Perception of conflict in university students. The importance of initial training / La percepción del conflicto en alumnos universitarios. La importancia de la formación inicial

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences.     

Professionals' and Families' Perceptions of Family-Centered Practices in Infant-Toddler Services

The purposes of this study were to determine the extent of family-centered practices, professionals' and families' values about the practices, and the extent to which selected characteristics of participants explained variance in the practices. Professionals (N = 198) and families (N = 118) completed two questionnaires. Professionals tended to report more family-centered typical practice than did families, but ideal practices generally did not vary between groups. Agency type and the Setting x Experience interaction predicted professionals' ideal-practice scores and their self-ratings of the frequency of implementing family-centered practices: Home-based services were most predictive of frequent reports of these practices. The frequency with which families reported receiving these practices was predicted by the amount of time the family had been in early intervention: The longer, the more frequently families experienced the practices.     

Technology and ethical dilemmas in a medical setting: Privacy, professional autonomy, life and death

A growing literature addresses the ethicalimplications of electronic surveillance atwork, frequently assigning ethical priority tovalues such as the right to privacy. Thispaper suggests that, in practice, the issuesare sociologically more complex than someaccounts suggest. This is because manyworkplace electronic technologies not designedor deployed for surveillance purposesnevertheless embody surveillance capacity. Thiscapacity may not be immediately obvious toparticipants or lend itself to simpledeployment. Moreover, because of their primaryfunctions, such systems embody a range of otherfeatures which are potentially beneficial forthose utilising them. As a result, more complexethical dilemmas emerge as different desired goods compete for priority in thedecision-making of individuals and groups. From a sociological point of view this raisesinteresting questions about the way ethicaldilemmas arise in the context of the ongoingsocial relationships of work. The paperexplores these issues using data from a studyof the development and implementation of acomputerised instructional package in amaternity setting. This medical settingillustrates clearly how seeking to assignethical priority to a particular concern, suchas the right to privacy, cannot butoversimplify the real day to day dilemmasencountered by participants. At the same time,the example of the instructional packagedemonstrates that it is difficult to predict inadvance what ethical issues will be raised bytechnologies that almost always turn out tohave a range of capabilities beyond thoseenvisaged in their original designspecification.     

Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices

This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes.     

Who is Publishing Diverse Books Best?

Small independent publishers are frequently lauded as the bastions of diversity while the Big Five are vilified as the primary contributors to the overwhelming whiteness of book publishing—yet no statistical data has been offered to support either claim. Moreover, the overall percentages of authors of color have remained the same year after year (Low in Where is the diversity in publishing? The 2015 diversity baseline survey results. Lee and Low (blog), 2016). The following study is a comparison of the Big Five publishers and small independent publishers with respect to author diversity. As social media outlets are now claiming to change the landscape of publishing by making diverse books more accessible to readers, data was sourced from an independent, reader-driven list to determine which publishers—if any—are promoting authors of color and whether their books are making it into the hands of readers.     

Advocating for the Rights of the Child Through Family–School Collaboration

The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifically school psychologists, to work in concert with families to promote these premises through effective collaborative partnerships. Finally, we review examples of how the themes and positive ideology of the Convention can be enhanced through family–school collaboration infused into schooling practices within a multitiered service delivery framework to meet the learning and development best interests of the child.