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991.
John S. Wodarski 《Child abuse & neglect》1981,5(3):351-360
This article contains a review of the current treatment approaches to child abuse in terms of the following models: psychopathological, sociological, social-situational, family systems and social learning. The psychopathological model of child abuse emphasizes direct services. The services provided may consist of individual, group and lay treatment, volunteer companions, and self-help groups. The sociological model's approach to intervention emphasizes the need for wide-ranging changes in social values and structures. The socio-situational model's approach to treatment is based upon the assumption that the cause of child abuse lies not in the individual, but in the social situation, which may, in turn, be maintaining abusive patterns of behavior. The family systems approach to treatment resembles that of the socio-situational model in that it too emphasizes changing the family's pattern of interaction and behaviors. Finally, the social learning approach to treatment involves the identification of behavioral goals, specific techniques for achieving these goals, and the use of social reinforcers to facilitate this process. Data indicate that parents who abuse their children face multiple social and psychological difficulties. It has been suggested that the reason why treatment programs have not prodoced significant results in treating parents who abuse their children is that they focus on only one of the factors that operate to produce child abuse, i.e., lack of child management skills, marital dissatisfaction, or vocation or interpersonal skills dissatisfaction. It is logical that a treatment approach to abuse must view the problem as multi-determined and services should be structured in such a manner. Thus, the comprehensive treatment program should consist of the following; (1) Child Management Program; (2) Marital Enrichment Program; (3) Vocational Skills Enrichment Program; (4) Interpersonal Skills Enrichment Program. Programs to accomplish the acquisition of requisite skills in each of the four areas of emphasis are chosen from the technology of applied behavioral analysis. Each of the four program components is reviewed along with the rationale for a comprehensive program delivered through a behavioral group work approach. The article concludes with a discussion of the implementation and evaluation of the program. 相似文献
992.
CRAWFORD John E 《天津大学学报(英文版)》2006,12(Z1)
In the past, blast-resistant designs for structures were often constructed with massive type structural systems, which relied more on brute strength than on finesse to achieve the required blast resistance. However, structures composed of COLD-FORMED steel components, such as sheet metal and metal studs, have shown great promise in providing blast resistance with the added benefits of low cost and ease of construction. Some examples of using such structures to provide containment for package handling facilities (PHF) are described in the paper for situations where blast containment is needed, such as a potential package bomb being discovered during the package vetting process. Results from tests and analytic data are used to illustrate aspects of design peculiar to such types of applications. Designs for specific capacities of PHF are described. 相似文献
993.
994.
Institutional Expenditures and Student Engagement: a Role for Financial Resources in Enhancing Student Learning and Development? 总被引:1,自引:0,他引:1
The concept of student engagement is receiving increased attention from researchers, higher education leaders, and the general public in recent years. This increased attention represents a shift from the more traditional resource and reputation model of academic quality to a model that emphasizes institutional best practices and student experiences that enhance student learning and development. At the same time, institutions face rising operating costs and the public faces rising costs of attendance. However, relatively little effort has been made to explore the potential relationship between these two important research and policy areas. This study examined the relationship between institutional expenditures and student engagement based on data from 142 colleges and universities. The results of an OLS multiple regression model, including a factor for student engagement as the dependent variable, suggest that administrative expenditures are negatively related to student engagement. These results support further exploration of potential complex causal links between expenditures and engagement and may provide support for initiatives to reverse historical trends and adjust institutional spending.I would like to thank Ms. Cathy Statham for assistance in obtaining data for this study. 相似文献
995.
John Muffo 《Research in higher education》1979,10(1):25-35
Rankings of graduate and professional programs have become commonplace since Cartter's study for the American Council on Education was published in 1966. Much of the research up to the present has focused on discovering proxy variables, such as departmental size, which correspond to departmental ratings, as well as observing how the ratings of departments change over time. This study examines the relationship between the peer ratings reported by Roose and Andersen in 1970 and resource allocation patterns, represented by average salary figures, among fifty major American universities. It also shows the relationship of these ratings and other resource allocation measures within one of the fifty institutions. Results indicate that among the fifty universities, average salaries are higher at the highly rated institutions than at the lower rated ones, with senior professors being the chief beneficiaries of the higher wage scales. Similarly, within one institution the senior professors of higher ranked departments are better paid, compared to their junior colleagues, than those of lower rated departments. The higher rated departments share commonalities as to proportion of senior professors and teaching load assignments as well. Both across and within universities, departments found to be prestigious by Roose and Andersen do tend to exhibit common characteristics concerning resource allocation procedures.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978. 相似文献
996.
997.
Robert N. Emde Robert Plomin JoAnn Robinson Robin Corley John DeFries David W. Fulker J. Steven Reznick Joseph Campos Jerome Kagan Carolyn Zahn-Waxler 《Child development》1992,63(6):1437-1455
200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament. 相似文献
998.
Twenty-eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment-Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II-Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control-You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr-20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward-shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10). 相似文献
999.
Roger H. Bruning John K. Burton Michele Ballering 《Contemporary educational psychology》1978,3(4):340-351
In two experiments, visual and auditory memory was tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual coding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups were discussed with respect to the reading process and reading theory. 相似文献
1000.
John Ramsland 《Journal of educational administration and history》2006,38(3):237-248
Kinchela Boys’ Home on the mid‐north coast of New South Wales, was established by the state’s Aborigines Protection Board for Aboriginal boys and youths in 1924 and closed in 1970. By the 1930s the place had become known as a notorious carceral, poorly managed and psychologically isolated. An overdue government enquiry in 1940 concluded that it was not fulfilling its ‘requirements’ as a place of training and had many ‘shortcomings’. Reform and reconstruction were in the air, but did not occur until after the Second World War. The reshaping of post‐war Kinchela involved a vigorous sports and physical education programme for inmates as well as agricultural training. This article explores the development of a sporting culture and ethos at Kinchela in the 1950s and how it gained a local and state‐wide reputation. Some of its inmates became ‘sporting stars’. Consideration is given to the relationships with local outside sporting bodies and community organisations, particularly in surf life‐saving, boxing, athletics and rugby league. The approach developed was a version of the Rousseauian myth of child rescue that had been dominant in the western world since the well‐known mid‐nineteenth century French experiment at Mettray, the Agricultural College for Delinquent Boys. 相似文献