The relationships between internal and external threat and right-wing attitudes: A three-wave longitudinal study

The interplay between threat and right-wing attitudes has received much research attention, but its longitudinal relationship has hardly been investigated. In this study, we investigated the longitudinal relationships between internal and external threat and right-wing attitudes using a cross-lagged design at three different time points in a large nationally representative sample (N = 800). We found evidence for bidirectional relationships. Higher levels of external threat were related to higher levels of Right-Wing Authoritarianism and to both the egalitarianism and dominance dimensions of Social Dominance Orientation at a later point in time. Conversely, higher levels of RWA were also related to increased perception of external threat later in time. Internal threat did not yield significant direct or indirect longitudinal relationships with right-wing attitudes. Theoretical and practical implications of these longitudinal effects are discussed

Community‐Engaged Neighborhood Revitalization and Empowerment: Busy Streets Theory in Action

Busy streets theory predicts that engaging residents in physical revitalization of neighborhoods will facilitate community empowerment through the development of sense of community, social cohesion, collective efficacy, social capital, and behavioral action. Establishing safe environments fosters positive street activity, which reinforces neighborhood social relationships. A community‐engaged approach to crime prevention through environmental design (CE‐CPTED) is one promising approach to creating busy streets because it engages residents in collaborative interactions to promote safer environments. Yet, few researchers have studied how CE‐CPTED may be associated with busy streets. We interviewed 18 residents and stakeholders implementing CE‐CPTED in Flint, Michigan. We studied three neighborhoods with different levels of resident control over CE‐CPTED. Participants described how CE‐CPTED implementation affected their neighborhood. Participants from all three neighborhoods reported that CE‐CPTED was associated with positive street activity, sense of community, and collective efficacy. Participants from neighborhoods with higher resident control of CE‐CPTED reported more social capital and behavioral action than those from neighborhoods with less resident control. Our findings support busy streets theory: Community engagement in neighborhood improvement enhanced community empowerment. CE‐CPTED that combines physical revitalization with resident engagement and control creates a potent synergy for promoting safe and healthy neighborhoods.HighlightsBusy streets theory supported in qualitative study of neighborhoods in a rust belt city.Community engaged neighborhood improvement enhances psychological empowerment.Resident control of neighborhood revitalization results in most empowered outcomes of busy streets.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154635/1/ajcp12358_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154635/2/ajcp12358.pd

Progress in noncommutative function theory

In this expository paper we describe the study of certain non-self-adjoint operator algebras, the Hardy algebras, and their representation theory. We view these algebras as algebras of (operator valued) functions on their spaces of representations. We will show that these spaces of representations can be parameterized as unit balls of certain $W^{*}$-correspondences and the functions can be viewed as Schur class operator functions on these balls. We will provide evidence to show that the elements in these (non commutative) Hardy algebras behave very much like bounded analytic functions and the study of these algebras should be viewed as noncommutative function theory

de Branges-Rovnyak spaces: basics and theory

For $S$ a contractive analytic operator-valued function on the unit disk ${\mathbb D}$, de Branges and Rovnyak associate a Hilbert space of analytic functions ${\mathcal H}(S)$ and related extension space ${\mathcal D(S)}$ consisting of pairs of analytic functions on the unit disk ${\mathbb D}$. This survey describes three equivalent formulations (the original geometric de Branges-Rovnyak definition, the Toeplitz operator characterization, and the characterization as a reproducing kernel Hilbert space) of the de Branges-Rovnyak space ${\mathcal H}(S)$, as well as its role as the underlying Hilbert space for the modeling of completely non-isometric Hilbert-space contraction operators. Also examined is the extension of these ideas to handle the modeling of the more general class of completely nonunitary contraction operators, where the more general two-component de Branges-Rovnyak model space ${\mathcal D}(S)$ and associated overlapping spaces play key roles. Connections with other function theory problems and applications are also discussed. More recent applications to a variety of subsequent applications are given in a companion survey article

Mutuality of Rogers's therapeutic conditions and treatment progress in the first three psychotherapy sessions

Abstract Objective: Research on the effects of Rogers’s therapeutic relationship conditions has typically focused on the unilateral provision of empathy, unconditional positive regard, and congruence from therapist to client. Method: This study looked at both client and therapist mutuality of the Rogerian therapeutic conditions and the association between mutuality and treatment progress in the first three psychotherapy sessions. Clients (N = 62; mean age = 24.32; 77% female, 23% male) and therapists (N = 12; mean age = 34.32; nine female and three male) rated one another using the Barrett-Lennard Relationship Inventory after the first and third session. Results: Both clients and therapists perceived the quality of the relationship as improved over time. Client rating of psychological distress (CORE-OM) was lower after session 3 than at session 1 (es = .85, [95% CIs: .67, 1.03]). Hierarchical multiple regression was used to test the predictive power of mutually high levels of the therapeutic conditions on treatment progress. The association between client rating of therapist-provided conditions and treatment progress at session 3 was higher when both clients and therapists rated each other as providing high levels of the therapeutic conditions (R2 change = .073, p < .03). Conclusions: The findings suggest mutuality of Rogers’s therapeutic conditions is related to treatment progress. Keywords: therapeutic relationship; psychotherapy; mutuality; treatment progres

When Friends Behave Badly: Loneliness and Children's Expectations of Friends and Responses to Transgressions

Previous research has shown that friendships buffer against loneliness, but some children remain lonely despite having best friends. The current study examines relationships between loneliness and friendship functions, expectations, and responses to friendship transgressions in children with best friends (8-11 years; N = 177). Children completed questionnaires that measured loneliness, fulfilment of friendship functions, friendship expectations, and the Transgressions of Friendship Expectations Questionnaire (MacEvoy & Asher, 2012). Findings in the current study showed that loneliness was associated with lower friendship expectations and higher reliable alliance in existing best friendships. Loneliness was also associated with lower sadness and lower perceptions of feeling controlled and devalued by their friend when they transgress. Thus, children with best friends experiencing high loneliness may be more permissiveness of friendship transgressions and may need support to ensure that they do not allow their friends to be unfair to them

Operator theory and function theory in Drury-Arveson space and its quotients

The Drury-Arveson space $H^2_d$, also known as symmetric Fock space or the $d$-shift space, is a Hilbert function space that has a natural $d$-tuple of operators acting on it, which gives it the structure of a Hilbert module. This survey aims to introduce the Drury-Arveson space, to give a panoramic view of the main operator theoretic and function theoretic aspects of this space, and to describe the universal role that it plays in multivariable operator theory and in Pick interpolation theory.Comment: Final version (to appear in Handbook of Operator Theory); 42 page

Teacher agency in curriculum making: agents of change and spaces for manoeuvre

In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change. And yet, teacher agency is under-theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive. This paper addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling. Drawing upon the existing literature, we outline an ecological view of agency as an effect. These insights frame the analysis of a set of empirical data, derived from a research project about curriculum-making in a school and further education college in Scotland. Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular situations

Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs’ teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self‐investment in developing as teachers. The results presented herein contribute to an understanding of GTAs’ teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/1/tea21618_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/2/tea21618.pd