School violence roles and sociometric status among Spanish students

This study examines the relation between the social adjustment in the classroom and the role of aggressor or victim, in school violence situations. Participants were 1,635 students （aged 14-18 years old）, from a representative sample, with different levels （compulsory secondary education, specific/initial training courses and vocational programs）. Students filled out a questionnaire that included measures of types of violence （exclusion, verbal violence, physical violence）, from the point of view of the three roles that are implicated （aggressors, victims and observants）, and a sociometric questionnaire. The variables measured were： frequency of school violence （exclusion, psychological violence and physical violence） and the peer status （rejected, controversial, neglected, average or popular）. The statistic analyses used were χ^2- and F- tests. From the results we can point out the importance of these variables in the school violence situations. The implications of these findings and the relevance for preventive programs are discussed.     

Adolescent racial prejudice development: The role of friendship quality and interracial contact

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.     

The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.     

Cognitive styles in admission procedures for assessing candidates of architecture

Cognitive style has a strong predictive power in academic and professional success. This study investigated the cognitive profile of candidates studying architecture. Specifically, it explored the relation between visual and verbal cognitive styles, and the performance of candidates in admission procedures. The cognitive styles of candidates who were accepted were compared with those of rejected candidates and first-year architectural students using the Visual/Semantic Cognitive-Style computerised test. Results showed that candidates with visual style achieved higher scores than candidates with semantic style. A significant difference was found for cognitive-style intensity, where visual style strength in first-year students was significantly higher than in rejected candidates, but less significant when compared to the accepted candidates. Moreover, semantic style intensity in both first-year students and accepted candidates was significantly lower than in the group of rejected candidates. The test is proposed as a reliable predictor of success in architectural studies.     

Thin film electro-osmotic pumps for biomicrofluidic applications

Electro-osmotic flow (EOF) pumps are attractive for fluid manipulation in microfluidic channels. Open channel EOF pumps can produce high pressures and flow rates, and are relatively easy to fabricate on-chip or integrate with other microfluidic or electrical components. An EOF pump design that is conducive to on-chip fabrication consists of multiple small channel arms feeding into a larger flow channel. We have fabricated this type of pump design using a thin film deposition process that avoids wafer bonding. We have evaluated pumps fabricated on both silicon and glass substrates. Consistent flow rate versus electric field were obtained. For the range of 40–400 V, flow rates of 0.19–2.30 μL∕min were measured. Theoretical calculations of pump efficiency were made, as well as calculations of the mechanical power generated by various pump shapes, to investigate design parameters that should improve future pumps.     

Maternal and paternal similarities and differences in parenting: An examination of Mexican-American parents of young children

The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children.     

Fulfilling the Promise of Professional Development

It is ironical that developments in the field of education call for teachers to differentiate instruction as a pre-requisite for effective learning,while teacher education and continuing professional development adhere to a one-size-fits-all philos- ophy. In general,professional development initiatives are part of'reform packages'with decisions about what,when,and     

Influence of motherhood on the implicit academic self-concept of female college students: Distinct effects of subtle exposure to cues and directed thinking

Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances.