The education welfare service: the case for a review in England

The only major review of the education welfare service (EWS) took place in 1973 when the role and responsibilities of the service were very different from those of today. Recent legislative changes, the influence of the Children Act 2004 and revised public needs of the service, including new multidisciplinary and interdisciplinary frameworks, suggest that an up‐to‐date review would be timely. It may also help to professionalise the service in a number of different ways, something which is long overdue. This paper provides both the rationale and evidence for making the case for a major review of the EWS based on a reading of all key relevant documents and participation in a range of local and national evaluations on the role of the EWS in England and Wales. The major issues which need to be reviewed are identified and a way forward is suggested.     

Do allegations of emotional maltreatment predict developmental outcomes beyond that of other forms of maltreatment?

OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress.     

你可以这样说

1.Ineed a water break.我需要休息喝水。受到中文母语影响的关系,讲到"休息"这个概念,我们直觉的反应都会用rest。不过如果是指短暂的休息,美国人比较常用的是break。例如别人邀请你跳舞,你很累想休息一下,就可以回答     

广东苏铁及中国东南部几种苏铁的研究

本文对华东南(台湾，广东，海南)产的广东苏铁、台东苏铁及海南苏铁的形态学、解剖学和分类学问题、以及这几种苏铁的亲缘关系进行了讨论。本文附有检索表及图。     

我国学生体质健康的现状、成因及对策研究

我国对学生体质健康现状的调查表明：我国学生存在体质健康持续下降的危机。据此，文章从家庭、学校应试教育和传统社会文化等方面探讨了导致学生体质健康持续下降的成因，并提出了提高学生体质健康水平的具体对策。     

Social responsibility in community colleges: Rethinking the commitment to alternative education

Because high school dropouts are among the least advantaged members of American society, the educational system that has failed them has the social responsibility for remediating their educational and developmental needs. The community college is proposed as the institution most able to develop policies and programs that will enable these least advantaged members of American society to overcome the educational system that has failed them. This paper discusses the responsibility of providing a quality education to all individuals, examines the role the community college can play in meeting the educational and social needs of dropouts, and presents an innovative program at a community college that has been particularly effective in meeting the needs of dropouts.     

The concepts of science in Japanese and Western education

Using structural linguistics, the present article offers an impartial frame of reference to analyze science education in the non-Western world. In Japan, science education has been free from epistemological reflection because Japan regards science only as effective technology for modernization. By not taking account of the world-view aspect of science, Japan can treat science as not self-referential. Issues of science education are then rather simple; they are only concerned with the question of how to, and answers to this question are judged according to the efficiency achieved for modernization.Science, however, is a way of seeing nature. This word is generally translated into Japanese as shizen which has a totally different connotation and therefore does not lead to an understanding of the Western scientific spirit. Saussure's approach to language is used to expose the consequences of the misinterpretations that spring from this situation. In order to minimize or prevent these misinterpretations, it is emphasized that science education should be identified with foreign language education in the non-Western world.     

Mature-age students-how are they different?

Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years. Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement. This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology, compared to the views of students who came to university straight from school. It examines, in particular, students' personal feelings of adequacy in teaching science and technology in primary schools. Specialisations: primary teacher education, teaching strategies in science.     

Problem solving in science lessons: How students explore the problem space

This report examines, from a constructivist framework, how students presented with discrepant event problems during science lessons begin the problem solving process by exploration of the problem space. Three discrepant events were presented to five classes of eleven to thirteen year-olds using three different teaching strategies identified from the literature. The teaching strategies used teacher demonstrations followed by students asking the teacher questions, teacher demonstrations followed by an explanation by the teacher, and small groups of students under the guidance of the teacher. Data were collected from field notes, video tapes of the lessons, and student interviews using a stimulated recall technique to elicit the students' thinking during the lessons. The extent to which students could explore the problem space was found to be determined by the teaching strategy used, as the first and last strategies encouraged students to find their own explanations. Different information sources were also available in each of the teaching strategies. That is, exploration of the problem space was inextricably linked to the social context, partially determined by the teaching strategy. Because of constraints imposed by each teaching strategy none of those used was considered entirely satisfactory. An alternative strategy is suggested from a combination of aspects of the strategies trialled.