2004-2007年潜山县四个抽样乡5岁以下儿童死亡分析

目的：掌握潜山县农村5岁以下儿童死亡情况及主要死因,并探讨干预措施。方法：对2004-2007年四个抽样乡5岁以下儿童死亡监测点上报的死亡现状,死因结构及相关因素进行分析。结果：5岁以下儿童死亡率有逐年降低趋势,5岁以下儿童死亡原因主要为出生窒息,早产和低出生体重、意外、先天异常等。结论：降低潜山县农村5岁以下儿童死亡率必须加强围生期保健、产前诊断及住院分娩,强化窒息复苏技术的培训,提高儿童安全防范意识,提高产前诊断及筛查能力,积极改善农村儿童的生存水平。     

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.     

A longitudinal perspective on boys as victims of childhood sexual abuse in South Africa: Consequences for adult mental health

Childhood sexual abuse of boys was examined in a longitudinal cohort in South Africa, with data on abuse collected at six age points between 11 and 18 years. Potential personal and social vulnerability of male sexual abuse victims was explored and mental health outcomes of sexually abused boys were examined at age 22–23 years. Reports of all sexual activity – touching, oral and penetrative sex – increased with age and sexual coercion decreased with age. Almost all sexual activity at 11 years of age was coerced, with the highest rates of coercion occurring between 13 and14 years of age; 45% of reports of coerced touching were reported at age 14, 41 percent of coerced oral sex at age 13, and 31% of coerced penetrative sex at age 14. Sexual coercion was perpetrated most frequently by similar aged peers, and although gender of the assailant was less often reported, it can be presumed that perpetration is by males. Boys who experienced childhood sexual abuse tended to be smaller (shorter) and from poorer families. No relationships to measured childhood intelligence, pubertal stage, marital status of mother or presence of the father were found. There was no significant association between reports of childhood sexual abuse and mental health in adulthood and when personal and social vulnerabilities were taken into account.     

Health care utilization pattern prior to maltreatment among children under five years of age in Taiwan

BackgroundSeveral studies have hypothesized that the pattern of health care utilization among maltreated children differ from others without the experience. However, the conclusions have not been consistent.ObjectiveThe study aims to examine whether the pattern of health care utilization among children 0–5 years old with maltreatment different from their counterparts without maltreatment in Taiwan.Subjects and SettingAll children born in 2007 in Taiwan.MethodThis is a population-based and case-controlled study. Cases are children under five years of ago with maltreatment-related diagnosis in the claims data of the National Health Insurance in Taiwan during the 2007–2013 period. For each case, there were 10 birth date-matched controls. Exposure variables include the number of injury or non-injury-related outpatients, emergency department (ED) visits, and hospitalization. Multivariate models were employed, with adjustment for sex, urbanization level, and comorbidities of children.ResultsOf children born in 2007, 382 had maltreatment-related diagnosis during the age of 0–5. The adjusted odds ratio (aOR) for having two or more ED visits with or without injury-related diagnosis is 3.52 (95% CI 1.75–7.07) and 2.0-0 (95% CI 1.47–2.72), respectively. Children with maltreatment also had significantly higher number of hospitalization without injury-related diagnosis and aOR for those having two more hospitalizations stands at 2.47 (95% CI 1.59–3.83).ConclusionsChildren with maltreatment when 0–5 years old had higher number of ED visits with injury-related diagnosis, as well as hospitalization without injury-related diagnosis. Recognition of the health care utilization is conducive to early identification of children with risk for maltreatment.     

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.     

