The labour of learning to reflect

This article presents a polyphonic narrative of reflection in action across two institutional contexts; a university and a primary (elementary) school. It traces an honours student’s research on reflection and her supervisor’s reactions as reader. Both engage in construction and reconstruction of their basic beliefs about reflective practice as they engage with each other and these contexts. This research resulted in both people accepting that reflection is a public text with a specific genre to be mastered. Issues of power surround what can be shared with whom within the institutions as political sites. Students engage in strategic compliance whether to attract teachers’ attention or to avoid it. Notions of trust and openness often mask power. This article poses that learning to reflect is hard labour.     

The relationship between the transverse hymenal orifice diameter by the separation technique and other possible markers of sexual abuse

OBJECTIVE: To evaluate the relationship between the transverse hymenal orifice diameter as measured by separation technique (THODST), using a method that maximized the diameter of the hymenal orifice, and other possible markers of sexual abuse in girls from 3 through 12 years old. METHODS: Over a 10-year period, clinical information was recorded on girls referred to the WakeMed Child Sexual Abuse Team in Raleigh, NC at the time of examination. The study population comprised 1975 girls of the 2058 evaluated for sexual abuse. The girls were interviewed, examined, and tested for sexually transmitted diseases. Information from referral sources, accompanying guardians, and previous recent physical examinations was recorded. The girls were assigned to three groups based upon their risk of being sexually abused. Linear regression was performed to evaluate how well the THODST distinguished between the risk groups, as well as how it was correlated with individual established markers of sexual abuse. RESULTS: The size of the THODST did not distinguish between the three risk groups, nor did it correlate with any potential or established markers of sexual abuse other than three potential markers of hymenal trauma: narrowing of the posterior hymenal rim, hymenal tears and lacerations, and hymenal clefts between 5 and 7 o'clock in the supine position. CONCLUSION: Thus, we found the THODST as we measured it to have no value for answering the question, "Was this child sexually abused?"     

Rats in a levered T-maze task show evidence of time–place discriminations in two different measures

It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations.     

The theory of the telephone receiver

The equations connecting the winding current and diaphragm motion of a telephone receiver under impressed simple harmonic electromotive and mechanical forces are formulated under: (I) The Maxwell flux theory; (2) the magnetizing-winding theory; (3) the Ampèrean resistanceless fixed molecular circuit theory of permanent magnetism; and (4) a general molecular orbital theory of ferromagnetism. On the latter theory it is found that the coupling coefficients M and N in the equations in question are in general different, in counter-distinction to the other three theories as hitherto formulated. The flux theory is shown not to be inconsistent with this result when certain dynamical phase relations are introduced into the static flux-magnetomotive force formula (Ohm's Law analog) always employed in this theory. The Ampèrean rigid circuit theory is criticized as an inadequate dynamical representation of ferromagnetism. The magnetizing-winding theory (dynamical) is reproduced in slightly generalized form.     

Strain-dependent sexual dimorphism in the extinction of conditioned taste aversion in mice

Sucrose aversions were induced by lithium chloride toxicosis in 9-week-old male and female mice of the C57BL/6J and DBA/2J strains. Under conditions of ad-lib access to fluids which required a long interval between the sucrose and toxicosis, the conditioned aversions were relatively weak when compared with the sucrose consumption of saline-injected controls. The aversions extinguished rapidly within all groups. Contrary to earlier reports in rats, no sexual dimorphism in extinction rate was observed in this paradigm. When a fluid-deprivation schedule was implemented in the conditioning procedure to shorten the interval between taste experience and toxicosis, strong aversions were noted; yet relatively fast extinction under ad-lib conditions occurred in all groups except male DBA/2J mice. No sexual dimorphism was observed in mice of the C57BL/6J genotype, even when two pairings between sucrose and toxicosis were administered.     

Breaking the cycle of intergenerational abuse: the long-term impact of a residential care program

OBJECTIVE: The number of youth in residential care programs who have been abused is high. The relationship between childhood abuse victimization and adult intimate partner violence (IPV) is well documented. This study compared the rates of IPV 16 years after individuals had participated in a long-term residential care program with individuals accepted to the program who did not participate. The IPV rates for these two groups were also compared to national normative data. METHOD: Information on adult functional outcomes was obtained from former residential care and comparison youth via a confidential survey that was administered either by telephone or by mail. Analysis was limited to respondents who were currently married or involved in a marriage-like relationship (n=131; 92% male). RESULTS: The IPV rates for the sample were 9.3% for those who stayed in the residential program less than 18 months and 6.5% for those who stayed more than 18 months, neither of which were significantly different from the national norm of 8.4%. The IPV rate for the comparison group was 26.1%, which was significantly higher than the national norm. Regardless of length of program stay, respondents who were maltreated in childhood had a 14.5% IPV rate, which was significantly lower than the estimated 36-42% rate projected for individuals with similar backgrounds. CONCLUSION: We conclude that time spent in a treatment-oriented residential care program was associated with lower adult IPV rates. Specifically, the skills taught in a long-term, treatment-based residential program (e.g., healthy interpersonal relationships, self-government) may have a long-term beneficial impact for adolescents at high risk of adult IPV.     

Relationship between achievement and students' acceptance of evolution or creation in an upper‐level evolution course

Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006     

Developing a Shared Vision for Change: Moving toward Inclusive Empowerment

Research in Higher Education - Shared vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and...     

Interpretation of children’s views by educational psychologists: dilemmas and solutions

This paper considers how listening to children’s views and taking account of them is understood in different ways by educational psychologists. Rationales for listening to children include (1) supporting their rights to express views, (2) therapeutic benefits of participation, and either (3) valuing their views as insightful contributions to problem-solving or (4) considering them as contributory factors to the problem. This creates dilemmas about interpretation on different occasions, and a range of theoretical stances are discussed in terms of how far they can support robust decision-making about this interpretation, and a practical way forward is suggested using principles based on critical realism.