Integrating leisure guidance into a career counseling center

Conclusion Most people cannot realize a life that is gratifying and fulfilling, that meets their major needs, through their jobs alone. If a career guidance center is to realize its full potential, its counselors must teach its clientele that a career is more than a job. When career is broadly defined as a composite of the many activities in which a person engages over a lifetime, it will include both work and leisure activities. By helping their clients to select a balance of work and leisure activities that together can create satisfying and need-fulfilling lives, counselors in career planning centers can augment significantly their already vital role in human development.Patsy B. Edwards is the owner/manager of Constructive Leisure, a leisure and career guidance center founded in Los Angeles, California in 1968.Paul A. Bloland is Professor and Chair, Department of Counseling, University of Southern California, Los Angeles.     

Effects of Vicarious Racism Exposure via the Media on College Students of Color: Exploring Affect and Substance Use

Given the potential negative effects of vicarious racism, we sought to examine the impact of vicarious racism via the media on college students of color. Using a sample of 217 college students of color, we analyzed positive and negative affect and craving for alcohol and marijuana before and after exposure to media stimuli. Split‐plot analysis of variance results revealed a statistically significant interaction effect between time and group for negative affect, but not cravings for substances.     

More isn’t always better: when metacognitive prompts are misleading

Metacognition and Learning - Accurate metacognitive monitoring improves performance in a variety of naturalistic contexts. However, the laboratory contexts used to study metacognition differ from...     

School mobility and student achievement in an urban setting

Many studies show negative relationships between school or geographic mobility and school achievement. However, two longitudinal studies show no relationship between mobility and subsequent achievement when prior achievement is controlled. The present study replicates both findings among 764 sixth‐grade students in a mobile school district in New York City, with mobility defined by school changes, achievement assessed with standardized tests and age‐grade progress, and eligibility for free or reduced price lunches (an economic indicator) controlled. Total mobility was related to sixth‐grade achievement when earlier achievement was not controlled, but mobility after third grade was not related to sixth‐grade achievement when third‐grade achievement was controlled. Some authors suggest that a third variable, such as family background, accounts for both mobility and achievement. We provide evidence for a different explanation. Early mobility (prior to third grade) was a more potent predictor of sixth‐grade achievement than later mobility. © 2000 John Wiley & Sons, Inc.     

Enhancing classroom management through proactive rules and procedures

This article presents an overview of classroom rule establishment and implementation within a proactive management strategy. Characteristics of classroom rules such as wording and means of presentation are included, and the intended nature and function of rules is discussed. It was concluded that rules do not work in isolation and therefore should be used in conjunction with an overall classroom management plan. Suggesitions for future research and practice are provided.     

Valuations of experimental designs in proteomic biomarker experiments and traditional randomised controlled trials

This article examines the shifting conditions for biomedical knowledge production by studying trends in the design of biomedical experiments. The basic premise of the study is that the very act of establishing a research design entails a process involving a series of valuations where different values are evoked, ordered, and displaced. In focus is the articulation and ordering of what counts as central values in research design for two kinds of biomedical treatment trials, namely the traditional randomised controlled trial (RCT) and the emerging new form of biomarker trials used to assess biomarker/treatment combinations (BTTs). The empirical material consists of textbooks (RCTs) and journal articles (BTTs). We ask how these materials articulate the various scientific, medical, and economic values at play. Among the differences uncovered are a difference in relation to what counts as ethical in relation to prior knowledge, differences in the flexibility in design as well as the valuation of the risk for false positives and false negatives. More broadly, the study shows how textual accounts of different ways of producing knowledge are linked to partly different valuations of ethics, flexibility, and risk as part of establishing the research design of biomedical experiments.     

Adapting the passion-driven statistics curriculum for transition to high school

We adapted a multidisciplinary, project-based curriculum to introduce high school students to statistical inquiry. We examined student background characteristics, learning experiences, and course outcomes for 30 students aged 12 to 14 entering ninth grade who were involved in a 1-week, accelerated version of a Passion-Driven Statistics curriculum. On average, students rated the experience as very rewarding and the majority (70.0%) felt they had accomplished more than they had expected. Over half found the course more useful compared with other courses they had taken, and two-thirds reported receiving more individualized support. Over 70% reported interest in taking a future programming course, despite the fact that most of them entered the course with no previous programming experience. Results suggest that a multidisciplinary project-based curriculum could be adapted to an accelerated 1-week summer experience for youth as young as 12 from underrepresented communities, providing a model that introduces statistical inquiry in an engaging manner.     

Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations

Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be directed toward out-group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups.