Suchergebnisse

Exam board: Pearson Edexcel Level: International GCSE (9-1) Subject: History First teaching: September 2017 First exams: Summer 2019 Endorsed for Pearson Edexcel qualifications Follow the tried-and-tested methods of bestselling author Ben Walsh. This book builds the skills required for exam success, helps students to remember all the content and makes History really interesting. The authors have listened to feedback from teachers and students about the challenging aspects of the specification, to ensure that they deliver the support you need. You can rely on this textbook to: > Ensure that History is accessible to all. Straightforward language, manageable chunks of text and plenty of bullet points guide you through the content, which is covered in the amount of depth that students need > Bring historical events, people and developments to life. Ben Walsh is known for selecting memorable sources and extracts that work alongside the narrative to draw out the big concepts within each topic > Focus on what really matters. The features in the book are designed to consolidate students' knowledge of the key points - from 'Focus' boxes and regular 'Knowledge check' questions to end-of-chapter summaries > Break down exam skills into small steps. Activities throughout the chapters and larger 'Focus tasks' teach students how to select, organise and use their knowledge to explain, analyse, evaluate and make judgements > Provide easy-to-follow exam advice. Clear explanations of the exam requirements, analysis of what a good answer might look like and handy tips help students to feel confident and prepared This book covers the following units: Depth studies > Germany: development of dictatorship, 1918-45 > Dictatorship and conflict in the USSR, 1924-53 > A world divided: superpower relations, 1943-72 > A divided union: civil rights in the USA, 1945-74.

To test a recently proposed dual-process theory of supportive communication outcomes, participants ( N = 328) assumed they had experienced a mildly or moderately problematic situation. They then evaluated supportive messages varying in person centeredness, purportedly provided by either an acquaintance or a friend. Participants' perceived support availability (PSA) was also assessed. As predicted, the recipient factor (PSA) individually and in conjunction with the contextual factor (problem severity) moderated the effect of the message factor (message person centeredness) on helpfulness evaluations. Modest support was observed for the hypothesis that the source factor (friend vs. acquaintance) influences evaluations when messages are processed less extensively. Implications for the dual-process theory of supportive communication outcomes are discussed.

This article reports tests of hypotheses derived from a theory of supportive message outcomes that maintains that the effects of supportive messages are moderated by factors influencing the motivation and ability to process these messages. Participants ( N = 331) completed measures of attachment style, which provided individual-level assessments of processing motivation, and responded to either a mildly or moderately severe problem, which manipulated situational motivation.They subsequently evaluated the helpfulness of comforting messages that varied in person centeredness and were attributed to either an acquaintance or a close friend. Although message evaluations were strongly influenced by person centeredness, this effect, as expected, was also moderated by attachment style and problem severity. Results are discussed in terms of the dual-process theory of supportive message outcomes.