Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students’ academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.     

College Students’ Adjustment: The Role of Parent–College Student Expectation Discrepancies and Communication Reciprocity

Parents’ influence on college students’ adjustment is underestimated frequently. As college students often set goals based on their perceptions of their parents’ expectations, discrepancies between college students’ and their parents’ expectations may be related to their adjustment. The purpose of this study was to examine parent–college student expectation discrepancies and communication reciprocity as predictors of college students’ adjustment in a diverse sample of 69 male and 105 female freshmen and sophomores from a large southeastern university. A subsample of their mothers and fathers also participated in this study. Correlational results revealed that college students report experiencing lower levels of self-worth and adjustment when higher expectation discrepancies are present between themselves and their parents. Regression results also indicated that expectation discrepancies and college students’ perceptions of communication reciprocity are important predictors of college students’ self-worth and adjustment. Such findings suggested that teaching assertive communication skills to college students and their parents may serve as a means of promoting positive outcomes for college students.

Human rights is not enough: The need for demonstrating efficacy of an ethical approach to interviewing in India

Purpose. The present study compared attitudes about Human Rights (HR) and the advocation of coercive interviewing practices amongst Indian Police Officers, Offenders and a sample from the General Public. Method. 100 Police Officers, 50 Offenders and 50 members of the General Public completed a questionnaire that assessed their attitudes about the Human Rights of suspects and the use of coercion in suspect interviews. Results. Police Officers and the Public accepted both custodial violence and the use of intimidating interrogation strategies more readily than Offenders. They were also more prepared to suspend Suspects' Human Rights. Further, individuals who scored high on a coercive belief scale (CBS) were particularly inclined to favour custodial violence and suspend Human Rights. In addition, the self‐reported frequency with which Police Officers used intimidating and non‐intimidating interviewing techniques was related to their beliefs about Suspects' Human Rights and the extent to which they perceived intimidating interviewing methods to be useful. Conclusion. Attitudes about effective interviewing strategies may well be embedded within a broad social context. The effectiveness of a Human Rights Agenda requires that officers in India are informed of the effectiveness of ethical interviewing standards and the practical and legal dangers of using inappropriate methods.     

Does ink age inside of a pen cartridge?

In questioned document examination and ink dating, it has been assumed that the ink inside of a pen cartridge does not begin aging until the ink is dispensed onto paper. Positive ion laser desorption (LD) mass spectra were obtained of ink-on-paper samples containing methyl violet, from new and old pens. Mass spectral studies with methyl violet have established the mechanism for how the dye degrades over time, and have provided structural information concerning the dye's degradation products. This information was used as an indication of the relative age of ink on paper. The LD mass spectrum of the ink from a new pen was indicative of "new" ink, whereas the spectra of the ink found in some older pens may appear to be either new or old. The ink from most of the old pens studied appears not to have aged, supporting the common assumption, whereas other ink samples produced "aged" ink spectra, suggesting otherwise.     

Don’t reinvent the wheel: possibilities for and limits to building capacity of grassroots international NGOs

Abstract

How can support organisations build the capacity of volunteer-driven non-governmental organisations (NGOs)? Citizen aid for relief and development has expanded rapidly in the twenty-first century, and the number of American aid organisations operating in the Global South has grown to nearly 10,000. These grassroots international NGOs – GINGOs – are small-budget, volunteer-driven organisations typically launched by Americans without professional experience in international development or nonprofit management. These groups prize the expressive and voluntaristic dimensions of development work, yet face challenges of amateurism, material scarcity, fragmentation, paternalism and restricted focus. We investigate whether support organisations, whose primary goals are to build the capacity of organisations and strengthen the organisational field, offer solutions to GINGOs’ inherent weaknesses. We draw on 15 semi-structured interviews with a stratified selection of support organisations, including associations tailored towards international development and towards nonprofit work at large. We find that support organisations offer resources to help GINGOs in managerial and administrative domains. Fewer support organisations help GINGOs build technical development skills, and fewer still push GINGOs to critically reflect on their role in development. We find that peer learning and online platforms could help engage GINGOs volunteers in networking spaces, even as their geographic dispersal in the US encourages their fragmentation and isolation.     

Courting the Women’s Vote: The Emotional,Cognitive, and Persuasive Effects of Gender-Based Appeals in Campaign Advertisements

Political Behavior - In this paper, we examine the ways in which citizens emotionally react to and cognitively process campaign advertisements that contain group-based appeals. Specifically, we...     

Age of conduct disorder onset and comorbid anxiety and depression

The relationship between age of onset for conduct disorder (CD) and the externalizing disorder attention-deficit hyperactivity disorder (ADHD) is well researched. However, little is known about associations between age of CD onset and comorbid internalizing disorders. This study examined whether age of CD onset significantly predicted the presence of a comorbid mood or anxiety disorder in a community-based sample of adolescents (n = 147). Results showed each one-year increase in age of CD onset was significantly associated with increased probability of comorbid depression, but not significantly associated with the probability of a comorbid anxiety disorder. Analyses were replicated in subsamples of youth with (n = 77) and without (n = 70) ADHD. The significant positive relationship between age of CD onset and comorbid depression held in youth with ADHD only, while a negative relationship with anxiety emerged as significant in youth without ADHD.