Women,torture, & spectacle on Chilean television

ABSTRACT

In the years since the fall of the civil–military dictatorships in the Southern Cone, considerable attention has been paid to first-person testimonies of human rights victims. A great number of these have been by women who narrated sexual political violence. However, while there has been work done on the relation between terror, trauma, and spectacle in postdictatorial television shows, rarely has this also included a gendered perspective. In this article we seek to open this area of discussion by evaluating the manner in which women’s televised testimonies of political sexual violence have been constructed on late night talk shows in Chile, using recent history and memory theory, as well as feminist theory on the representation of sexual violence in mass media.     

Publishing School Examination Results in England: Incentives and consequences

Since 1992, the quality daily national press in England has published the examination results of secondary schools. In this paper, we discuss the policy context, the results that are published, how they are used by parents making preferences for secondary schools and the consequences of their publication. Overall, the publication of examination results has created a range of incentives for those in the education market place. These incentives serve to strengthen the position of certain categories of pupils on the one hand and certain types of schools on the other. The findings are discussed in the context of the Labour Government's focus on those at risk of social exclusion. Modified and additional indicators are proposed to mitigate the effects of the newly created quasi-market in education. 'League tables' are here to stay, for once information is in the public domain it cannot easily be suppressed.     

Predicting Success: Revisiting Assumptions about Family Political Socialization

This study, guided by family communication patterns theory, examined the role of family communication in political socialization. We tested whether certain communication styles were associated with higher levels of political similarity within the family. Additionally, the independent influences of the mother and father, as well as the direction of these influences, were considered. Results suggest that different communication styles are associated with higher levels of political similarity. Additionally, it was found that children were more likely to share their mothers' political attitudes than their fathers'. Explanations for these findings are discussed and implications focusing on the role of communication in the socialization literature are considered.     

The internal restlessness scale: performance of college students with and without ADHD

Attention-deficit/hyperactivity disorder (ADHD) was previously believed to be a disorder of childhood, with symptoms attenuating at the onset of puberty. Follow-up studies, however, suggest that the majority of children with ADHD continue to manifest symptoms into adulthood. Although the inattention components associated with ADHD persist into adulthood, the nature of the hyperactivity component is less well understood. For example, according to criteria established by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, hyperactivity in adolescents and adults may be limited to subjective feelings of restlessness. Recent studies with adults with ADHD have also reported that mental restlessness is commonly reported by individuals with the disorder. To better understand this characteristic of ADHD, the Internal Restlessness Scale (IRS) was developed. The results of the IRS suggest that (a) college students with ADHD report significantly higher ratings of internal restlessness than college students without ADHD, and (b) the IRS appears to have adequate test-retest reliability and a four-factor structure. Implications and suggestions for future research are discussed.     

Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms

The authors examined the social practices and outcomes of 23 immigrant and 16 nonimmigrant preschoolers in English only preschool classrooms. In both classrooms, the majority of the children (nearly two thirds) were immigrant, English language learners. The children's social attempts, social strategies, speech functions, and degree of social success were observed and comparisons were made between nonimmigrant and immigrant peers. There were similarities between groups in their social engagement and social construction strategies; there were differences in social roles, social language functions, and types of social construction strategies. There also were significant differences in the social success of the two groups. Immigrant children experienced rejection of their social bids more than their preschool peers did. Immigrant children also were less likely to be leaders and seemed positioned in a lower social status among their peers did. These results are discussed along with implications for educational practices.     

Modeling and Measuring High School Students’ Computational Thinking Practices in Science

Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still...     

The Impact of Increased Fees on Participation in Higher Education in England

This article explores some recent research evidence on the possible impact of the higher education reforms in England on participation by students from lower socio‐economic backgrounds. The evidence is examined in terms of costs, debt and term‐time working. Financial issues have been shown to constrain choice of institution and place of study for lower‐income students, and financial problems are commonly cited as reasons for dropping out of higher education. The greatest difference in debt levels has been found to be linked to family background, with students who were poor before they entered university leaving university with the largest debts. Overdrafts and credit card debt levels have been shown to be lower for students in receipt of grants than for those who are not. Research has shown that school leavers who are least debt‐averse are more likely to go to university than those who are anti‐debt; the latter include those from the lowest socio‐economic groups and certain black and minority ethnic groups. Students who work in term‐time may achieve less academically: those who work in term‐time are more often those from lower socio‐economic groups or minority ethnic groups. Overall, the evidence indicates that financial payments and grants are likely to be the most promising way forward to increase participation in higher education among those from lower socio‐economic backgrounds.