Twenty Years After the Velvet Revolution: Shifts in Czech Adolescents’ Perceptions of Family, School, and Society

Families and schools are traditionally seen as substantial socialization agents forming adolescents’ social values and their views of society. Special attention is paid to the question whether the relative importance of these influences remains stable in times of major social changes. In this study, two different generations of Czech middle adolescents are compared: (a) the “post-totalitarian” generation that grew up in the last decade of the communist regime and entered adolescence during the time of rapid political and socioeconomic changes (data collected in 1995) and (b) the current generation without personal experience with the communist regime, raised in a stable democratic society (data collected in 2010). Both groups of participants (total N = 2,127, aged from 14 to 17 years) were administered an identical questionnaire. First, we examined the changes in adolescents’ perception and evaluation of the society over the last 15 years. Today’s adolescents perceive society more as a community and their future orientations are more focused on materialistic and less on environmental values. While the emotional relationship between the children and parentsremains the same, adolescents learn a somewhat different message in the family, emphasizing self-reliance. School environment is perceived more as positive and engaging than 15 years ago. Second, we predicted adolescents’ social views and values from their assessment of family and school environment. Our results show that the effect of parental values on adolescents’ value orientations is higher in the current generation. Positive school environment contributes to the development of socially responsible orientations despite the changes in society

The significance of trust in the political system and motivation for pupils' learning progress in politics lessons

Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils’ knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge

Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

The number of bi-ethnic children is increasing. The focus of this study is on bi-ethnic students in the Netherlands with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies that have investigated educational outcomes and social functioning in school for bi-ethnic students have not focused on the diversity within this group. In this study, we described the demographic, social and cultural diversity among bi-ethnic students and examined whether, in particular, ethnic background and gender of the migrant parent were related to the educational outcomes and social functioning of bi-ethnic students. Data on a total of 653 sixth grade bi-ethnic students (age 11–12) in primary education of the national Dutch cohort study (COOL5−18) were used in this study. To analyse the relationship between the ethnic background and gender of the migrant parent and the educational outcomes and social functioning among bi-ethnic students, multivariate multilevel analyses were performed. The research findings indicate that bi-ethnic students differ demographically, socially and culturally in a manner dependent on ethnic background and gender of the migrant parent. We also found that the ethnic background and the gender of the migrant parent were related to cognitive outcomes, social-emotional functioning and citizenship competences. When trying to understand and support bi-ethnic students, we must consider the diversity among them

Measuring patterns of fantasy behaviors in children

The Children's Fantasy Inventory was developed and refined on a large sample of first- and third-grade children (N = 748). Within the limits of a 45-item instrument, appropriate to the children's attention span, a wide range of fantasy activity was tapped. The nine empirically derived, nonorthogonal scales had good internal consistency, as measured by coefficient alpha, and good test-retest reliabilities. The scales on the Children's fantasy Inventory were found to be related to other previously used measures of fantasy in children and to previously derived adult scales. Differences in styles of fantasy were found between boys and girls and between first and third graders, but there were no significant differences in overall frequency of fantasy. Retesting after a year's lag indicated that fantasy behaviors have significant stability over time.The research was supported in part by Grants MH-28280 and MH-31886 from the National Institute of Mental Health to the second author.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83376/1/1982.Rosenfeld_Huesmann_etal.MeasuringPatternsofFantasybehaviorinchildren.JournalofPersonality&SocialPsych.pd

Crystal Structure of the Escherichia coli 23S rRNA:m5C Methyltransferase RlmI (YccW) Reveals Evolutionary Links between RNA Modification Enzymes

10.1016/j.jmb.2008.08.062Journal of Molecular Biology3833652-666JMOB

Structural analysis of human 2 O ribose methyltransferases involved in mRNA cap structure formation.

The 5′ cap of human messenger RNA contains 2′-O-methylation of the first and often second transcribed nucleotide that is important for its processing, translation and stability. Human enzymes that methylate these nucleotides, termed CMTr1 and CMTr2, respectively, have recently been identified. However, the structures of these enzymes and their mechanisms of action remain unknown. In the present study, we solve the crystal structures of the active CMTr1 catalytic domain in complex with a methyl group donor and a capped oligoribonucleotide, thereby revealing the mechanism of specific recognition of capped RNA. This mechanism differs significantly from viral enzymes, thus providing a framework for their specific targeting. Based on the crystal structure of CMTr1, a comparative model of the CMTr2 catalytic domain is generated. This model, together with mutational analysis, leads to the identification of residues involved in RNA and methyl group donor binding