Teachers stereotypes towards students from marginalized groups: an application of the stereotype content model

Упркос свепрожимајућим неједнакостима у друштву, људи теже да постојећи друштвени систем доживе као праведан и легитиман. Значајну улогу у овом процесу имају стереотипи, као психолошки феномени који настају из друштвених неједнакости и који их одржавају. Са све већом видљивошћу неједнакости у образовном окружењу, као и наглашавањем улоге коју школа и наставници имају у развоју друштвених (не)једнакости, стереотипи постају значајна тема у психологији образовања. Стога је циљ нашег истраживања био да испитамо стереотипе наставника о ученицима из маргинализованих група, као и да испитамо на који начин стереотипи утичу на понашање наставника према овим ученицима. Као полазиште нам је послужио дводимензионални модел садржаја стереотипа (енгл. Stereotype Content Model; Fiske et al., 2002) који претпоставља да се садржаји стереотипа о различитим групама могу описати димензијама топлине и компетентности. Испитивање понашања смо засновали на оквиру који разликује четири категорије понашања: активна фацилитација, активно наношење штете, пасивна фацилитација, пасивно наношење штете (енгл. Behaviors from intergroup affect and stereotypes – BIAS; Cuddy et al., 2007). Ослањајући се на дводимензионални модел, овај оквир омогућава предвиђање понашања на основу стереотипа...According to different socio‐psychological theories, people are motivated to defend, justify and bolster existing social arrangements. In this research, we examine stereotypes as one of the psychological vehicles that serves the function of rationalizing social inequalities. This function of social stereotypes could be especially important in an educational context, with the increasing call in recent years for teachers to become agents of social justice. This dissertation seeks to explore the role of teacher stereotypes towards students from marginalized groups in the context of the emerging teacher's role in challenging social inequalities. We aimed at exploring teacher stereotypes towards students from marginalized groups, as well as how these stereotypes influence teacher behavior towards these students in the classroom. The research draws on the Stereotype Content Model (SCM; Fiske et al., 2002), which puts forward the view that different groups can be evaluated on two fundamental dimensions of social perception: warmth and competence. Teacher behavior was explored against the BIAS Map (Behaviors from Intergroup Affect and Stereotypes; Cuddy et al., 2007), which identifies four patterns of discrimination as the combination of two bipolar dimensions: active‐passive and facilitation‐harm (active facilitation, passive facilitation, active harm and passive harm). The BIAS Map represents an extension of the SCM, through assuming that different behaviors towards group members emerge as a consequence of how a group is evaluated regarding the fundamental dimensions of warmth and competence..

Rosemary essential oils as a promising source of bioactive compounds: Chemical composition, thermal properties, biological activity, and gastronomical perspectives

Rosemary (Rosmarinus officinalis L.) is a plant worldwide cultivated mainly for essential oils, extracts, and as a spice. Up-to-date results showed diversity in composition of the essential oils, which may influence their quality, biological activity, and thermal properties. Therefore, the aim of this study was to investigate the chemical composition, antimicrobial activity, and thermal properties of the rosemary essential oils originating from Serbia and Russia. Additionally, oils were added to the sunflower oils in order to investigate possible antioxidant activity during the frying. Investigation of the chemical profile marked α-pinene, eucalyptol, and camphor as the most abundant compounds in both oils. However, overall composition influenced in such manner that Russian oil showed significantly higher antimicrobial activity, while Serbian oil proved to be better antioxidant agent in case of frying of sunflower oil. This would significantly influence possible application of the oils, which could be used as an antioxidant agent for extension of the food shelf life, or antimicrobial agent for protection against different microbial strains

Teachers stereotypes towards students from marginalized groups: an application of the stereotype content model

Упркос свепрожимајућим неједнакостима у друштву, људи теже да постојећи друштвени систем доживе као праведан и легитиман. Значајну улогу у овом процесу имају стереотипи, као психолошки феномени који настају из друштвених неједнакости и који их одржавају. Са све већом видљивошћу неједнакости у образовном окружењу, као и наглашавањем улоге коју школа и наставници имају у развоју друштвених (не)једнакости, стереотипи постају значајна тема у психологији образовања. Стога је циљ нашег истраживања био да испитамо стереотипе наставника о ученицима из маргинализованих група, као и да испитамо на који начин стереотипи утичу на понашање наставника према овим ученицима. Као полазиште нам је послужио дводимензионални модел садржаја стереотипа (енгл. Stereotype Content Model; Fiske et al., 2002) који претпоставља да се садржаји стереотипа о различитим групама могу описати димензијама топлине и компетентности. Испитивање понашања смо засновали на оквиру који разликује четири категорије понашања: активна фацилитација, активно наношење штете, пасивна фацилитација, пасивно наношење штете (енгл. Behaviors from intergroup affect and stereotypes – BIAS; Cuddy et al., 2007). Ослањајући се на дводимензионални модел, овај оквир омогућава предвиђање понашања на основу стереотипа...According to different socio‐psychological theories, people are motivated to defend, justify and bolster existing social arrangements. In this research, we examine stereotypes as one of the psychological vehicles that serves the function of rationalizing social inequalities. This function of social stereotypes could be especially important in an educational context, with the increasing call in recent years for teachers to become agents of social justice. This dissertation seeks to explore the role of teacher stereotypes towards students from marginalized groups in the context of the emerging teacher's role in challenging social inequalities. We aimed at exploring teacher stereotypes towards students from marginalized groups, as well as how these stereotypes influence teacher behavior towards these students in the classroom. The research draws on the Stereotype Content Model (SCM; Fiske et al., 2002), which puts forward the view that different groups can be evaluated on two fundamental dimensions of social perception: warmth and competence. Teacher behavior was explored against the BIAS Map (Behaviors from Intergroup Affect and Stereotypes; Cuddy et al., 2007), which identifies four patterns of discrimination as the combination of two bipolar dimensions: active‐passive and facilitation‐harm (active facilitation, passive facilitation, active harm and passive harm). The BIAS Map represents an extension of the SCM, through assuming that different behaviors towards group members emerge as a consequence of how a group is evaluated regarding the fundamental dimensions of warmth and competence..

