The Influence of Television News Depictions of the Images of War on Viewers

Results of an experiment about the influence of network television news coverage of combat in Iraq on viewers indicated that, compared with a control condition which featured news stories about combat operations in Iraq described by news anchors, news reports also featuring footage of combat operations increased viewer involvement levels about the war and reduced viewer support for continued military presence in Iraq. Television news footage of combat operations also reduced viewers' pride in U.S. military presence but did not affect other emotions. However, regardless of how news stories were packaged, women experienced greater emotional response to network news stories about combat operations than men. The results also shed light on the potential of inoculation to deflect such influence.     

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.     

Trajectories of Internalizing Problems in War‐Affected Sierra Leonean Youth: Examining Conflict and Postconflict Factors

Three waves of data from a prospective longitudinal study in Sierra Leone were used to examine internalizing trajectories in 529 war‐affected youth (ages 10–17 at baseline; 25% female). Latent class growth analyses identified 4 trajectories: A large majority of youth maintained lower levels of internalizing problems (41.4%) or significantly improved over time (47.6%) despite very limited access to care, but smaller proportions continued to report severe difficulties 6 years postwar (4.5%) or their symptoms worsened (6.4%). Continued internalizing problems were associated with loss of a caregiver, family abuse and neglect, and community stigma. Despite the comparative resilience of most war‐affected youth in the face of extreme adversity, there remains a compelling need for interventions that address family‐ and community‐level stressors.     

Preventive Conservation: People,Objects, Place and Time in the Philippines

ABSTRACT

Preventive conservation, with its origins grounded in the material fabric of cultural material, is in a period of transformation, with numerous practitioners, in and outside of the field of conservation, considering its broader and holistic objectives. The conventional tools for the assertion of preventive conservation principles, namely the assessment and management of risks to cultural material from the ‘ten agents of deterioration’, have a central focus on the primacy of physical materials and degradation, with less clear relationships with people, place, and time in their modelling. With a case study focus on collections in the Philippines, this paper argues for a practice of preventive conservation that incorporates a balanced assessment and broader thinking around the contexts of objects, people, place, and time. The case studies of ecclesiastical Church collections, and museum environments in the Philippines, demonstrate how the interdependency of objects, people, place and time forms a holistic and conceptual preventive conservation framework. Through a cyclic renegotiation of these four parameters, this paper speculates on the gaps and opportunities for an inclusive view of preventive conservation that is current and more sustainable.     

A Comprehensive Model for Addressing Severe and Persistent Mental Illness on Campuses: The New Diversity Initiative

In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided.     

Intelligence testing: the legitimation of a meritocratic educational science

This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases.     

Transgender and Gender-Nonconforming Student Experiences in Christian Higher Education: A Qualitative Exploration

Religion and spirituality are important in the lives of many transgender and gender-nonconforming (TGNC) individuals. Although TGNC students can make unique contributions to Christian colleges and universities (CCUs), many individuals who identify as both religious and TGNC report rejection from nonaffirming religious communities that view TGNC identities and expression as sinful or psychologically disordered. Additionally, previous research has suggested that TGNC college students experience disproportionately high rates of verbal and sexual harassment, threats, physical assault, and anti-TGNC messaging on college campuses. In order to better understand the experiences of TGNC students who attended nonaffirming CCUs, semistructured interviews were conducted with seven TGNC students and alumni regarding their gender identity, religion, spirituality, campus experiences, and perceptions of campus climate. Data analysis was completed using guidelines consistent with Interpretative Phenomenological Analysis (Shaw, 2010). Findings revealed four major themes: (a) invisibility of TGNC individuals and identities on campus, (b) rejection within the college environment, (c) ambivalence and psychological conflict about integrating religion, spirituality, and gender identity, and (d) resilience and the importance of campus support systems. Recommendations for creating greater inclusion of TGNC students on CCU campuses are presented. This study also explores clinical considerations for mental health professionals and student services personnel employed at CCUs.