Helping counts: predicting children's intentions to disclose being bullied to teachers from prior social support experiences

Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications.     

Assumption of the burden: Science or criticism?

This article adjudicates the claim to science made by current researchers in speech communication. It argues the point that contemporary research is best characterized as criticism, and that the cause of research in the field would be best advanced if scholars engaged in the enterprise of discourse analysis and conversation analysis regarded themselves as critics and made themselves subject to criticism as such.     

Kindergarten school readiness and fourth‐grade literacy and numeracy outcomes of children with special needs: a population‐based study

In British Columbia, Canada, two population‐based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province‐wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and numeracy scores at Grade Four. Future directions are discussed.     

Academic Role and Perceptions of Gatekeeping in Counselor Education

Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups.     

Applying Goldratt's thinking process and the theory of constraints to the invoicing system of an oil and gas engineering consulting firm

This article applies Goldratt's thinking process (TP) to problems associated with an engineering consulting firm's invoicing system and the need to increase productivity to maintain demand. The core problem found was the company was not maximizing the use of project management personnel. Results of the TP are an effect‐cause‐effect analysis that considers undesirable effects associated with increasing productivity. By identifying the core problem, we determined what to change, what to change to, and how to cause the change.     

Determination of tin in nonferrous metals

Curves are included showing the relationship between voltage and relative position of electrodes, and between voltage and counter gas pressure. Also included are experiments on the preparation of sensitive and insensitive points, and experiments with different electrode materials. These data are for a counter operated with the point at negative potential.Zeleny's conclusion that a high resistance layer of adsorbed gas exists at the point is adopted. In addition, the assumption is made that the field at the point at the onset of “self-counting” is sufficient to produce auto-electronic emission. This combination now leads to a theory which accounts for the various characteristics of the counter and explains the threshold of counting curve, the auto-counting curve, and the continuous discharge curve. Probability considerations account for the selective counting of different ionizing agents in certain voltage ranges, for the dependence of counting upon path of ionizing rays through the chamber, and for the increase of counts with increase of voltage from threshold of counting to the point where all rays are registered.     

Teaching by tape: Some benefits,problems, and solutions

An examination of the development of tape as a teaching medium illustrates both its attributes for distance education and some of its drawbacks. Attention is drawn to methods of preparing and presenting audiorecorded information to maximize the potential of the medium. In particular ‘reading by listening’ for print handicapped people is addressed, along with ways of reducing the difference in time required to access information which presently favours readers of print. Organization of cassette contents, cassette indexing, self‐pacing techniques, and time‐compressed speech presentations are techniques which improve the versatility of teaching by tape.