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AbstractRelationship characteristics, levels of anticipated sexual jealousy, and correlates of anticipated sexual jealousy were compared for heterosexual and homosexual men sampled from 1980 and 1992. Homosexual and heterosexual relationships were similar on relationship involvement, but homosexual (vs. heterosexual) respondents indicated lower levels of experiencing and expressing sexual jealousy, less exclusive relationships, higher levels of extradyadic sexual relations by their partners, larger number of relationships, and relationships of shorter duration. Cohort comparisons indicated that both groups of men in 1992 (vs. 1980) had higher levels of experiencing and expressing jealousy caused by the partner's extradyadic sexual behavior, more exclusive romantic relationships, fewer relationships, and relationships of longer duration. These changes suggest a transition in men's relationships that may be related to the increase in sexually transmitted diseases in general and AIDS in particular.

Intro -- CONTENTS -- ACKNOWLEDGMENTS -- INTRODUCTION -- PART I -- IMPROVING RIGOR IN SERVICE-LEARNING RESEARCH -- INTERNATIONAL SERVICE-LEARNING AS A PATH TO GLOBAL CITIZENSHIP -- PART II -- CENTER AND PERIPHERY IN SERVICE-LEARNING AND COMMUNITY ENGAGEMENT -- ANOTHER LOOK AT THE DISSEMINATION OF THE RACIAL IDENTITY INTERACTION MODEL IN A CULTURAL-BASED SERVICE-LEARNING COURSE -- CIVIC ENGAGEMENT IN/ACTION -- DIGITAL CLASSROOM PROJECT -- PART III -- CROSSING BOUNDARIES IN SERVICE-LEARNING PROFESSIONAL DEVELOPMENT -- SERVICE-LEARNING AND THE NONTRADITIONAL STUDENT -- A CIVICALLY ENGAGED RECIPROCAL LEARNING PROCESS IN DENTAL EDUCATION -- ABOUT THE AUTHORS.

In contrast to viewing jealousy as a unitary construct, this research differentiates jealousy into reactive (emotional components of jealousy) and suspicious jealousy (cognitive and behavioral components of jealousy), for which manifestations and antecedents differ. Besides finding
that reactive and suspicious jealousy could be delineated, the results of two studies found evidence for discriminant validity and that greater reactive jealousy was related to greater relationship dependency, greater trust, and lower chronic jealousy. Persons who displayed more suspicious
jealousy had greater insecurity, greater anxious attachment, greater avoidant attachment, greater chronic jealousy, and lower self-esteem. This research is consistent with a transactional model of jealousy.

"Preeminent SLCE researchers share their research stories, lessons learned, and guidance for future research and researchers. Each chapter is replete with each author's SLCE research trajectory, homespun stories of their research and campus experiences, and past and future research agendas and practice plans, in essence portraits of reflective practitioners and researchers"--

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. -- Amazon.com

Borrows from the domains of service learning, study abroad, and international education to create a new high-impact pedagogy, with the potential to improve students' academic attainment, contribute to their personal growth, and develop global civic outcomes.

Using theory and research from the cognitive and social sciences as well as the literature of service-learning and community-campus engagement, we critically examine an over-emphasis on democratic thinking as the primary construct of interest in American higher education's efforts to prepare young people for meaningful participation in democracy. We propose developing democratic civic identity as a more appropriate superordinate goal than teaching democratic thinking. We examine relationships between and among cognition, behavior, and attitudes generally and within the context of democratically-engaged community-campus partnerships and democratic critical reflection as a basis for developing and refining persons as civic agents in a diverse democracy. We conclude with implications of the analysis for service-learning—a pedagogy that, when designed and implemented accordingly, provides a uniquely powerful means to cultivate democratic civic identity.

AbstractMost research on jealousy has focused on the correlation between one psychological factor and jealousy. In contrast, the current work examined how the link between relationship commitment and jealousy depends on the interplay of two situational factors: attractiveness of relationship alternatives and receiving threatening information about the self and the romantic relationship. In two studies, participants completed measures of relationship commitment for their current relationship and then received feedback that manipulated their perceptions of relationship alternatives (Study 1) or their perceptions of relationship compatibility (Study 2). Participants' jealousy was assessed by their responses to a mildly threatening relationship situation (Studies 1 and 2) and on a jealousy scale (Study 2). Study 1 showed that those in more committed relationships experienced greater jealousy when they were induced to consider having unattractive relationship alternatives. Study 2 showed that those with greater relationship commitment reported more jealousy when they received negative information about their relationship compatibility. Implications for how threat plays a causal role in experiencing jealousy are discussed.

AbstractAfter five years with no public schools in their community, residents and neighborhood organizations of the Near Westside of Indianapolis advocated for the opening of George Washington Community High School (GWCHS). As a neighborhood in close proximity to the campus of Indiana University‐Purdue University Indianapolis, the Near Westside and campus worked together to address this issue and improve the educational success of youth. In fall 2000, GWCHS opened as a community school and now thrives as a national model, due in part to its network of community relationships. This account analyzes the development of the school by focusing on the relationships among the university, the high school, community organizations, and the residents of the Near Westside and highlights the unique partnership between the campus and school by defining the relational qualities and describing the network created to make sustainable changes with the high school.

The Indiana Campus Compact Faculty Fellows program promotes faculty development of Boyer's scholarship of engagement by integrating community service with teaching, research, and service among faculty experienced with community engagement. The Faculty Fellows program has succeeded in increasing the quantity and quality of service-learning courses, developing faculty leadership, promoting advocacy for service learning, and targeting institutional change so that administrators better understand and reward service learning and professional service in the community.