Faith schools and tolerance : a comparative study of the influence of faith schools on students attitudes of tolerance

Faith schools constitute approximately one third of all state-maintained schools and two fifths of the independent schools in England. Nevertheless they have historically been, and remain, controversial. In the current social climate questions have been raised about the ability of faith schools to promote Community Cohesion and, included within that, their ability to promote tolerance. This research explores one aspect of this debate by looking at the effect that faith schools have on their students' attitudes of tolerance. As well as asking what differences exist between students in faith and non-faith schools it also looks at which aspects of the schools might be impacting on the students and affecting their attitudes of tolerance. Using a mixed methods approach, this research looks at six English secondary schools, including a range of faith as well as non-faith schools, and from both state and independent sectors. The complexity and multiple meanings associated with the term tolerance are explored, incorporating different understandings and objects of tolerance. Although not generalisable to the whole population of faith schools, the findings suggest that the categorisation of schools into faith/non-faith has little relevance when considering their effect on tolerance. In only one school were any differences found in the students' attitudes of tolerance which could be related to any particular aspect of the school. The students in the Muslim Independent school were found to be less tolerant of those people whose behaviour contravened Islamic teachings, and it is suggested that the school impacted on this attitude through less effective development of its students' cognitive skills, and the way it nurtured their religious identity. The research also finds that students in both the faith and non-faith schools were less tolerant of religious groups than they were of some other groups in society, which was seen to result from the nature of the contact with those of other faiths provided by the schools

Distraction Control Processes in Free Recall: Costs and Benefits to Performance

How is semantic memory influenced by individual differences under conditions of distraction? This question was addressed by observing how visual target words—drawn from a single category—were recalled whilst ignoring spoken distracter words that were either members of the same, or members of a different (single) category. Distracter words were presented either synchronously or asynchronously with target words. Recall performance was correlated with participants’ working memory capacity (WMC), which was taken to be an index of the capacity for distracter inhibition. Distraction was greater from semantically similar words and distraction was greater when the words were presented synchronously. WMC was related to disruption only with synchronous, not asynchronous, presentation. Subsequent experiments found more distracter inhibition – as measured by subsequent negative priming of distracters – amongst individuals with higher WMC but this may be dependent on targets and distracters being comparable category exemplars: With less dominant category members as distracters, target recall was impaired – relative to control – only amongst individuals with low WMC. The results demonstrate distracter inhibition occurring only in conditions where target-distracter selection is challenging. Inhibition incurs costs to subsequent performance, but there is an immediate price for not inhibiting

Adaptation of The Doubly Labeled Water Method for Subjects Consuming Isotopically Enriched Water

The use of doubly labeled water (DLW) to measure energy expenditure is subject to error if the background abundance of the oxygen and hydrogen isotope tracers changes during the test period. This study evaluated the accuracy and precision of different methods by which such background isotope changes can be corrected, including a modified method that allows prediction of the baseline that would be achieved if subjects were to consume water from a given source indefinitely. Subjects in this study were eight women (4 test subjects and 4 control subjects) who consumed for 28 days water enriched to resemble drinking water aboard the United States space shuttle. Test subjects and control subjects were given a DLW dose on days 1 and 15, respectively. The change to an enriched water source produced a bias in expenditure calculations that exceeded 2.9 MJ/day (35%), relative to calculations from intake-balance. The proposed correction based on the predicted final abundance of 18O and deuterium after equilibration to the new water source eliminated this bias, as did the traditional use of a control group. This new modified correction method is advantageous under field conditions when subject numbers are limited

Emerging perspectives on distraction and task interruptions: metacognition, cognitive control and facilitation - part I

Modern technology allows for the control of learning and work environments to an unprecedented degree. Therefore, the focus of research shifts from how learning and work performance are passively affected by environmental factors to how people actively shape their own learning and work experiences. This includes task-irrelevant stimuli and task interruptions. For instance, modern headphones allow one to switch between two modes: Active noise cancelling eliminates all background sounds while acoustic transparency allows certain signals to pass through the headphones, creating a customisable audio space. Modern devices also allow us to plan certain task interruptions (for example, by email alerts) in advance. This gives users unprecedented autonomy over their learning and work environments. However, increased control does not necessarily imply that these environments are free of distraction and interruptions. In fact, quite the opposite is true: Modern-day digital learning and work environments are full of distractions and interruptions. With users’ increased control over their learning and work environments, new research questions arise that emphasise the active role of the individual in shaping their own learning and work experiences: Are people capable of distinguishing between harmful and helpful task-irrelevant stimuli and activities? Can the harmful aspects of distractions and interruptions be brought under cognitive control? Are distraction and task interruptions always harmful or are they sometimes helpful? Within this Special Issue, we primarily focus on the following emerging trends in distraction and attention

The Fate of the Unattended Revisited: Can Irrelevant Speech Prime the Non-dominant Interpretation of Homophones?

