was only positively related to admitting being upset when the partner asked if there was a problem. Study limitations and future research implications are discussed.     

Retransmission Consent,Cable Franchising,and Market Failure: A Case Study Analysis of WOOD-TV 8 Versus Cablevision of Michigan

Today, many media corporations are linked together through interlocking boards of directors. Are these interlocks legal, especially in an ever-converging media environment? This study of interlocks finds that over 40% of leading media corporations are interlocked with another leading media company. The majority of these interlocks are legal under current media conditions, but that may change as media formats converge. In addition, the legality of 2 board interlocks is questioned and discussed.     

Use of an Audience Response System in an Evidence-Based Mini-Curriculum

ABSTRACT

Since 2002, library faculty at the Indiana University School of Medicine have taught third-year medical students how to retrieve the best evidence from MEDLINE to address their clinical questions. In preparation for their Neurology, Medicine, and Psychiatry clerkships, students attended a review of evidence-based medicine principles and techniques for searching the literature. The session was team-taught by two faculty members, one from the Internal Medicine department and the other from the Library. The librarian reviewed important MEDLINE principles for constructing a good subject search and applying appropriate evidence-based filters. During the clerkships, students were asked to generate clinical questions arising from their patient encounters, searched MEDLINE for the best evidence, critiqued the results, and then applied them back to their patients' care. Library faculty provided individualized feedback on the student searches. A follow-up session two months later reinforced MEDLINE principles, used student searches as examples, and extended the discussion to other evidence-based, point-of-care resources. To add to the interactivity of the follow-up sessions, librarians used an audience response system to measure students' understanding of literature retrieval techniques and to gauge student preferences for information seeking on clinical topics. Overall, the sessions have been well-received by the students.     

Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues

This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers’ understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers’ understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.     

Needed: new models for linking the two cultures

Summaries

English

In recent years problems facing humankind have become more complex and challenging and have increasingly involved science and technology. While the public, generally, has been inadequately informed about such scientific and technical issues, public understanding of issues at the interface of science, society, and technology are an essential part of the resolution of societal problems. This paper outlines specific ways to promote understanding enabling individuals to participate more responsibly in enlightened democratic decision‐making responsive to societal needs. A systematic scheme is outlined with examples from two science education centres at tertiary institutions through activities including teaching, outreach, curriculum development, and research.     

Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.     

Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children

ABSTRACT

Ages 10–14 mark a period in which children develop a strong sense of whether science is ‘for them,’ a time that typically coincides with the start of middle school in the United States and their first exposure to more rigorous science classes and testing. Experiences with science in and out of school can shape children's motivation to choose science careers or participate in voluntary science classes later on, for better or worse. We explore the hypothesis that children who engage in more informal educational science experiences at the start of this period are more likely than their peers to obtain and maintain interest, curiosity, and mastery goals in science (together forming a construct called fascination). We measured 983 children's fascination with science at the beginning and middle of sixth grade. We found that the children who participated in informal science during this time were more likely to maintain or have greater fascination than at the start. These findings held while also controlling for many potentially confounding covariates and are robust across subgroups by gender and race/ethnicity. Further, the effects are largest for those children whose family generally supports their learning.     

What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories

For twenty years, social constructivism has been a paradigm in science teaching and not an easy bedfellow for piagetian constructivism, even though both have had the same thing in mind… a study of the learner. For this reason we attempt to find connections and bridges between them so that both may be enriched, to the benefit of science teaching.