Consolation,Individuation and Consumption: Towards A Theory of Cyclicality in English Funerary Practice

The paper contends that the scale of mortality is a more significant determinant of change in funerary practice than chronological periodisation. A concentration on scale suggests that change in funerary practice runs in cycles, reflecting the search by the bereaved for consolation that is undermined by the threat to individuation posed by industrial-level scales of operation and professionalization. Within this framework, the bereaved make active choices – depending on their unequal resources – amongst a range of products and services to secure consolation. England is posited as a case study to evidence cycles of change, and this paper uses historical data to consider change in use from churchyard to cemetery, from cemetery to crematorium, and the contemporary evolution of natural or ‘green’ burial.     

Variations in intra-oral stimulation and nutritive sucking.

Sucking records were made from 24 infants, aged 3-4 days, fed small amounts of their usual formula from nipples of different sizes (5/16-, 8/16-, and 11/16-inch diam). Polygraphic and observer measures showed that the large nipple elicited fewer sucks and a slower sucking rate; 5 infants seen on 2 successive days showed a more marked nipple preference on the second day. The results show that intra-oral stimuli control sucking for a nutriment in much the same way as they have already been shown to control nonnutritive sucking.     

Positive and Negative Self‐Perceptions: Is There a Cyclical Relationship Between Teachers' and Students' Perceptions of Effort,Strategy Use,and Academic Performance?

This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction.     

Research on Divorce, Separation and Family Change: Messages for Practitioners

The JRF has supported a series of twelve research projects about the effects of divorce and separation. This paper highlights key messages and common themes that emerge for practitioners working with children and their families.     

Consensual and individual stereotypic beliefs about international students among American host nationals

The present study examined the consensual stereotype of an extraordinarily heterogeneous social group, international students who are sojourning in the United States, among American host nationals. The content and valence of the cultural stereotype was assessed using a multicomponent, free-response methodology with N=100 American college students. On the whole, consensual and individual stereotypic representations of international students were somewhat favorable, although a number of negative attributes were consistently ascribed to the group. The percentages of agreement among participants concerning the attributes of foreign students were substantial, indicating that international students are regarded as a fairly homogenous outgroup by domestic students, notwithstanding the extreme heterogeneity of the foreign student population. Individual stereotypic beliefs about international students were significantly correlated with overall attitudes and behaviors (social contact) toward the group. The negative evaluative content of participants’ individual stereotypic beliefs was strongly related to prejudicial attitudes and social avoidance of the group.     

Identifying Essential Topics in General and Special Education Introductory Assessment Textbooks

We reviewed the five top-selling introductory assessment textbooks in both general and special education to identify topics contained in textbooks and to determine the extent of agreement among authors regarding the essentialness of topics within and across discipline. Content analysis across the 10 assessment textbooks yielded 73 topics related to 13 categories: Decisions, Law, Technical Adequacy, Plan Assessment, Create Assessment, Score Assessment, Assessment Target, Assessment Type, Assessment Method, Interpret Assessment, Communicate Assessment Results, Assessment Population, and Computer-Assisted Assessment. Many of the topics identified were consistent with traditional assessment expectations of general and special education environments, while other, arguably important, topics were not identified as essential. The idea of core assessment topics for all teachers is introduced.