235 college students rated themselves on a series of bipolar adjectives and answered questions about their involvement in a variety of "risky" behaviors, including tattooing and body piercing. 29 tattooed students rated themselves as more adventurous, creative, artistic, individualistic, and risky than those without tattoos. The 98 tattooed males considered themselves more attractive. Behaviorally, those with tattoos reported smoking more cigarettes. Tattooed men also reported more sexual partners, were more likely to report they had been arrested, and were more likely to have body piercings. The 21 tattooed women were more likely to report use of drugs other than alcohol, shoplifting, and body piercings in places other than their ears.

235 college students rated themselves on a series of bipolar adjectives and answered questions about their involvement in a variety of "risky" behaviors, including tattooing and body piercing. 29 tattooed students rated themselves as more adventurous, creative, artistic, individualistic, and risky than those without tattoos. The 98 tattooed males considered themselves more attractive. Behaviorally, those with tattoos reported smoking more cigarettes. Tattooed men also reported more sexual partners, were more likely to report they had been arrested, and were more likely to have body piercings. The 21 tattooed women were more likely to report use of drugs other than alcohol, shoplifting, and body piercings in places other than their ears.

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Student ratings were validated against instructor self-ratings by assessing student-faculty agreement concerning day-to-day variability within courses. For 15 days, students and instructors in each of four courses made daily evaluutions, Analysis showed that student ratings and instructor self-ratings were significantly correlated in three areas: material cowered, instructor performance, and overall impressions of the success of the class. These results are consistent with those of other studies that have argued for the ability of students to provide valid course evaluations. In addition, they avoid some of the interpretive probkrns of other criterion measures that have been used to validate student evaluations.

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Rationale and methodology for teaching a problem-solving approach to international conflict resolution in college courses and for assessing the outcomes of instruction are described in this article. The Conflict Resolution Strategies Checklist was developed to evaluate students' problem solving in essays about international conflict scenarios. Interrater reliability was adequate. Checklist scores correlated positively with Cornell Critical Thinking Test scores and were highest for students majoring in international relations. Students frequently considered use of negotiation and military force in their essays, but they infrequently considered third-party involvement, nonpunitive influence strategies, consequences of actions on future relationships, or ethical issues. In four studies, students exposed to instruction about a prescriptive problem-solving model used more problem-solving strategies for conflict resolution at posttesting than at pretesting. Instruction about international conflict issues alone did not improve checklist scores. Suggestions are offered for further research and for teaching a problem-solving approach that might generalize across levels of conflict from interpersonal to international.Despite the ending of the Cold War and the greatly reduced risk of nuclear war, international conflict over economic, environmental, and political issues is likely to threaten our security and well-being for the foreseeable future. In addition to the potential for terrorism and war, international conflict could paralyze efforts to resolve global environmental and economic problems.Requests for reprints should be sent to Linden L. Nelson, Psychology and Human Develop-

No abstract

98 male and female college students ranging in age from 17 to 22 years (M= 19.2, SD= 1.1) were administered a questionnaire that contained Altemeyer's 20-item Right-Wing Authoritarianism Scale (RWA), questions about the legitimacy of the 2000 presidential election, Mayton's Physical Nonviolence Subscale, and a scale designed to measure attitudes toward Operation Iraqi Freedom. RWA scores, perceptions of the legitimacy of the 2000 presidential election, and scores on the Physical Nonviolence subscale were independent predictors of attitudes toward Operation Iraqi Freedom. In addition, those who had higher RWA scores were more likely to perceive the 2000 presidential election as legitimate. There was no significant correlation between RWA scores and attitudes toward physical nonviolence.