Integrating Resilience,Reciprocating Social Relationships,and Christian Formation

Spiritual maturity is the goal of Christian formation and is frequently understood through stages of faith development. Popular stage theories often lack diverse cultural representation and alone are insufficient in promoting spiritual maturity and resilience. Integrating elements of the developmental models of Lev Vygotsky and James Marcia through reciprocal relationships in faith communities allow for the expansion of the capacity of the believer to bounce back from adversity. Mentors can provide direct instruction and promote independent cognitive growth, construction of resilience, and commitment to faith despite crisis experiences. The result is a more durable, mature, adaptable, and stable believer.     

The genesis of school inspection in South East Wales 1839–1843: issues of social control and accountability

The article examines the genesis of school inspection in South East Wales during the period 1839–1843 through the writing of Hugh Seymour Tremenheere, one of the first school inspectors. It discusses the formation of the new inspectorate and provides a narrative analysis of educational provision and social, cultural and economic conditions prevailing at the time. It then critically assesses Tremenheere's 1839 Report paying particular attention to the question of bias and the evident lack of impartiality. The final section is concerned with the concepts of accountability and inspection as a means of social control and the extent to which education can control working class patterns of thought, sentiment and behaviour.     

Science Journalists on Metropolitan Dailies: Methods,Values and Perceptions of Their Work

Abstract

In this study, the authors examined the transfer of environmental information and ideologies from Costa Rican children to their parents. Ethnographic data were collected in two school districts in Costa Rica's Central Valley through (1) interviews with teachers, sixth grade children, and parents; (2) a field pretest-post-test of parents for specific environmental knowledge, which their children were taught in school; and (3) participant observation of families, schools, and communities. The data revealed that although environmental information may be transferred in some families and conditions, this transfer is generally rare and situation-specific, and environmental educators should not assume that adults are routinely reached by information presented to children. The authors recommend that more emphasis be placed on nonformal environmental education programs that target adults. They also suggest ways to increase the likelihood that adults are exposed to environmental information presented to children.     

The development of a perceived masculinity scale

This essay posits that masculinity can be usefully understood from a communication perspective, and it specifically defines masculinity as a social and symbolic construct. In this view, the meanings and associations attributed to masculinity are a product of the enduring images and characteristics people have ascribed and assigned to men in groups over time. Based upon a survey of contemporary published research regarding masculinity, it is concluded that masculinity is now a multidimensional construct which attributes ten traits to people viewed as masculine which are examined in terms of: (1) physiological energy; (2) physical characteristics; (3) gender‐related sociocultural roles; (4) idealized gender; (5) gender preferences; (6) subjective gender‐identity; (7) gender‐related age identity; (8) gender‐related racial and national identities; (9) lust; and, (10) male eroticism. Specific questionnaires used to measure these dimensions are reviewed, and based on the responses of 562 subjects, the reliability and validity of one of these questionnaires is examined in detail. The essay concludes by recommending the use of the Perceived Masculinity Questionnaire 47, and it outlines some of the uses that can be made of a Perceived Masculinity Scale, especially some potential classroom uses.     

The association of perceived communication apprehension,shyness, and verbal aggression with perceptions of source credibility and affect in organizational and interpersonal contexts

This is a report of two studies that examined the association of receivers' perceptions of sources' levels of several communication traits (shyness, communication apprehension, verbal aggressiveness) with the receivers' reported levels of affect for the source (general affect and/or liking) and the receivers' perceptions of the sources' credibility (competence, trustworthiness, goodwill). Study 1 examined employees’ perceptions of their supervisor's communication trait behaviors in the organizational context, while Study 2 examined the students' perceptions of their roommate's communication trait behaviors in an interpersonal context. As predicted on the basis of previous theory and research, both perceived communication apprehension and perceived verbal aggressiveness of the source were found to be substantially negatively correlated with credibility and affect and/or liking reported by the receiver. Contrary to our hypothesis, perceived behavioral shyness was not meaningfully associated with either credibility or affect. It is concluded that these results provide important information for distinguishing between the theoretical constructs of shyness and communication apprehension and theory in this area in general.     

The impact of communication apprehension on college student retention and success

Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication.