New counter‐school cultures: female students' drug use at a high‐achieving secondary school

We draw on case‐study research at a high‐achieving secondary school in London to illustrate how school experiences may influence drug use and reproduce inequalities in reconstructed ways in late modernity. Qualitative data were collected through semi‐structured interviews with students and teachers, and observations. We focus in particular on the accounts of three female students expressing a shared counter‐school identity and style to explore how drug use has become an important source of bonding, identity construction, coping and excitement for young women from disadvantaged families at high‐achieving schools, including as part of strategies to resist the narrow focus schools can place on academic attainment, monitoring and discipline. We propose that, in late modern times, class‐based counter‐school cultures are being replaced with new consumer‐based ones, but that secondary schools continue to act as sites for the reproduction of social stratification, as well as risk and harm relating to drug use.     

Observable stored energies of electromagnetic systems

The conventional definition of quality factor Q in terms of time-average stored energy is widely assumed to be a measure of the input bandwidth of any ordinary electromagnetic system. But the extent to which this assumption is true has never been established. In the case of all radiating systems, for example, it is known to fail completely. It can be made true quite generally, however, by including only those parts of the total time-average stored energy that give a physically observable contribution to the input bandwidth. Explicit formulas for these newly defined observable stored energies are developed that are valid for any electromagnetic system that is linear, passive, and time-invariant.     

Using Conjunctive Methods to Explore Factors Associated with On-Time Grade Attainment Among High Risk Youth

This study examines risk and protective factors associated with on-time grade attainment among a cohort of high risk elementary age youth 3?years post truancy intervention. Conjunctive Analysis of Case Configurations was used to identify dominant subpopulation profiles and assess distinctions in the likelihood of on-time grade completion among groups with unique combinations of characteristics. Comparisons of subpopulation profiles revealed substantial contextual variability in the influence of race, gender, service completion, psychosocial risk factors, and truancy. Findings indicate race is not influential across all grades but appears to be dependent on truancy level. Although psychosocial risk factors are not present for K-3^rd profiles, they are critical among 4-5^th graders, specifically lack of motivation. Findings from this study allow practitioners to better understand risk and protective factors influencing grade progression and aids in the development of individualized case management and intervention. Findings indicate better policies are needed to address early truancy.     

Effect of team rank and player classification on activity profiles of elite wheelchair rugby players

The aim of the current study was to establish which indicators of mobility are associated with successful wheelchair rugby performance and determine whether these indicators differed across classification. Data were collected from 11 international teams during 30 matches (353 match observations) using a radio-frequency-based, indoor tracking system across two tournaments. Players (n = 111) were first grouped by team rank as determined by their International Wheelchair Rugby Federation (IWRF) world ranking (LOW, MID, HIGH) and then into one of four groups based on their IWRF classification: Group I (0.5), Group II (1.0–1.5), Group III (2.0–2.5) and Group IV (3.0–3.5). The volume of activity (relative distance and mean speed), peak speed and time spent within classification-specific arbitrary speed zones were calculated for each individual. Although no differences were identified in the volume of activity, playing time was significantly reduced in LOW (34:51 ± 8:35) compared to MID (48:54 ± 0:51) and HIGH (45:38 ± 9:53), which was further supported by the greater number of substitutions performed by LOW. HIGH achieved greater peak speeds (3.55 ± 0.40 m · sˉ¹) than LOW (3.27 ± 0.42 m · sˉ¹) and MID (3.45 ± 0.41 m · sˉ¹). Peak speed was further shown to be classification-dependent (P ≤ 0.005), whereby HIGH Groups III and IV players achieved greater peak speeds than LOW and MID. The time spent performing high-intensity activities was also greater in HIGH compared to LOW and MID, whilst further influenced by classification (P ≤ 0.0005). To conclude, peak speed and the ability to perform a greater number of high-intensity activities were associated with successful performance in wheelchair rugby.     

Asking Children to “Be Helpers” Can Backfire After Setbacks

Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4–5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children's helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior are discussed.     

Assisting Parents of Bilingual Students to Achieve Equity in Public Schools

This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual language bilingual education programs). Past and current research examining bilingual education programs and guidelines and recommendations for the application of bilingual education knowledge to consultative practice with school personnel and culturally and linguistically diverse parents are discussed. Because of the paucity of research regarding school-based consultation related to bilingual education issues, guidelines and recommendations are presented within the larger framework of multicultural and cross-cultural consultation. Recommendations for future research regarding school-based consultation related to bilingual education issues are provided.     

COMMUNITY COLLEGE STUDENTS' OPINIONS REGARDING THE VALUE OF THEIR FRESHMAN SEMINAR EXPERIENCE

Students enrolled in a community college freshman seminar course were interviewed to gather qualitative data on their opinions regarding the value of the course. Existing dissatisfaction among students, faculty, and administrators initiated this study . Data analysis revealed that randomly grouping students with wide - ranging levels of academic abilities and life experiences in a freshman seminar class had a number of drawbacks, as older adult learners differ greatly from younger student learners in aptitude, ability levels, maturity, and academic needs. The findings suggest that older adults need a different kind of freshman seminar course than the traditional first - year student, and that "gifted" older students might be used to provide "on - campus apprenticeships" for other first - year students.     

Naïve Theories of Social Groups

Four studies examined children’s (ages 3–10, Total N = 235) naïve theories of social groups, in particular, their expectations about how group memberships constrain social interactions. After introduction to novel groups of people, preschoolers (ages 3–5) reliably expected agents from one group to harm members of the other group (rather than members of their own) but expected agents to help members of both groups equally often. Preschoolers expected between‐group harm across multiple ways of defining social groups. Older children (ages 6–10) reliably expected agents to harm members of the other group and to help members of their own. Implications for the development of social cognition are discussed.     

Impression management messages and reactions to organizational reward allocations: The mediating influence of fairness and responsibility

In this scenario‐based experiment we examined the relationships among impression management messages, evaluations of reward allocations (fairness and responsibility) and reactions to rewards (anger, approval of manager and overall job satisfaction). The results suggest that impression management messages directly influence fairness and responsibility, and indirectly influence anger and approval. Specifically, justifications and enhancements increased evaluations of fairness, excuses decreased attributions of responsibility for unfair rewards, and entitling accounts increased attributions of responsibility for fair rewards. Also, justifications and enhancements indirectly decreased anger, increased approval, and increased job satisfaction through the mediating influence of fairness. Excuses and entitling accounts indirectly decreased anger and increased approval through the mediating influence of responsibility.