REPORT OF BIBLICAL INSTRUCTORS CONFERENCE*

This article examines the psychoanalytic concepts of object-relations theorist Christopher Bollas, applying them to a view of the Bible as “transformational object.” Emphasizing the connection between psychological process and religious experience, this article suggests that each person's innate ability to choose and use objects is a key factor in their ability to appropriate the Bible for constructive use. By offering religious objects with psychological awareness, religious educators may come to appreciate that silence, empathy, and open-ended lesson plans are important incubators of transformation; and that aggression has a potentially positive role in the healthy development of worship communities.     

Ethnic origin and social control: Jewish and Arab delinquents in IsraelLos delincuentes Arabes y Judios en IsraelL'origine ethinque et le contrôle social: délinquants Juifs et Arabes en Israël

A review of the literature reveals that minorities often receive relatively severe dispositions by the various law enforcement agencies (police, probation, and the courts). This discrimination is usually explained by the prejudices of officers of these agencies. A study of the official statistics of juvenile delinquency in Israel reveals a similar pattern: Arab juveniles are overrepresented among recipients of severe recommendations and decisions. This overrepresentation is mostly due to the harsher recommendations Arab juveniles receive from their probation officers. However, since these officers are Arabs, prejudice cannot be the explanation. An attitudes and opinions survey reveals that Arab probation officers are more concerned with the community's welfare than the Jewish ones. This fact seems to be the cause of the difference in the pattern of recommendations.     

Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten

The recent emphasis on universal prekindergarten programs, coupled with ongoing concern about children’s’ early literacy development in the first years of school, carry significant implications for how preschool educators program for literacy and assess literacy growth. We discuss the evolving role of literacy development in expanded preschool, examine key features of literacy assessments with particular attention to the content that might be assessed in preschool, and provide as an example one preschool literacy assessment tool that is in widespread use in the United States. We discuss the policy and practice implications of the growing emphasis on literacy assessment in preschoolers.     

The Israeli Planning and Grants Committee at the crossroads: From shock absorber to steering wheel

The Israeli Planning and Grants Committee (PGC) was established in 1974. It was modelled on the British system of the UGC. Since then, it has the most powerful and dominant organization in the governance of higher education.Both Government and universities will have to provide the essential framework of cooperation with the PGC in order to help maintain the present position of the PGC.     

The Influence of Stigma on College Students' Attitudes Toward Online Video Counseling and Face‐to‐Face Counseling

The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma.     

Are the Measurements of Attention Allocation and Perceived Exertion Trustworthy?

Two studies examined the trustworthiness of commonly used measurement scales for ratings of perceived exertion (RPE) and state attentional focus (SAF) during exercise. In Study 1, participants (N = 24, 14 female) performed a treadmill graded-exercise test. The order of scale presentation during the task was manipulated (i.e., RPE followed by SAF or vice versa). In Study 2 the same order manipulation was used while participants (N = 70, 36 female) performed a stepping task for three consecutive trials. Additionally, time intervals between scale presentations were manipulated (i.e., 30 sec, 60 sec, or 90 sec) and counterbalanced between trials. Non-significant order effects of RPE and SAF emerged in both studies; however, a more frequent presentation of the two scales (30 sec and 60 sec) yielded higher RPE scores and increased associative attentional focus than a less frequent presentation (90 sec). The authors recommend minimizing measurement interruptions during the measurement process.