Child Behavior Problems,Teacher Executive Functions,and Teacher Stress in Head Start Classrooms

Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health.     

前列腺癌:亟待肿瘤标志物和治疗新靶点(英文)简

Prostate cancer （PCa） incidence and mortality have decreased in recent years. Nonetheless, it remains one of the most prevalent cancers in men, being a disquieting cause of men＇s death worldwide. Changes in many cell signaling pathways have a predominant role in the onset, development, and progression of the disease. These include prominent pathways involved in the growth, apoptosis, and angiogenesis of the normal prostate gland, such as an- drogen and estrogen signaling, and other growth factor signaling pathways. Understanding the foundations of PCa is leading to the discovery of key molecules that could be used to improve patient management. The ideal scenario would be to have a panel of molecules, preferably detectable in body fluids, that are specific and sensitive biomarkers for PCa In the early stages, androgen deprivation is the gold standard therapy. However, as the cancer progresses, it even- tually becomes independent of androgens, and hormonal therapy fails. For this reason, androgen-independent PCa is still a major therapeutic challenge. By disrupting specific protein interactions or manipulating the expression of some key molecules, it might be possible to regulate tumor growth and metastasis formation, avoiding the systemic side effects of current therapies. Clinical trials are already underway to assess the efficacy of molecules specially designed to target key proteins or protein interactions. In this review, we address that recent progress made towards under- standing PCa development and the molecular pathways underlying this pathology. We also discuss relevant molecular markers for the management of PCa and new therapeutic challenges.     

New Media

Videoplayer (Videoplayer Publishing Co., Suite 3, 4731 Laurel Canyon Blvd., North Hollywood, Cal. 91607 -- $10.00 per year/6 issues)

Conference on Communication Policy Research: Papers and Proceedings (National Technical Information Service, Springfield, Va. 22151 -- hard copy and microfiche prices not known: you might also write directly to OTP for this one)     

Sail training as education: more than mere adventure

This paper describes the process and findings of a multinational study of the characteristics of sail training for young people. The study used a structured qualitative method and involved ‘indigenous practitioner‐researchers’ who collected the majority of the data. Our findings show that participation provides an opportunity for learning in the practical and cognitive domains in relation to skills and knowledge, and in the affective domain in relation to social confidence. The data collected provide evidence that sail training has positive benefits in terms of participants’ social confidence and their self‐perceptions of capacity to work collaboratively with others. It is argued that while sail training experiences are generally positive and beneficial, some appear to be more effective than others in developing social confidence. We also show that it is not principally the seamanship dimension of the experience, but the combination of a structured purposeful programme with the unique character of the seafaring environment that provides the basis for that learning. The more effective experiences in this respect appear to be those where there is a greater emphasis on specific programme activity. Sail training should therefore be understood not solely as adventurous recreation but as a powerful educative experience.     

The impact of relational consequences and intimacy on the selection of interpersonal persuasion tactics: A reanalysis

This study investigated the effects of situational variables on the likelihood of use of four types of compliance‐gaining strategies: justification, exchange, manipulation and personal rejection. Subjects rated the strategies on the probability that they would actually use them to gain compliance in each of four situations that varied systematically in intimacy and relational consequences. Both situational variables were found to he significant predictors of strategy preference. Message strategy selection was concluded to be based upon an assessment of the relative risk associated with the implementation of a given strategy and on the basis of the relative importance of three communicative goals: (1) whether strategy implementation would lead to successful compliance; (2) whether strategy implementation would result in relational harm; and, (3) whether strategy implementation would result in poor management of the agent's image. Recommendations for future research were noted.     

Survey of Developmental Mathematics Courses at Colleges in the United States

Abstract

This study reports the results of a national survey of two and four-year colleges in 21 states in the United States. The study was undertaken at the direction of the Developmental Mathematics Committee of the American Mathematics Association of Two-Year Colleges (AMATYC). The purpose of the study was to establish the state of the art of developmental mathematics. The results indicated that many colleges recognized the problem of underprepared students and had developmental mathematics programs. However, with the exception of a few schools, the colleges reported no formal evaluation of their programs.     

Medical Simulation in the Community College Health Science Curriculum: A Matrix for Future Implementation

As the nation's healthcare education system struggles to keep pace with the demand for its services, educators are seeking creative and innovative solutions to meet the needs of a growing number of students. The integration of medical simulation technology into the community college health science curriculum is a creative solution that can meet the needs of healthcare educators and the students they serve, as well as of the healthcare community. This article provides a comprehensive overview of medical simulation, beginning with a review of literature regarding its history and efficacy, continuing with the current state of medical simulation usage, and concluding with implications for practice by offering a matrix for simulation integration and implementation. While Iowa's community colleges are the focus of the current state of usage, the implications for practice are useful to all comprehensive community colleges offering health science education programs.     

Family-based care buffers the stress sensitizing effect of early deprivation on executive functioning difficulties in adolescence

We examined whether family care following early-life deprivation buffered the association between stressful life events (SLEs) and executive functioning (EF) in adolescence. In early childhood, 136 institutionally reared children were randomly assigned to foster care or care-as-usual; 72 never-institutionalized children served as a comparison group. At age 16 years, adolescents (n = 143; 54% female; 67.1% Romanian) self-reported recent SLEs, completed a battery of memory and EF tasks, and completed a go/nogo task in which mediofrontal theta power (MFTP) was measured using electroencephalogram. More independent SLEs predicted lower EF and more dependent SLEs predicted lower MFTP, but only among adolescents with prolonged early deprivation. Findings provide preliminary evidence that family care following early deprivation may facilitate resilience against stress during adolescence on EF.     

Taxonomy of golf putting: Do different golf putting techniques exist?

Abstract

This study is a preliminary investigation into the use of cluster analysis to determine if different putting techniques existed in a group of club level golfers.

Putting at a hole 4?m away, the performances of 34 experienced golfers (age 55.3?±?17.8 years and handicap 15.3?±?6.9, range 3–27) were analysed using putter head kinematic and centre of pressure data. Two distinct putting techniques were identified (named as Arm putting and Body putting), this being the first time different putting techniques have been reported in the research literature. These techniques were defined by parameters related solely to movement of the centre of pressure along the line of the putt. Some players (17 of 34) moved between techniques when performing their putting trials. Neither technique produced more accurate putt results (P?=?0.783).

Putting technique was further analysed after grouping players according to handicap (similar skill level) or accuracy (similar putting performance). The lack of significant findings when players were re-analysed according to handicap or accuracy highlights the importance of the correct methodological approach to detecting technique differences.     

Learning ecologies through a lens: Ontological,methodological and applicative issues. A systematic review of the literature

The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.