Immigrant perpetrators in the news: A terror management approach to resultant hostility,perceived vulnerability,and immigration issue judgment

This study found that mortality salience in TV news activated more hostile attitude toward the perpetrators and negative judgment on the immigration issue. Social group difference influenced news viewers’ immigration issue judgment, but did not affect their resultant hostility and perceived vulnerability. More negative attitudes emerged toward the immigration issue when immigrant perpetrators were portrayed negatively in the news. News viewers with exposure to mortality salience in TV news reported more negative toward immigrants. Exposure to mortality-related elements in TV news could lead to social conflicts that were viewed as a severe threat by U.S. government and policymakers.     

“Oh,I’m Here!”: Social Media’s Impact on the Cross-cultural Adaptation of Students Studying Abroad

This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members.     

A validity study of the Kinetic school drawing technique

Kinetic School Drawings were obtained from 100 fifth-grade students. The drawings were analyzed along a number of dimensions thought to measure “negative” affect. Significant correlations with academic achievement were found for a number of measures, and the results of a stepwise multiple regression were significant. In general, the study supported the validity of the technique.     

The promise of action research for critically reflective teacher education

Abstract

This paper is an analysis of the potential that action research theory and practice hold for educating preservice teachers to become more critically reflective. First, action research theory, especially as it informs current notions of educational research and practice, is reviewed. Then critically reflective teaching is described by grounding the term in critical social science views supportive of the social reconstructionist reform tradition in teacher education. Special attention is given in this review to the claims made by action research advocates regarding the power of action research to promote critically reflective teaching. Finally, to examine the empirical basis for these claims, a brief survey is made of several reports of the use of action research by teacher educators. The analysis reveals cautious optimism for the promise action research holds for critically reflective teacher education.     

Building a Successful Adult Life: Findings From Youth-Directed Research

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.     

Evaluation of a university course to promote physical activity: project GRAD

Project GRAD (Graduate Ready for Activity Daily) evaluates a university course to promote physical activity. In a randomized study, 338 university seniors participated in either an intervention or control course for academic credit, and posttest data were collected on 321. The control course was knowledge-oriented. The intervention course taught behavior change skills in weekly lectures and peer-led labs. Physical activity was assessed with 7-Day Physical Activity Recall interviews. The intervention had no significant effects on men. Among women, the intervention increased total physical activity during leisure, strengthening exercises, and flexibility exercise. This university course had the intended effects of promoting healthful patterns of physical activity among women, but no effects were observed on men, who were more active than women at baseline.     

An analysis of selected kinematic variables in national and elite male and female 100-m and 200-m breaststroke swimmers

The kinematic analysis of competition breaststroke swimming has tended to focus on the mean values of swimming speed, stroke rate and stroke length; values in individual lengths, as well as the start, turns and finish, have largely been ignored. This study includes all such variables and aims to improve the coach's holistic understanding of breaststroke racing by determining the relationships and differences between and within these selected kinematic variables. We also compare 100-m events with 200-m events to determine if there are characteristic differences between them. Competitive breaststroke swimming performances in 100-m events (males: n = 159, finishing time = 65.05 +/- 2.62 s; females: n = 158, finishing time = 74.04 +/- 3.66 s) and 200-m events (males: n = 159, finishing time = 141.47 +/- 6.15 s; females: n = 158, finishing time = 158.66 +/- 7.87 s) were collected and analysed from 12 world, international and national championships. The better 100-m and 200-m breaststroke swimmers were found to demonstrate greater competency in the kinematic variables measured, except stroke kinematics, which were unique to each individual. These findings suggest that coaches should place emphasis on all of the kinematic components in training and that they should attempt to identify the stroke rate to stroke length ratio most appropriate for the individual. Finally, characteristic differences do exist between the 100-m and 200-m events, which has implications for how swimmers might train for each event.