Leading integrated schools: a study of the multicultural perspectives of Northern Irish principals

This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values-led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to multiculturalism, and argues that a synthesis of multicultural and leadership theory can usefully guide the development of peace education leadership.

Are Shy Adults Really Bolder Online? It Depends on the Context

We examined whether individual differences in shyness and context influenced the amount of computer-mediated self-disclosure and use of affective language during an unfamiliar dyadic social interaction. Unfamiliar young adults were selected for high and low self-reported shyness and paired in mixed dyads (one shy and one nonshy). Each dyad was randomly assigned to either a live webcam or no webcam condition. Participants then engaged in a 20-minute online free chat over the Internet in the laboratory. Free chat conversations were archived, and the transcripts were objectively coded for traditional communication variables, conversational style, and the use of affective language. As predicted, shy adults engaged in significantly fewer spontaneous self-disclosures than did their nonshy counterparts only in the webcam condition. Shy versus nonshy adults did not differ on spontaneous self-disclosures in the no webcam condition. However, context did not influence the use of computer-mediated affective language. Although shy adults used significantly less active and pleasant words than their nonshy counterparts, these differences were not related to webcam condition. The present findings replicate and extend earlier work on shyness, context, and computer-mediated communication to a selected sample of shy adults. Findings suggest that context may influence some, but not all, aspects of social communication in shy adults.

Is shyness context specific? Relation between shyness and online self-disclosure with and without a live webcam in young adults

The Internet provides a new tool to investigate old questions in experimental social psychology regarding Person x Context interaction. We examined the interaction of self-reported shyness and context on computer-mediated communication measures. Sixty female undergraduates unfamiliar were paired in dyads and engaged in a 10 min free chat conversation on the Internet with and without a live webcam. Free chat conversations were archived, transcripts were objectively coded for communication variables, and a linear mixed model used for data analysis of dyadic interaction was performed on each communication measure. As predicted, increases in self-reported shyness were significantly related to decreases in the number of prompted self-disclosures (after controlling for the number of opportunities to self-disclose) only in the webcam condition. Self-reported shyness was not related to the number of prompted self-disclosures in the no webcam condition, suggesting that shyness was context dependent. The present study appears to be the first to objectively code measures of Internet behaviour in relation to the study of personality in general and shyness in particular. Theoretical and clinical implications for understanding the contextual nature of shyness are discussed. (C) 2006 Elsevier Inc. All rights reserved.

An experience of attempting to apply the randomised controlled trial (RCT) design in a ‘real world’ community-based clinical setting – one family therapist’s current journey. Context, 99, 6-9.

This paper describes an early career researcher's expereince of using randomised controlled trial methodology to investigarte the effectiveness of psychotherapeutic interventions for traumatised families in a 'real world' setting.

Understanding marine reserve function in a seascape genetics context: Nucella lapillus in Strangford Lough (Northern Ireland) as an example

A conservation priority in the marine environment is the establishment of ecologically coherent reserve networks. Since these networks will integrate existent reserves, an understanding of spatial genetic diversity and genetic connectivities between areas is necessary. Using Strangford Lough marine nature reserve (MNR) as a model, spatial genetic analyses were employed to evaluate the function of the lough. Samples of the marine gastropod Nucella lapillus (L.) from 7 locations in the reserve and adjacent areas were screened at 6 microsatellites. Genetic variation was temporally stable. Significant genetic structuring (F-ST = 0.133) was observed among samples. Genetic divergence and isolation by distance indicated reduced gene flow between the marine reserve and coastal samples relative to that between adjacent coastal samples. Partitioning of genetic variation between the reserve and coast was significant (AMOVA, 7.45%, p