Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students

Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modeling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity.     

Leveraging critical literacies for social change: questioning the culture of compliance at an ‘F’ school

This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching.     

A Conceptual Framework for Emergent Digital Literacy

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.     

On the intrinsic value of information objects and the infosphere

What is the most general common set ofattributes that characterises something asintrinsically valuableand hence as subject to some moral respect, andwithout which something would rightly beconsidered intrinsically worthless or even positivelyunworthy and therefore rightly to bedisrespected in itself? Thispaper develops and supports the thesis that theminimal condition of possibility of an entity'sleast intrinsic value is to be identified with itsontological status as an information object.All entities, even when interpreted as only clusters ofinformation, still have a minimal moral worthqua information objects and so may deserve to be respected. Thepaper is organised into four main sections.Section 1 models moral action as an information systemusing the object-oriented programmingmethodology (OOP). Section 2 addresses the question of whatrole the several components constituting themoral system can have in an ethical analysis. If theycan play only an instrumental role, thenComputer Ethics (CE) is probably bound to remain at most apractical, field-dependent, applied orprofessional ethics. However, Computer Ethics can give rise to amacroethical approach, namely InformationEthics (IE), if one can show that ethical concern should beextended to include not only human, animal orbiological entities, but also information objects. Thefollowing two sections show how this minimalistlevel of analysis can be achieved. Section 3 provides anaxiological analysis of information objects. Itcriticises the Kantian approach to the concept ofintrinsic value and shows that it can beimproved by using the methodology introduced in the first section.The solution of the Kantian problem prompts thereformulation of the key question concerningthe moral worth of an entity: what is theintrinsic value of x qua an object constituted by itsinherited attributes? In answering thisquestion, it is argued that entitiescan share different observable propertiesdepending on the level of abstraction adopted,and that it is still possible to speak of moral value even at thehighest level of ontological abstractionrepresented by the informational analysis. Section 4 develops aminimalist axiology based on the concept ofinformation object. It further supports IE's position byaddressing five objections that may undermineits acceptability.     

Information technologies and the tragedy of the Good Will

Information plays a major role in any moral action. ICT (Information and Communication Technologies) have revolutionized the life of information, from its production and management to its consumption, thus deeply affecting our moral lives. Amid the many issues they have raised, a very serious one, discussed in this paper, is labelled the tragedy of the Good Will. This is represented by the increasing pressure that ICT and their deluge of information are putting on any agent who would like to act morally, when informed about actual or potential evils, but who also lacks the resources to do much about them. In the paper, it is argued that the tragedy may be at least mitigated, if not solved, by seeking to re-establish some equilibrium, through ICT themselves, between what agents know about the world and what they can do to improve it.     

Head injury secondary to suspected child maltreatment: results of a prospective Canadian national surveillance program

Objective

We sought to determine the incidence, clinical features, and demographic profile of head injury secondary to suspected child maltreatment (abuse or neglect) in Canada to help inform the development and evaluation of prevention programs for abusive head injuries.

Methods

From March 1, 2005 to February 28, 2008, an average of 2,545 paediatricians and paediatric subspecialists were surveyed monthly through the established network of the Canadian Paediatric Surveillance Program. We calculated incidence rates using the number of confirmed cases over the product of the duration of the study (3 years) and population estimates by age group.

Results

There were 220 confirmed cases of head injury from suspected child maltreatment. The annual incidence rate was 14.1 per 100,000 for children less than 1 year of age and 1.4 per 100,000 for those less than 15 years. Seventy three percent (141) of cases involved infants less than 12 months of age and 52% (100) of cases involved infants less than 6 months of age. Seventy-five percent (165) of cases presented to the emergency room. With regard to outcome, 12% (27) of cases resulted in death and 45% (75) of survivors had neurological sequelae at discharge. Thirty percent (67) of all cases, as well as 30% (8) of deaths were previously known to child welfare authorities.

Conclusion

This study provides an estimate of the rate of head injury secondary to suspected child maltreatment in Canada. The young age and poor medical outcomes of those involved highlights the need for prevention efforts that are implemented early in life. Given that a significant percentage of injured infants and children were already known to child welfare authorities, the study also highlights the need to establish and evaluate additional preventive efforts for parents and caregivers already in the child welfare system.     

Using digital images of the zebra finch song system as a tool to teach organizational effects of steroid hormones: a free downloadable module

Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong.     

Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.