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Descriptors:
Females; Intervention; Males; Teacher Attitudes; Theories; Violence; Aggression; Interviews; Emotional Response; Psychological Patterns; Interpersonal Relationship; Gender Issues; Social Attitudes; Moral Values; Stereotypes; College Students; Late Adolescents; Adults; Focus Groups; Masculinity

Abstract:
This article explores accounts of bystanders to female-on-female public violence. Group interviews with participants in the night-time economy are carried out. Whereas men tend to respond to the discussion topic of female-on-female violence with laughter, this laughter reveals ambivalence and discomfort as much as amusement. Men seem to negotiate the tension between the expectation that they should intervene in emergencies and a catalogue of costs that attend intervention. Female bystanders appear to have a different set of concerns. They talk about feelings of shame at the interpersonal and the group level. Women cite the public spectacle, and the opportunity for men to demean or sexualize women, as reasons for intervention. The article concludes with some recommendations about the importance of exploring female violence in its own terms, beginning with a series of identified moral and social dilemmas incurred within possible third-party intervention. (Contains 8 extracts.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Influences; Catholics; Males; Blacks; Racial Relations; Social Attitudes; Social Bias; Racial Bias; Identification (Psychology); Victims; Social Status; Religion; Foreign Countries; Immigrants; Religious Factors; Social Values; Muslims; Christianity

Abstract:
In this paper, we explore how white Catholic men talk about the indirect dilemma of non-intervention for black ethnic outgroups. We illustrate how they mobilise global categorisation (all humanity) and use various forms of denial to deal with their non-involvement. Having analyzed representative fragments of their prejudice avoidance talk, we conclude with some observation about the strategic deployment of categories and denial forms as part of identity management talk. In contrast to quantitative research that oversimplifies the ingroup-outgroup distinction, we show how the status and outgroupness levels of the needy appear to be both flexible and intricate, which depends on the often-ignored intersecting cultural factors, like the respondents' and victims' ethnic, racial and religious identities. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
After School Programs; Staff Development; Teacher Certification; School Community Relationship; Universities; Partnerships in Education; Teacher Education Programs

Abstract:
Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not receive the education and training needed to provide high quality programming. This article discusses how training provided through university-community (U-C) partnerships can help to fill this educational void. After summarizing existing research on staff development for educators, the role that U-C partnerships can play in providing a realistic and viable means to developing the competencies of ASP educators is described and examples of two model programs are provided. Challenges and future directions for the development of the after-school workforce are discussed. (Contains 1 footnote, 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Required Courses; Business Education; Student Attitudes; Teaching Methods; Introductory Courses; College Freshmen; Lecture Method; Learning Activities; Testing; Gender Differences; Class Rank; Student Interests; Global Approach

Abstract:
The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional lecture and exam format. It also investigates whether or not students' with perceived interests in different aspects of business have preferences for activities that focus on different types of processes. It further analyzes whether or not gender and class standing play a significant role in these dynamics. (Contains 11 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Textbooks; Social Psychology; Research Methodology; History; Homicide; Role; Social Environment; Groups

Abstract:
This article argues that an iconic event in the history of helping research--the story of the 38 witnesses who remained inactive during the murder of Kitty Genovese--is not supported by the available evidence. Using archive material, the authors show that there is no evidence for the presence of 38 witnesses, or that witnesses observed the murder, or that witnesses remained inactive. Drawing a distinction between the robust bystander research tradition and the story of the 38 witnesses, the authors explore the consequences of the story for the discipline of psychology. They argue that the story itself plays a key role in psychology textbooks. They also suggest that the story marks a new way of conceptualizing the dangers of immersion in social groups. Finally, they suggest that the story itself has become a modern parable, the telling of which has served to limit the scope of inquiry into emergency helping. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Accommodations (Disabilities); Asperger Syndrome; Assignments; Attention Span; Autism; Classroom Techniques; Educational Strategies; Elementary Secondary Education; Mnemonics; Recall (Psychology); Time on Task

Abstract:
The following tips are provided for teachers of students with autism: highlight important concepts; establish alternate modes for completing assignments; use graphic and visual and mnemonic devices for maximizing retention; and prepare the student for instructional and classroom transitions. Tips for increasing time on task and attention are also included. (Contains references.) (CR)

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Adolescents; Asperger Syndrome; Biographies; Case Studies; Elementary Secondary Education; Focus Groups; Interviews; Profiles; Student Characteristics; Student Needs

Abstract:
Three portraits of adolescent students with Asperger's syndrome include descriptive details about the students as young children, their schooling experiences, their interests, and their social life experiences. Portraits were developed through interviews with the students, their parents, and focus groups with professionals providing services to the students and parents. Implications for meeting educational needs of Asperger syndrome students are drawn. (Contains references.) (Author/DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Delphi Technique; Educational Quality; Evaluation Methods; Graduate Medical Education; Higher Education; National Surveys; Program Evaluation

Abstract:
A modified Delphi process was used to survey program directors and medical residents to identify indicators of quality in internal medicine residency training. Items rated important by both groups included faculty characteristics such as stability, supervision, clinical skills, and teaching commitment; institutional support; and amount of resident evaluation and feedback. (Author/DB)

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Descriptors:
Adolescents; Asperger Syndrome; Coping; Interpersonal Communication; Interpersonal Competence; Peer Relationship; Secondary Education; Social Development

Abstract:
This article shares some educational principles and strategies for teaching social skills to adolescents with Asperger's syndrome. Educators are urged to teach coping strategies, how to read social cues, and how to interpret social behavior. Also, they are encouraged to provide ample social opportunities and to create a safe and accepting learning environment. (CR)

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Behavior Problems; Disabilities; Elementary Secondary Education; Inclusive Schools; Paraprofessional School Personnel; Self Concept; Staff Role

Abstract:
The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities (grades K-8) who also present significant behavioral challenges found that paraeducators tended to assume high levels of responsibility for managing the academic and behavioral needs of special-education students in inclusive settings. (CR)

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