Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises     

Sailer  Michael  Stadler  Matthias  Botes  Elouise  Fischer  Frank  Greiff  Samuel 《European Journal of Psychology of Education - EJPE》2022,37(1):279-292

In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control.

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Public Radio Talk Show Hosts and Social Conflict: An Analysis of Self-Reported Roles During Debates and Discussion     

Johannes Botes  Jennifer Langdon 《Journal of Radio & Audio Media》2013,20(2):266-286

By interviewing and thus gathering data from 10 prominent public radio talk show hosts as to how they perceive their tasks and actions during conflict-related debates and discussions, the authors were able to categorize these self-reflections in terms of the hosts' overall communicative, directive, and procedural strategies. This article reflects on the degree to which these activities define the overall roles of public radio talk show hosts and especially on whether these social actors perceive their moderating roles as a form of third party intervention similar to the work of facilitators or mediators of social conflict.  相似文献   

Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education     

John Windmueller  Ellen Kabcenell Wayne  Johannes Botes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,21(3):285-301

This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far.  相似文献