Understanding heterogeneity in pathways between interparental conflict and children's involvement: The moderating role of affect-biased attention

The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (M_age = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models.     

Learning the rules of the game: The role of generic “you” and “we” in shaping children's interpretations of norms

A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, M_age = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.     

Books for the hospital emergency service

This is a list of books that should be available in either the hospital emergency room or the medical library. The forty-nine books listed are divided into the following categories: General, Surgery and Trauma, Burns, Cardiology, Dentistry, Disaster Medicine, First Aid, Geriatrics, Obstetrics, Pediatrics, Psychiatry, Toxicology, and Transportation. An asterisk has been placed before twelve books that are particularly recommended for the hospital emergency room as well as the medical library. The latest edition is given for each book, and, unless otherwise noted, each has been annotated by one of the authors.     

‘A Game of Two Halves’ — A Critique of Some Complicities: between hegemonic and counter‐hegemonic discourses concerning marketisation and education

In any society the production of discourse is at once controlled, selected, organised and redistributed according to a number of procedures whose role is to avert its powers and its dangers, to master the unpredictable event. (Foucault, 1981, p. 53 cited in Ball, 1990, p. 22)     

Allied healthcare undergraduate education: international students at the clinical interface

The global movement of students in higher education is a relatively recent phenomenon, which has gained momentum in the last 30 years. Much research has been focused on the experiences of this population. Relatively little is known about international allied healthcare students who undertake clinical placements as part of their undergraduate course. This study explores students’ perceptions of their clinical experience. The chosen focus group method was prefaced by a pilot study; both were conducted within the allied healthcare school of a university in the UK. Four themes emerged from the study: communication, cultural differences, relationships with professionals and survival strategies. Communication referred to both the interaction with and between the students, their patients and fellow members of the multidisciplinary team. Cultural differences were expressed in the negotiation of differing cultures at the patient interface. A third theme was the students’ relationship with clinical professionals; within this, the relationship with the student’s clinical educator was paramount. Finally, survival strategies represented the advice students wished to impart to future international students to facilitate their clinical placement abroad.     

The changing status of higher education in the ‘moronic inferno’

Getting a good and relevant education is difficult enough to achieve within a context where social and economic needs are constantly unsettled by political policy. The public funding of the education sector has become a contested arena irrespective of a government’s ideology. Recent graduates from various disciplines from Town Planning to Philosophy report in university destination surveys that they have only found employment in areas unrelated to their academic training – for instance, in supermarkets, restaurants and other low-level service industries. How has it happened that the universalisation of mass higher education has contributed to a disconnect between the individual’s social aspirations and their economic status? What happened to the tacit promise that an extended period of intellectual development would prepare the individual for a life of valuable social contribution and financial security? Part of the answer lies in the success of higher education itself. Its popularity has changed its transformative capacity and allowed operational efficiencies to overrule academic quality. The university, ideally seen as a repository of intellectual intuition, has been remade into yet another modern corporation concerned with the bottom line and financial security. Why has it been necessary to remake the university in the image of the department store, supermarket or bank, and how has it been achieved without more critique?