Criteria for Determining the Alignment between the Content of TIMSS Science Items and Science and Social Studies Teaching Curriculum

Analysis of compatibility of tasks and syllabi of the participating countries represents one of the procedures, which provide comparison of results within the TIMSS study. Due to the fact that criteria for determination of this compatibility are not explicit, there is a question posed regarding the procedures, whether all the different countries approach this process in the same way and whether their results surely enable comparison of aspects of students between the countries and observing achievements of students in comparison to syllabi. This is why the aim of this paper is defining criteria that would enable accurate classification of TIMSS tasks from the field of natural sciences concerning the syllabi issues and those, which do not belong to syllabi. Based on the analysis of the current syllabi and educational standards of teaching natural and social sciences in the first cycle of primary education, we defined two kinds of criteria for tasks classification: incorporating the contents of the tasks into the syllabi contents and/or educational standards and compatibility of the contents of the tasks with the principle of homeland. Validity and quality of using these criteria were examined by classification of the published tasks from the TIMSS 2011 study. Compatibility between estimations of the authors of the paper and external expert concerning the sample of tasks was satisfactory. In the paper, we gave possibilities of defining general criteria that all the countries participants in the study would follow, and possibilities of the TIMSS study to be more prone to national particularities concerning the syllabi

Transverse momentum spectra of charged particles in proton–proton collisions at √s=900 GeV with ALICE at the LHC

The inclusive charged particle transverse momentum distribution is measured in proton–proton collisions at s=900 GeV at the LHC using the ALICE detector. The measurement is performed in the central pseudorapidity region (|η|<0.8) over the transverse momentum range 0.15<pT<10 GeV/c. The correlation between transverse momentum and particle multiplicity is also studied. Results are presented for inelastic (INEL) and non-single-diffractive (NSD) events. The average transverse momentum for |η|<0.8 is 〈pT〉INEL=0.483±0.001 (stat.)±0.007 (syst.) GeV/c and 〈pT〉NSD=0.489±0.001 (stat.)±0.007 (syst.) GeV/c, respectively. The data exhibit a slightly larger 〈pT〉 than measurements in wider pseudorapidity intervals. The results are compared to simulations with the Monte Carlo event generators PYTHIA and PHOJET

Suppression of charged particle production at large transverse momentum in central Pb–Pb collisions at √sNN=2.76 TeV

Inclusive transverse momentum spectra of primary charged particles in Pb–Pb collisions at √sNN=2.76 TeV have been measured by the ALICE Collaboration at the LHC. The data are presented for central and peripheral collisions, corresponding to 0–5% and 70–80% of the hadronic Pb–Pb cross section. The measured charged particle spectra in |η|<0.8 and 0.3<pT<20 GeV/c are compared to the expectation in pp collisions at the same sNN, scaled by the number of underlying nucleon–nucleon collisions. The comparison is expressed in terms of the nuclear modification factor RAA. The result indicates only weak medium effects (RAA≈0.7) in peripheral collisions. In central collisions, RAA reaches a minimum of about 0.14 at pT=6–7 GeV/c and increases significantly at larger pT. The measured suppression of high-pT particles is stronger than that observed at lower collision energies, indicating that a very dense medium is formed in central Pb–Pb collisions at the LHC

Two-pion Bose–Einstein correlations in central Pb–Pb collisions at √sNN=2.76 TeV

The first measurement of two-pion Bose–Einstein correlations in central Pb–Pb collisions at √sNN=2.76 TeV at the Large Hadron Collider is presented. We observe a growing trend with energy now not only for the longitudinal and the outward but also for the sideward pion source radius. The pion homogeneity volume and the decoupling time are significantly larger than those measured at RHIC

Rapidity and transverse momentum dependence of inclusive J/ψ production in pp collisions at √s=7 TeV

The ALICE experiment at the LHC has studied inclusive J/ψ production at central and forward rapidities in pp collisions at √s=7 TeV. In this Letter, we report on the first results obtained detecting the J/ψ through the dilepton decay into e+e− and μ+μ− pairs in the rapidity ranges |y|<0.9 and 2.5<y<4, respectively, and with acceptance down to zero pT. In the dielectron channel the analysis was carried out on a data sample corresponding to an integrated luminosity Lint=5.6 nb−1 and the number of signal events is NJ/ψ=352±32(stat.)±28(syst.); the corresponding figures in the dimuon channel are Lint=15.6 nb−1 and NJ/ψ=1924±77(stat.)±144(syst.). The measured production cross sections are σJ/ψ(|y|<0.9)=10.7±1.0(stat.)±1.6(syst.)−2.3+1.6(syst.pol.)μb and σJ/ψ(2.5<y<4)=6.31±0.25(stat.)±0.76(syst.)−1.96+0.95(syst.pol.)μb. The differential cross sections, in transverse momentum and rapidity, of the J/ψ were also measured