School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc.     

Educating an iPod generation: undergraduate attitudes,experiences and understanding of vodcast and podcast use

There is an increasing pressure on university staff to provide ever more information and resources to students. This study investigated student opinions on (audio) podcasts and (video) vodcasts and how well they met requirements and aided learning processes. Two experiments within the Aston University looked at student opinion on, and usage of, podcasts and vodcasts for a selection of their psychology lectures. Recordings were produced first using a hand‐held camcorder, and then using the in‐house media department. WebCT was used to distribute the podcasts and vodcasts, attitude questionnaires were then circulated at two time points. Overall students indicated that podcasts and vodcasts were a beneficial addition resource for learning, particularly when used in conjunction with lecturers’ slides and as a tool for revision/assessment. The online material translated into students having increased understanding of the material, which supplemented and enhanced their learning without being a substitute for traditional lectures. There is scope for the provision of portable media files to become standard practice within higher education; integrating distance and online learning with traditional approaches to improve teaching and learning.     

Rotation sequence to report humerothoracic kinematics during 3D motion involving large horizontal component: application to the tennis forehand drive

The aim of this study was to examine the respective aptitudes of three rotation sequences (Y_tX_f′Y_h′′, Z_tX_f′Y_h′′, and X_tZ_f′Y_h′′) to effectively describe the orientation of the humerus relative to the thorax during a movement involving a large horizontal abduction/adduction component: the tennis forehand drive. An optoelectronic system was used to record the movements of eight elite male players, each performing ten forehand drives. The occurrences of gimbal lock, phase angle discontinuity and incoherency in the time course of the three angles defining humerothoracic rotation were examined for each rotation sequence. Our results demonstrated that no single sequence effectively describes humerothoracic motion without discontinuities throughout the forehand motion. The humerothoracic joint angles can nevertheless be described without singularities when considering the backswing/forward-swing and the follow-through phases separately. Our findings stress that the sequence choice may have implications for the report and interpretation of 3D joint kinematics during large shoulder range of motion. Consequently, the use of Euler/Cardan angles to represent 3D orientation of the humerothoracic joint in sport tasks requires the evaluation of the rotation sequence regarding singularity occurrence before analysing the kinematic data, especially when the task involves a large shoulder range of motion in the horizontal plane.     

网上邻居故障的分析与检修

介绍了网上邻居5种故障的原因与解决方案。     

Evaluating risk for targeted violence in schools: Comparing risk assessment,threat assessment,and other approaches

In the wake of recent school shootings, fear over violence in schools has prompted increased requests for psychologists, educators, and law enforcement professionals to assist in preventing future school violence incidents. We attempt to lay a foundation for developing effective assessment and prevention approaches by first distinguishing planned school‐based attacks from other forms of school and youth violence. We then review the three assessment approaches that have been advocated and used in some jurisdictions (profiling, guided professional judgment, automated decision‐making) and demonstrate why they are inappropriate—and potentially harmful—in preventing planned school‐based attacks. We then describe the contours of the threat assessment approach, developed by the U.S. Secret Service to prevent assassinations, and examine its utility for responding to communications or behaviors of concern that students may present in school settings. © 2001 John Wiley & Sons, Inc.     

Consultation and supervision in cases of non-accidental injury to children

Consultation and supervision play an essential role in the management of the anxieties, conflicts and demands experienced by those working long-term with cases of non-accidental injury. In our setting we employ our own external staff consultant and in turn our workers offer a consultative service to workers from other agencies. It seems to us that consultation and supervision are inter-relaled but distinct processes: consultation is essentially experiential and non-directive: supervision is didactic and directive. A consultant may give advice from his own area of expertise (which may be different from that of the consultor), but he may also be called upon to interpret or comment on other areas, such as the conflicts between workers and their clients or workers and their organizations. A consultant may also be called on to offer a model of supervision to supervisor and worker. A supervisor, by definition, is expert in the area of work of the worker and in a position within the organization to give direction. He at times, however, will be called upon for non-directive discussion and comment—in effect consultation. He may also have to fill the role of manager and resource provider. Our experience shows it is essential to clarify this inter-relationship as a first step to exploring the skills necessary for supervisor and consultant to help workers fulfil their task.     

Om： One tool for many （Indian） languages

INTRODUCTION India is a nation with pluralistic culture, a large number of cultures, ethnicities, languages and relig- ions coexisting with each other. While the culture and faith unify the country under one umbrella either by similarity or by tolerance, the language is what separates them. In the 1951 census, the first census after India attained independence, 845 languages (dialects) were identified, of which 60 were spoken by at least 100000 people each. The Indian constitu- tion iden…     

Peer review: The experience and views of early career researchers

This paper presents selected findings from the first year of a 3‐year longitudinal study of early career researchers (ECRs), which sought to ascertain current and changing habits in scholarly communication. Specifically, the aims of the paper are to show: (1) how much experience and knowledge ECRs had of peer review – both as authors and as reviewers; (2) what they felt the benefits were and what suggestions they had for improvement; (3) what they thought of open peer review (OPR); and (4) who they felt should organize peer review. Data were obtained from 116 science and social science ECRs, most of whom had published and were subject to in‐depth interviews conducted face‐to‐face, via Skype, or over the telephone. An extensive literature review was also conducted to provide a context and supplementary data for the findings. The main findings were that: (1) most ECRS are well informed about peer review and generally like the experience, largely because of the learning experiences obtained; (2) they like blind double‐peer review, but would like some improvements, especially with regards to reviewer quality; (3) most are uncomfortable with the idea of OPR; and (4) most would like publishers to continue organizing peer review because of their perceived independence.