An acquaintance rape education program for students transitioning to high school

Based on Parrot's work with college students, a six‐activity acquaintance rape prevention program for first‐year high school students living in a rural South Carolina community was implemented and evaluated. The program decreased students' acceptance of rape myths compared with non‐participating students both on a scale developed by Burt and on additional items measuring acquaintance rape. Attitudes toward dating violence did not change. Research limitations are discussed, and practical suggestions for sex education are presented.     

This can't be my responsibility: it must be yours! An analysis of a reintegration programme for a school refuser.

Kath Tansey, who works for SENSS (County Durham's integrated support service), and coordinates the Home and Hospital Teching Service in Mid-Durham, discusses some of the issues arising from a case study of a child exhibiting a reluctance to attend school. She emphasises the importance of not overlooking the needs of such pupils and outlines some interesting legislative changes in a field which has often remained on the fringes of LEA provision.     

白领：什么培训是你的最爱

时下,通过培训给自己"充电"已不是什么新鲜事。面对眼花缭乱的各式各样的培训项目,不同的人群,有着各自不同的需要。作为培训主力军的"白领一族"有什么样的喜好呢？ 日前,一项关于"白领"自费接受培训的调查结果显示,目前,众多的"白领"青睐管理类、计算机技能类以及外语类培训。而选择市场营销培训、法律类培训、商务写作培训等基本能力培训的则寥寥无几。据了解,在上海     

This is my truth,tell me yours: some aspects of action research quality in the light of truth theories

In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth – the correspondence theory, the coherence theory and the pragmatistic view on truth – they discuss the truth as ‘aletheia’ (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge.     

A Quest for Knowledge: An Interview With Roland S. Persson

This article describes the CREST (Creative Resources Enriching Student Talents) program's creative arts model for gifted elementary school students. Using Type I, II, and III activities adapted from Renzulli's enrichment triad model, courses in the visual and performing arts using community resources and artists are scheduled to broaden and enhance each child's creativity. The process encompasses both the gifted and talented students for whom art studies are a growth experience. Identification, goals, planning, curriculum design, and management are explained, and evidence of successful Type III projects are documented.     

A Journey Toward Excellence: An Interview With Bruce M. Shore

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.