Gender,Gender Role Identity,and Type of Relationship as Predictors of Relationship Behavior and Beliefs in College Students

The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses.     

Utilization of CSR to build organizations’ corporate image in Asia: need for an integrative approach

Corporate social responsibility (CSR) has been found to be a strong predictor of a favorable corporate image [Gray, 1986. Managing the corporate image: The key to public trust. London: Quorum Books]. Websites have become an essential communication platform [Dawkins, 2004. Corporate responsibility: The communication challenge. Journal of Communication Management, 9(2), 108–119]. This study aims to investigate how CSR can be used in enhancing organizational corporate image. Content analyses of 150 corporate websites of organizations in Asia headquartered in Singapore were conducted, followed by in-depth interviews with public relations (PR) practitioners to examine the motivations behind their CSR engagement. Findings showed that organizations utilized CSR as a means to enhance corporate image via four ways: Engaging in two-way conversations with stakeholders, adopting an inside-out communication approach with employees, recognizing the relevance of other CSR communication channels, and communicating CSR with authenticity. However, some organizations hesitate to use CSR communication to enhance their corporate image because they wanted to avoid being seen as using CSR as a promotional tool.     

A New Tool for Collection Assessment: One Library's Response to the Calls to Action Issued by Canada's Truth and Reconciliation Commission

ABSTRACT

The University of Manitoba's Neil John Maclean Health Sciences Library is a recognized leader in Indigenous and circumpolar health for establishing the Aboriginal Health Collection in 1997, the first discrete collection of materials on the health of Indigenous peoples located in an academic health sciences library in Canada. This article describes the history, development, and scope of what is now known as the Indigenous Health Collection. In June 2015, the Truth and Reconciliation Commission of Canada (TRC) issued the calls to action as part of its mandate to gather information and document the history of Indian Residential Schools and their legacy for all Canadians. The ninety-four calls to action provide clear guidance to governments, institutions, and people to initiate changes to address the legacy in a spirit of true reconciliation. The Neil John Maclean Health Sciences Library was uniquely positioned to respond to the TRC calls to action. The enduring legacy of the residential schools and other discriminatory government policies is one that continues to impact the health status of many people in Canada who identify as Indigenous, First Nations, Metis, Inuit, or Aboriginal. The Indigenous Health Collection includes materials on the health, wellness, and lived experience of Indigenous peoples, the determinants that impact health, and publications documenting community-based and academic research and knowledge. This article provides an example of how an academic health sciences library used the seven TRC calls to action related to health as a framework to assess the resources and collections relied on by educators and students in the health professions.     

Some Misconceptions about Attribute Sampling Plans

This article explores some common potential misconceptions about attribute sampling plans. Use of the operating characteristic curve easily enables the misconceptions to be overcome.     

‘Shoot for the moon!’ Students' identities as writers in the context of the classroom

A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supporting her students' writing was very well planned through a process‐writing approach. This teacher had a very high degree of subject and pedagogical content knowledge and an acute awareness of her students' literacy learning needs. Her approach had an immediacy of responsiveness in relation to every student's learning and, above all, had recognition of the overwhelming importance of positive relationships in the classroom, teacher to student and peer to peer.     

The gifted child with attention deficit disorder: An identification and intervention challenge

Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents.     

Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions.     

The Challenges of Attracting Asian Students to Study Higher Education in Hong Kong

This article reports a commissioned research project on exploring the emerging issues and challenges of attracting Asian students to study in Hong Kong's higher education institutions. Findings reveal the rapidly growing demand for quality transnational education in Asia and the strengths, weaknesses, opportunities and threats of exporting Hong Kong's higher education. The challenges include the need to arrive at a consensus on the aims of internationalisation of Hong Kong's higher education, issues related to promotion strategies overseas, as well as problems of social and multi‐cultural inclusion of non‐local students. Drawing on the research findings, the author suggests going beyond the notion of profit‐oriented vision and exploring the real mission of promoting higher education services overseas that contributes to the enhancement of higher education receivers' learning experiences and preparing students to be future leaders in a humane environment.