How age and race affect the frequency,timing, and content of conversations about race with children

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; M_age = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3–12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults.     

Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms

In this article, we promote the use of controversial images to enhance the discussion of social justice issues in schools. Controversial images provide rich opportunities for students to question what is occurring currently in society as well as what has occurred in the past. We provide an example set of activities to be used in teacher education that can help future teachers explore engaging methods for teaching with controversial images, discuss tensions involved with the use of controversial images, and to develop connections between using controversial images and teaching for social justice.     

Identifying Best Practice Principles in Working with the Inupiat Eskimo: Building Trust and Beyond

The authors present an examination of established models on trust building issues in multicultural counseling and apply them with the Inupiat Eskimo population. Drawing on the cultural strengths of the Inupiat communities, counselors traverse challenging cultural barriers and develop positive working relationships with families and individual clients within the communities of Alaska. Cultural competence is discussed and guidelines for multicultural counseling are provided. The principles outlined in this paper, whilst developed in this instance in a particular location and cultural context, have relevance for other situations where counseling involving a minority is concerned. The overriding element is working at and maintaining trust, with this being the essential foundation upon which other counseling strategies are implemented.     

为什么中国缺少江南Style(英文)

It can take the uninitiated a minute to realize that "Gangnam Style" is satire.When the absurdly infectious single by Korean pop star PSY appeared in July,the video had all the hallmarks of earnest K-pop:highly engineered dance routines,over-the-top styling,and the Technicolor production values honed by Seoul’s hit-making industry,which my colleague John Seabrook describes in the magazine this week in his piece,"Factory Girls." But the most important thing that "Gangnam Style" has is a sense of humor about itself.Its satire made it a viral phenomenon with three hundred million views on YouTube,surpassing     

The Efficacy of Student Learning in Large-sized Criminal Justice Preparatory Classes

This study compared the performance of students in large-sized criminal justice preparatory classes of up to 300 students to students in small classes of up to 40 students to assess the efficacy of student learning in large classes. Incorporating a pre-post test design, ANOVA, independent, and paired sample t-tests, student scholar characteristics were assessed to determine which students were more likely to benefit from the large class structure. Results indicated that large classes are as efficacious as small classes and that student performance is quite nuanced. More specifically, students’ gender, age, race, ethnicity, status, and major, significantly relate to success in larger classes.     

The Language of Laughter: A Quantitative/Qualitative Fusion Examining Television Narrative and Humor

This study utilizes multiple methods to analyze the effects of a laugh track on audience response to four episodes of the classic sitcom, “The Andy Griffith Show.” An experimental design and a narratological approach are used in concert. One of the four episodes stood out quantitatively in terms of perceived humor and overall enjoyment, and was the only episode for which the laugh track had a negative impact. Narratological richness might explain the anomalous episode, as it was found to possess a more complex story structure, higher levels of satire, and other distinctive elements found to have high audience appeal.     

Increased toe-flexor muscle strength does not alter metatarsophalangeal and ankle joint mechanics or running economy

ABSTRACT

The intrinsic foot musculature (IFM) supports the arches of the foot and controls metatarsophalangeal joint (MTPJ) motion. Stronger IFM can increase the effective foot length, potentially altering lower-extremity gearing similar to that of using carbon-fibre-plated footwear. The purpose of this study was to investigate if strengthening of the IFM can alter gait mechanics and improve running economy. Eleven participants were randomly assigned into an experimental group and nine into a control group. The experimental group performed IFM strengthening exercises for ten weeks. Toe-flexor strength, gait mechanics, and running economy were assessed at baseline, five weeks, and ten weeks; using a custom strength testing apparatus, motion capture and force-instrumented treadmill, and indirect calorimetry. Toe-flexor strength increased in the experimental group (p = .006); however, MTPJ and ankle mechanics and running economy did not change. The dearth of changes in mechanics may be due to a lack of mechanical advantage of the IFM, runners staying within their preferred movement path, a need for MTPJ dorsiflexion to facilitate the windlass mechanism, or the primary function of the IFM being to support the longitudinal arch of the foot as opposed to modulating MTPJ mechanics.     

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.     

Concentrations and Methods

This study compared 248 graduating seniors with 301 beginning juniors at 10 bachelor's-level social work programs in the Northeast concerning their knowledge and attitudes regarding working with substance-abusing clients. Graduating seniors demonstrated modestly higher levels of knowledge and only slightly more positive attitudes toward working with this population. In a multivariate analysis, however, having taken a substance abuse course in college or training in settings outside of school improved students' attitudes in this regard. The students' ethnic/racial identity and personal exposure to substance abuse through family, close friends, or self also had a significant impact on their knowledge and attitudes.