Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children's adjustment difficulties

This multimethod, prospective study examined the nature of pathways between interparental hostility and withdrawal, parental emotional unavailability, and subsequent changes in children's internalizing and externalizing behaviors, and school adjustment difficulties over a 3-year period in a sample of 210 mothers, fathers, and 6-year-old children. The results of autoregressive structural equation models indicated that interparental withdrawal had a detrimental impact on all areas of children's adjustment, whereas interparental hostility had an indirect effect on subsequent changes in child adjustment. An intermediary role of parental emotional unavailability in links between interparental withdrawal and hostility and child outcomes was indicated, with specific, differential effects observed for fathers and mothers.     

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Abstract

This paper explores the connections between physical education (PE), sport, nationalism and citizenship in Wales, focusing upon how recent education policies relating to PE and sport are implicated in the cultural production of ideational differences between and among the peoples of Wales and England. The analysis suggests that tendencies towards narrow, conservative, cultural restorationist ideals, as evident in Wales as they are in England, may obstruct progress towards more innovative and progressive ideals in the curriculum of PE.     

“One of You Can Cut the Cake; The Other Picks the First Slice,” Routes to Consider How to Selfishly Improve Academic Library Delivery Through Shared Services

This article seeks to explore the sharing relationships and behaviors in academic library and information services—reflecting on some of the practical considerations for internal and external Shared Services. The title reflects an observation made when sharing cake among children: if one child cuts the cake and the other takes the first slice, the first child will take special care to ensure that the slices are equal. In this sharing management technique, “fairness” is perceptible and transparent. The technique addresses the inherent weakness in the trust relationship among the children.

The article attempts to differentiate between service “sharing” and “Shared Services” in order to clarify the underlying factors in some of the sectors’ greatest successes in sharing, as well as some of the more uneven outcomes of Shared Service delivery. In particular, it seeks to explore the propensity, capacity, and appetite for sharing, as derived from the relationships academic library services have developed in the first two decades of convergence.     

Choices and Expectations at Primary and Secondary Stages in the State and Private Sectors

This paper examines a range of issues concerned with the process of choosing schools in the private and state sectors at the primary/pre‐preparatory stage and at the time of transfer to secondary/senior school. The findings indicate that choices about schools are made at different times and in different ways by parents who use the state and private sectors. One of the key findings is that the process of choosing a school begins earlier in the private than in the state sector; another is that quality of education is cited more frequently as one of the ‘top three’ essential factors by parents of children in the private sector. At both the primary and transfer to secondary stages, very high percentages of parents consider it essential that their child should be happy. A discussion of the different notions that private school and the state school parents may have of ‘happiness’ is offered.     

Reflections on citizenship education in Australia,Canada and England

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English).