A longitudinal study of parental anti-substance-use socialization for early adolescents’ substance-use behaviors

The present study examines the role of communication in shaping norms and behaviors with significant personal and societal consequences. Based on primary socialization theory and the general theory of family communication, parental anti-substance-use socialization processes were hypothesized to influence early adolescents’ substance-use norms and behaviors. Using longitudinal data (N?=?1059), the results revealed that parent-adolescent prevention communication about substance use in the media and parental anti-substance-use injunctive norms were positively associated with early adolescents’ personal anti-substance-use norms, which, in turn, led to decreases in recent alcohol, cigarette, and marijuana use. It was also found that family expressiveness and structural traditionalism positively related to the hypothesized association between parental socialization processes and early adolescents’ norms and behaviors.     

Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities

The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents’ home environments (parents’ view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents’ values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents’ higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents’ gender stereotypes.     

Social Pretend Play in Korean- and Anglo-American Preschoolers

Ninety-two preschoolers (46 Anglo- and 46 Korean-American) were observed during free play activities and videotaped in an experimental toy play setting. Cultural differences were examined in the frequency of social pretend play, communicative strategies, and pretend play themes. Anglo-American children engaged in more pretend play during free play activities than Korean-American children. In the experimental setting, there were no cultural differences in the frequency of pretend play; however, there were significant differences in children's communicative strategies and in their play themes. Korean-American children's play included everyday activity and family role themes, whereas Anglo-American children enacted danger in the environment and fantastic themes. Anglo-American children described their own actions, rejected their partners' suggestions, and used directives, whereas Korean-American children described their partners' actions and used tag questions, semantic ties, statements of agreement, and polite requests. The findings suggest that play is a common activity for most children. However, the thematic content and the communicative strategies used to structure and maintain pretend play are influenced by culture.     

Psychosocial factors influencing competency of children's statements on sexual trauma

Objectives

The objectives of this study are to assess children's competence to state their traumatic experience and to determine psychosocial factors influencing the competency of children's statements, such as emotional factors of children and parents and trauma-related variables, in Korean child sex abuse victims.

Methods

We enrolled 214 children, who visited “Sunflower Children's Center” for sexual abuse. The children were aged 8-13 years. The children's parent were surveyed using questionnaires [Beck Depression Inventory (BDI), State-Trait Anxiety Inventory(STAI)] to obtain demographic information, traumatic event profiles and self-report scale. Children completed psychological measures as follows: Children's Depression Inventory (CDI), Revised Children's Manifest Anxiety Scale (RCMAS), Traumatic Symptom Checklist for Children (TSCC). The modified-Criteria-Based Content Analysis (CBCA) was used to assess children's statements. ANOVA, independent t-test, Pearson correlation were used. All statistics were demonstrated using SPSS 12.0.

Results

Modified-CBCA scores did not differ according to children's level of depression and anxiety. Children with parents who showed supportive reactions, scored significantly higher on the modified-CBCA scores than those with unsupportive parents. Children with severely depressed parents had lower modified-CBCA scores than those with less depressed parents. Modified-CBCA scores were significantly higher in participants who experienced a single traumatic event than those who had multiple events. However, the severity of sexual abuse, relationship with the perpetrator, types of disclosure, and duration of initial disclosure did not show significant differences in capability of statement.

Conclusion

In conclusion, the competence of statements in Korean sexually child sex abuse victims is related to parental emotional states and support rather than children's factors such as psychopathology or age, and appears to be more reliable with a single traumatic experience. Therefore, promoting parental support through psychoeducation is one of the most important things to be done to help children overcome psychologic trauma but also enhance the accuracy of their statement.     

Browsing software of the Visible Korean data used for teaching sectional anatomy

The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy.     

A Web-based on-machine mould matching and measurement system based on CAD/CAM/CAI integration

INTRODUCTION Today, the manufacturing industry makes con- stant effort in order to construct an E-manufacturing system using information technology for effective production control, and then, it offers the integrated production control to the workers, the production managers, and the consumers, etc. (Lee, 2003; Choi, 2004). In the mould manufacturing industry, the process managers often request paperwork to know the information of the processes on CNC machine tools or they visit the shop…     

Structured Constructs Models Based on Change‐Point Analysis

This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum.     

The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.     

A comparative study of factors associated with technology-enabled learning between the United States and South Korea

Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning.     

Debugging during block-based programming

In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.