Whether the post-categorical, semantic properties of task-irrelevant speech are processed has been a source of debate between two central accounts. The first, a structural account, proposes that the semantic content of irrelevant speech is filtered out early on, and thus remains unprocessed. The second account proposes that the semantic content of speech is, in fact, processed and can influence later behavior. The present research offers a resolution between these two prominent accounts by examining whether semantic processing of task-irrelevant speech occurs despite explicit instructions to ignore it. During a visual-verbal serial recall paradigm, participants were auditorily presented with non-dominant homophones plus their close associates, or close associates without the homophone itself and asked to ignore this irrelevant speech containing these semantic primes. In a subsequent “unrelated” phase, we assessed whether the spelling of homophones was influenced by the irrelevant speech that had occurred earlier in the serial recall phase. We found evidence of semantic priming in conditions wherein the homophone was present, as well as conditions wherein only associates of the homophone were present. Regardless of whether they were presented, homophones were more likely to be spelt in accordance with their non-dominant meaning, and most participants did not report awareness of this fact. We suggest that semantic processing of irrelevant speech occurs even when there is an explicit direction to ignore it and does not result in any material disruptive effect on serial recall performance

The Myxoma Poxvirus Protein, M11L, Prevents Apoptosis by Direct Interaction with the Mitochondrial Permeability Transition Pore

M11L, an antiapoptotic protein essential for the virulence of the myxoma poxvirus, is targeted to mitochondria and prevents the loss of mitochondrial membrane potential that accompanies cell death. In this study we show, using a cross-linking approach, that M11L physically associates with the mitochondrial peripheral benzodiazepine receptor (PBR) component of the permeability transition (PT) pore. Close association of M11L and the PBR is also indicated by fluorescence resonance energy transfer (FRET) analysis. Stable expression of M11L prevents the release of mitochondrial cytochrome c induced by staurosporine or protoporphyrin IX (PPIX), a ligand of the PBR. Transiently expressed M11L also prevents mitochondrial membrane potential loss induced by PPIX, or induced by staurosporine in combination with PK11195, another ligand of the PBR. Myxoma virus infection and the associated expression of early proteins, including M11L, protects cells from staurosporine- and Fas-mediated mitochondrial membrane potential loss and this effect is augmented by the presence of PBR. We conclude that M11L regulates the mitochondrial permeability transition pore complex, most likely by direct modulation of the PBR

A systematic review of the psychological distance of climate change: Towards the development of an evidence-based construct

The construct of psychological distance has gained traction as an explanation of why climate change is difficult to act on; it often feels far removed, with impacts arising in remote locations to other people or in an uncertain future. However, recent studies and narrative reviews have pointed out inconsistencies in the conceptualisation, operationalisation and results regarding the psychological distance of climate change, with research evidently struggling to develop the construct and determine its place in explaining and promoting pro-environmental behaviour. This paper presents a systematic review of the literature aimed at building an evidence base on which to develop research on psychological distance. Following a systematic search of three databases, 73 records with 84 individual studies were identified, which measured or manipulated the concept in relation to climate change. We find that psychological distance in the context of climate change is a dynamic, context-specific, multidimensional construct, with a wide variety of approaches to measurement and manipulation. Current theorising (primarily Construal Level Theory) is insufficient in describing the diversity and complexity of distance in the climate-change context. Based on the reviewed studies, we give recommendations for the measurement and manipulation of the construct. However, our overarching suggestion is to focus on specific contexts in which distance plays a role in climate-change cognition and action, such as the perception of impacts, policy or behaviour. We discuss how describing distance within these contexts can help researchers to understand current findings, to disentangle different components of distance beliefs and to incorporate theory and insights from related perspectives