高校创新创业教育生态系统建设的理想样态——基于4个国家8所典型高校的跨案例比较分析

“我们应建设什么样的高校创新创业教育生态系统”是当前我国创新创业教育研究领域中的关键问题。为破解这一难题,本研究通过文献梳理、理论分析与案例研究相结合的方式,对来自中外4个国家8所典型高校的实践案例进行深入剖析发现:理想的高校创新创业教育生态系统应涵盖目标理念、领导机制、组织机构等10个关键要素,具备3个分系统,即操作系统、组织系统和支撑系统;应体现“三化特征”,即专业化、一体化及实效化;应把握好“四因经验”,即动力因、目的因、质料因和形式因。在此基础上,本研究进一步整合建构而成囊括的“三系统·十要素”系统结构、“三化”生态特征和“四因”建设经验三大维度的高校创新创业教育生态系统“三维一体”理想样态模型,以此更立体、更生动地呈现高校创新创业教育生态系统的理想结构关系及运行机理。     

正确认识新中国成立到十一届三中全会这29年的曲折历史

赣南是中央革命根据地的主要区域,赣南人民为中国革命做出了特殊的贡献,在中共党史研究中要突出赣南人民所在的这块红色土地为共和国大厦的奠基所起的作用。必须正确认识新中国成立到十一届三中全会这29年的曲折历史。要充分认识这段历史的探索性,对建国后的基本方面要充分肯定,要客观地认识到党的指导思想在此期间存在两个发展趋向,对这段历史要划分几个阶段来科学解析,对社会主义改造要历史地辩证地评价。     

Serial naming speed and the component elements of speech time and pause time: relationships with the development of word‐level reading in children aged four to five years

Serial naming speed and its association with reading ability was examined in a longitudinal investigation. Participants were 68 children aged between 4.0 and 4.5 years when the study began and between 5.0 and 5.5 years when the study ended. Serial naming speed was measured at three equidistant time points over the 12‐month period as children progressed from a pre‐literate to early‐literate stage. Children's responses were digitally recorded to computer to enable analysis of the sound files. During analysis, the articulation time for each word and the length of each pause between the spoken words were measured independently. At the end of the study, children's word‐level reading ability was measured. Results suggest that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. There appears to be a developmental association between the duration of the pauses and word‐level reading ability.     

探讨如何在英语课堂中讲授西方人士体态语

当下,对不同国家之间文化差异的理解与尊重日趋成为国际交流成功的关键。为了让学生与西方人士之间的沟通更具有效性,除了掌握与之相对应的语言外,理解西方人士的非语言交际行为已成为必要,而非语言交际中的体态语在学生与西方人士的交流中频繁发生,为了让学生减少在交流中因不懂西方人士的体态语而产生误解,例如护理专业的学生与外籍患者的沟通,本文提倡将西方人士体态语的知识点设计成课堂的听、说、读的活动,然后从课堂导入、阅读、听力和口语活动四个维度重点探讨英语教师该如何讲解西方人士体态语的理论知识。     

以动传神动中见人--《水浒》人物行动描写艺术谈

动作是人物的个性表现,也是一种表情达意的特殊语言。古典小说《水浒》擅长于把人物放在行动中描写,达到以动传神,动中见人,从而成功地塑造出一系列栩栩如生的梁山英雄好汉的艺术形象。《水浒》中人物行动描写具有鲜明的艺术特色。可以说,生动传神的人物行动描写,是《水浒》表现人物个性、刻画人物形象的重要方式与成功之处。     

Evaluating the impact of early years educational reform in Wales to age seven: the potential use of the UK Millennium Cohort Study

Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child’s development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000–2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings.     

Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample.     

Individual differences in language performance after cochlear implantation at one to three years of age: child, family, and linguistic factors

Language skills were investigated in a multicultural sample of 13 prelingually deaf children (11 profoundly deaf from birth) who received cochlear implants between 14 and 38 months of age; average duration of implant use was 49 months. Individual postimplant language skills ranged from extremely delayed to age appropriate. On average, skills varied across domains: on vocabulary, several children functioned in the average range compared with hearing peers, but all were below that range on a test emphasizing syntax (CELF-P). Children with preimplant hearing experience had the highest scores on all language measures. Excluding these children, age of implantation (range 14 to 27 months) associated inversely and significantly with CELF-P scores, even when nonverbal IQ was controlled. Qualitative analyses indicated higher child language achievement associated with parents' reports of lengthy, in-depth processes to decide about cochlear implantation. Such reports may indicate high levels of ongoing parent involvement with child and programming.