980 research outputs found
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Sex differences between primary and secondary psychopathy, parental bonding, and attachment style
No full textSex differences in primary and secondary psychopathic traits and behaviors are consistently evidenced, although less is known about the developmental trajectories of these differences and why they might arise. In this study (N = 362) we investigated whether men and women reporting higher levels of primary or secondary psychopathic traits differed in retrospective accounts of how cold and controlling both their mother and father were during childhood, and how anxious and avoidant they are about contemporary relationships. Primary psychopathic traits in men related to controlling mothers and avoidant attachment, whereas in women they related to uncaring fathers and both anxious and avoidant attachment. Secondary psychopathic traits in men were predicted by uncaring mothers and fathers, as well as anxious attachment, whereas in women, neither parental bonding nor attachment style were related. Results are discussed from an evolutionary, life history theory paradigm
Sensitive sexualities: dichotomized discourse in the erasure of bisexuality
No full textA combination of Q methodology and a Think Aloud task explored how cultural knowledge about bisexuality is constructed and maintained. Q methodology revealed positive interpretations of bisexuality. Critical Discourse Analysis of the Think Aloud task however, exposed the maintenance of dualistic categories of sex, gender and sexuality acting as ‘operating systems’ and strategically guiding the social representation of bisexuality as ‘non-existent’, ‘deviant’, ‘abnormal’ and/or ‘promiscuous’. The findings of this study suggest that overt heterosexism is not becoming extinct; instead it has found rather subtle ways of incorporating itself into ‘liberal’ discourses
Leadership in early years: linking theory and practice
No full textThis latest edition of Leadership in Early Years provides a useful overview of the subject in straightforward language that allows novices to access the more complicated concepts. Jennie Lindon's trademark approach provides a trusted and authoritative voice for a wide range of courses, including undergraduate and foundation degrees in Early Years and Early Childhood, PGCEs and BEd programmes
Jesus, psychological type and conflict : a study in biblical hermeneutics applying the reader perspective and SIFT approach to Mark 11:11–21
No full textThe Marcan account of Jesus riding into Jerusalem on a donkey, cursing the fig tree and overturning the tables of the money changers in the temple provides a classic scriptural reference point for a Christian discussion of conflict. Drawing on psychological type theory and on the reader perspective proposed by the SIFT (sensing, intuition, feeling and thinking) approach to biblical hermeneutics and liturgical preaching, this study tests the theory that different psychological types will interpret this classic passage differently. Data collected in two residential programmes concerned with Christianity and conflict from type-aware participants confirmed characteristic differences between the approaches of sensing types and intuitive types and between the approaches of thinking types and feeling types
Embedding equality in staff student research partnerships - co creating an academic writing tool
No full textThe Student's Academic Literacy Tool (SALT) project has brought together academic staff and students to develop an accessible and useful tool to enable students to recognise the characteristics of academic writing which need to be developed in order to be successful in written assessments. Crucial to the success of the project so far has been the involvement of student research partners, who teamed up as co-creators and owners of the tool around 18 months ago (Becker, Kennedy, Shahverdi & Spence, 2015). The project initially received £3,650 from Teesside University Learning and Teaching fund to create and user test the SALT in booklet format. The project was also designed to provide student researchers with opportunities to present at regional conferences and collaborate with national organisations as well as experience the research publishing and dissemination process. Since its dissemination, interest in SALT has grown through a series of successful publications, conference presentations, and national media coverage following the team's success in winning the Joint Information Systems Council Summer of Student Ideas competition 2015. This has led to the Student's Academic Literacy Tool being used across a number of Science and Technology disciplines at Teesside University and in addition it is being used in a number of other Universities across the U.K. With the support of JISC a mobile application of the tool has recently been launched and the project is now overseen by a steering committee which includes members of the original team and continues to provide opportunities for current students to engage in ongoing evaluation and enhancement projects. The launch of the mobile application also provides ongoing opportunities for students to engage in work around developing additional features and ancillary content as well as engaging with industry to develop partnerships to maintain and extend the functionality of the application
Power, conflict and ritual on the fen-edge: the anarchy-period castle at Burwell, Cambridgeshire, and its pre-conquest landscape
No full textBurwell, Cambridgeshire is best known as possessing a castle constructed by King Stephen during the mid-twelfth century civil war commonly referred to as ‘the Anarchy’. Documentary sources confirm that the king built a series of fortifications around the East Anglian fen-edge during A.D. 1144 in an attempt to restrict the activities of the rebellious baron Geoffrey de Mandeville, Earl of Essex, who was using the Isle of Ely as a base to raid the surrounding countryside. Written texts also reveal how de Mandeville was mortally wounded during a skirmish or siege which subsequently took place at Burwell. A combination of topographic and geophysical survey, supplemented by documentary analysis, suggests that the castle was constructed in a landscape with a complex earlier history. It is suggested that during the Romano-British period a temple complex was developed on the site, with a spring rising on the edge of the fens providing the likely focus for ritual activity. Burwell later developed into an important early medieval place and the castle itself may have been inserted into a thegnly enclosure — an act which probably sought to appropriate a recognised pre-existing centre of power. The current research provides the most comprehensive assessment of the site to date, and supports existing interpretations which consider the twelfth-century castle to be incomplete. Analysis also gives additional insight into the functional and symbolic significance of the castle at Burwell, and sheds important light on the character of power and conflict in the fenland during the mid-twelfth century
Introducing the Astley Francis theology of religions index : construct validity among 13- to 15-year-old students
No full textThe 'theology of religions' is concerned with the interpretation and evaluation of the divergent truth-claims and views of salvation that are asserted or implied by different religious traditions. This study proposes a new multi-choice index that distinguishes between six current positions within the theology of religions, characterised as Atheism, Agnosticism, Exclusionism, Inclusivism, Pluralism, and Interreligious perspective, with a further subdivision between two expressions of the pluralism perspective. The construct validity of this new measure is supported by the performance of the instrument in respect of a network of theories (regarding how these different positions may relate to the factors of sex, age, personal religiosity and attitude toward religious diversity) among a sample of 10,754 13- to 15-year-old students from England, Northern Ireland, Scotland and Wales
Cocreation or collusion: the dark side of consumer narrative in qualitative health research
No full textHealth, mental health, and social care policy are dominated by the imperative of employing person-centered approaches. Such involvement of the “consumer” is generally claimed to provide a counter-narrative to the psychiatric and medical paradigm of illness. Taking a critical and reflexive standpoint, we find ourselves asking: Is there a dark side to employing person-centered approaches and potential loss and risk to participants themselves? To explore these questions further, we undertook a condensed critique of the current mental health, health, and social care policy arena. We then move to methodological concerns about ways in which person-centered research, including our own, can inadvertently reproduce the neoliberalist agenda. To conclude, we offer our own lived experiences as a cautionary tale. We also posit that a post-Foucauldian governmentality framework can assist researchers to avoid contributing to the very problems we wish to resolve
Primary computing and digital technologies: knowledge, understanding and practice
No full textComputing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond, into many areas of children’s learning lives. This text highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers
The experience of competition stress and emotions in cricket
No full textThe purpose of the study was to conduct an in-depth examination of the stress and emotion process experienced by three sub-elite level male cricketers over a series of five competitive performances. Using reflective diaries and follow up semi-structured interviews, the findings highlighted the impact of appraisal, coping, and emotion on performance, with perceptions of control and self-confidence emerging as variables that can influence the emotive and behavioral outcomes of a stressful transaction. Post-performance, guided athlete reflection was advanced as a valuable tool in the production and application of idiographic coping behaviors that could enhance perceptions of control and self-confidence and influence stress and emotion processes