The Effect of Online Media Platforms on Joining Causes: The Impression Management Perspective

Drawing on the impression management theory, this study examined the effect of online media platforms, social network sites (SNSs) versus non-SNSs, on the intention to join a cause. The online experimental study discovered that the SNS was more effective in increasing the intention to join a cause than the non-SNS. The findings also demonstrated the mediating role of the perceived visibility of joining the cause and the moderating role of public self-consciousness on this effect. Further, self-cause image congruence positively influenced the intention to join the cause, while it did not moderate the effect of online media platforms.     

Why (not) assess? Views from the academic departments of Finnish universities

In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities.     

Arginase Activity and Lecithin/Sphingomyelin (L/S) Ratio in the Amniotic Fluid of Pregnant Women

Arginase activity is important in polyamines and nitric oxide production which are required for the normal growth of placenta and embryo. A considerable arginase activity is observed in amniotic fluid in women at the end of pregnancy. Lecithin to sphingomyelin (L/S) ratio is widely used in order to assess fetal lung immaturity and prevention of neonatal respiratory distress syndrome, the major cause of neonatal morbidity and mortality. The purpose of our study was to determine if there is a relationship between arginase activity and L/S ratio in amniotic fluid. The study included 170 pregnant women, 18–43 years old, with normal and pathological pregnancy. The arginase activity was measured on the basis of the determination of the amount of liberated ornithine from arginine as substrate. The L/S ratio was done by using a thin layer chromatography. Increased level of arginase activity correlates with the fetal lung maturity. Arginase activity and L/S values may be useful biochemical data, for intrauterine baby maturity.     

Education of medical biochemists in Bosnia and Herzegovina

In this paper we would like to briefly introduce readers to the situation in the field of laboratory medicine in Bosnia and Herzegovina, with a focus on training in the field of medical biochemistry. As in some of neighboring countries, term Medical biochemist is the usual name for the Clinical biochemist or Clinical chemist in Bosnia and Herzegovina. Despite the difficult period through which the profession had passed in the last two decades, laboratory work, particularly clinical biochemistry, has managed to retain the necessary quality and keep pace with the developed world. In post war period, Society of Medical Biochemists of Bosnia and Herzegovina held regular meetings each year as a part of "life long learning" process, where both scientific and vocational lecturers presented their work. A single law on the state level would provide us with more defined and precise answers, such as: who can get a specialization, how long should last the training for medical biochemistry specialists (duration in years). This law should be in consent with the program described in EC4 or other documents given by the EFCC (European Federation of Clinical Chemistry and Laboratory Medicine) and IFCC (International Federation of Clinical Chemistry and Laboratory Medicine).     

Acquiring conflict resolution skills as cultural learning: an Israeli example

Israeli society is characterized by multilevel conflict in various domains of life. In an introductory course in Educational Anthropology offered in the School of Education at the University of Haifa, students were exposed to basic theoretical tenets of the field. The importance of openness and tolerance in inter-ethnic relations - stemming from cultural pluralism, cultural relativism and mediated via cross-cultural sensitization - was emphasized. The educational implications of these approaches were examined in terms of curriculum, classroom organization, teacher training, etc. Due to the fact that the course offered models of culture fair inter-group relations, one of the skills it was meant to develop was an ability to better deal with conflict. To assess the extent of skill development accomplished, students were assigned to draw up scenarios of conflict situations in an educational context based on cultural differences among the participants, analyze them and bring suggestions for their solution or prevention. The content analysis of the scenarios revealed differences in conflict resolution styles between Jewish and Arab students. The paper discusses the meaning, significance and implications of the two student groups' respective attitudes to this sensitive issue.An earlier version of this paper was presented at the 88th Annual Meeting of the American Anthropological Association, Washington, D.C., November 1989.     

Students achieve more when teachers have time to do what they know works best

Literacy skills acquired during the first years of schooling have been recognised as the key to students’ learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected New Zealand schools to take part in 10-week programmes designed to provide an intensive intervention in literacy (i.e. reading and writing) and numeracy. This article summarises the results from the part of the programme which focused on reading. The findings indicate that Year 1 and Year 2 students significantly increased their reading ability over the 10 weeks. The survey data, interviews and teachers’ journals revealed that the critical aspect of this success was teachers having time to meet individual students’ specific learning needs. At the school level the programme was lauded as successful. Importantly, these findings have implications not only for how principals allocate teacher time but also for policy-makers when considering how to support schools in addressing the needs of those students who have not made the expected progress in their literacy development in their first years of education.     

Implementing the KiVa antibullying program: recognition of stable victims

Teachers do not always recognise students who are victimised by their peers. In this study, we examined the recognition of stable victims in 76 schools beginning to implement the KiVa antibullying programme. We focused on 348 victims (9–15 years) who reported victimisation at the pretest and still at wave 2, after five months of programme implementation. Only 24% of these stable victims received the attention of school personnel during the school year. Multilevel logistic regression analyses revealed that male victims were recognised more often than female victims, but only in elementary school level. Peer reputation as a victim, as well as telling an adult about one’s plight increased the likelihood of recognition by school personnel, whereas bullying others (in addition to being victimised) decreased it. The study emphasises the importance of encouraging school personnel to put more effort in reaching the victimised students.