An overview of pluralistic therapy with application to Hispanics

This paper pinpoints three critical questions in pluralistic counseling: Are the psychological differences between ethnic groups extensive enough to necessitate ethnic-specific therapeutic techniques?; How should we educate and measure effectiveness of pluralistic therapists?; What research is needed to close gaps of our understanding about pluralistic therapy? Study of Hispanic cultures provides many examples of maladjustment syndromes that are culturally-specific. These culturally-specific syndromes of maladjustment among Hispanics are used to illustrate directions for developing ethnic-specific therapeutic modalities. The characteristics of effective pluralistic therapists as delineated in social and psychological literature are summarized, and directions for future research are outlined.     

Looking back to the future: Māori and Pakeha mother-child birth stories.

Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori (n= 15) and New Zealand European (or Pakeha, n= 17) mothers told birth stories and stories of shared past events to their children (3-4 or 7-8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past.     

Multicultural education: Raj's story using a curricular conceptual lens of the particular

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.     

R&D spillovers, patents and the incentives to innovate in Japan and the United States

National surveys of R&D labs across the manufacturing sectors in the US and Japan show that intraindustry R&D knowledge flows and spillovers are greater in Japan than in the US and the appropriability of rents due to innovation less. Patents in particular are observed to play a more central role in diffusing information across rivals in Japan, and appear to be a key reason for greater intraindustry R&D spillovers there, suggesting that patent policy can importantly affect information flows. Uses of patents differ between the two nations, with strategic uses of patents, particularly for negotiations, being more common in Japan.     

Visualising Famagusta: interdisciplinary approaches to the study of the Orthodox Cathedral of Saint George of the Greeks in Famagusta,Cyprus

This paper explores a recent interdisciplinary project which brought together a visualization expert, an art historian, and an architectural historian, to study the ruins of Saint George of the Greeks Cathedral in Famagusta, eastern Cyprus, then create a virtual three-dimensional reconstruction of it. The motivation for this work, funded by Nanyang Technological University in Singapore, was to apply existing knowledge and expertise to a difficult, and very particular, heritage question on this Eastern Mediterranean Island. The creation of such a model could, it was felt, not only reiterate the academic value of thorough archival work married to state of the art technology, but also have very practical reverberations in terms of future heritage welfare and education via this ‘borderless’ domain.     

Local context,academic entrepreneurship and open science: Publication secrecy and commercial activity among Japanese and US scientists

Like the US before it, Japan has adopted a series of policy initiatives designed to encourage the commercialization of academic science. However, such initiatives may also adversely affect “open-science”. Based on matched surveys of almost 1000 researchers in Japan and over 800 in the US, the paper examines rates of commercial activity, reasons to patent, and secrecy related to research results. In particular, it examines the extent to which participation in commercial activity is associated with publication secrecy. The results show that patenting rates are higher in Japan, while industry funding is more common in the US. In addition, the overall level of publication secrecy is greater in Japan. And, in both countries, individuals who are commercially active are less likely to share their research results through publication. But, patents are less directly linked to commercial activity in Japan than in the US, and have less impact on academic secrecy. The results suggest that academic entrepreneurship is associated with reduced participation in open science, but that the extent of adverse effects depends significantly on institutional context.     

Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.     

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.