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Deborah J. Fidler Robert M. Hodapp Elisabeth M. Dykens 《Early education and development》2000,11(4):395-406
This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families. 相似文献
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This article reports a study of Australian and Canadian women in management positions in university faculties of education. It provides a perspective on the contradictory and multilayered experiences of the first cohort of academic women to reach management positions in any significant numbers in education. The article explores the way in which women are positioned as different but at the same time negotiate their place by using marginality and difference as strengths. Many of the women continue to hold to feminist agendas that were forged in relation to the university of a quarter of a century ago. They have strong commitments to 'making a difference'. The authors raise the question of how these agendas will operate in the years to come and whether we can anticipate a new feminist politics of leadership. 相似文献
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Matthew K. Seeley Alyssa Evans-Pickett Gavin Q. Collins James B. Tracy Noelle J. Tuttle Parker G. Rosquist 《Journal of sports sciences》2020,38(16):1844-1858
ABSTRACT Running is a common exercise with numerous health benefits. Vertical ground reaction force (vGRF) influences running injury risk and running performance. Measurement of vGRF during running is now primarily constrained to a laboratory setting. The purpose of this study was to evaluate a new approach to measuring vGRF during running. This approach can be used outside of the laboratory and involves running shoes instrumented with novel piezoresponsive sensors and a standard accelerometer. Thirty-one individuals ran at three different speeds on a force-instrumented treadmill while wearing the instrumented running shoes. vGRF was predicted using data collected from the instrumented shoes, and predicted vGRF were compared to vGRF measured via the treadmill. Per cent error of the resulting predictions varied depending upon the predicted vGRF characteristic. Per cent error was relatively low for predicted vGRF impulse (2–7%), active peak vGRF (3–7%), and ground contact time (3–6%), but relatively high for predicted vGRF load rates (22–29%). These errors should decrease with future iterations of the instrumented shoes and collection of additional data from a more diverse sample. The novel technology described herein might become a feasible way to collect large amounts of vGRF data outside of the traditional biomechanics laboratory. 相似文献
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In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”. 相似文献
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