A meta-analysis of the relationship of child sexual abuse to HIV risk behavior among women

OBJECTIVE: This study is a meta-analysis of the literature exploring the relationship between child sexual abuse (CSA) and HIV risk behavior among women. Four outcome variables were tested: unprotected sex; sex with multiple partners; sex trading; and adult sexual revictimization. METHOD: Forty-six studies met the inclusion criteria and were included in the analysis, and separate meta-analyses were performed for each of the four dependent variables described above. RESULTS: Using the correlation coefficient r as an effect size estimate, results indicate an average effect size of .05 for the unprotected sex meta-analysis (N = 16 studies), .13 for the sex with multiple partners meta-analysis (N = 23 studies), .12 for the sex trading meta-analysis (N = 23 studies), and .17 for the adult sexual revictimization meta-analysis (N = 21 studies). We conducted a test of three potential moderator variables (source of sample, definition of CSA based on type of contact, and definition of CSA based on maximum age of victim). Results did not support the hypothesis that these three variables explain a significant amount of variability in effect sizes with one exception: Studies that define CSA more broadly to include adolescent victims (e.g., victims up to 17 years of age) had larger and more homogenous effect sizes for the sex trading meta-analysis than those that defined CSA as having occurred at younger ages. CONCLUSIONS: These findings suggest a small positive relationship between CSA and subsequent HIV risk behavior among women that varies as a function of how CSA and HIV risk behavior are operationalized.     

The relationship between beginning teachers’ stress causes,stress responses,teaching behaviour and attrition

In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs.     

Resilience at University: the development and testing of a new measure

While measures of resilience have been applied in university settings, progress has been hindered by the lack of a consistent measure of resilience. Additionally, results from these measures cannot be easily translated into practical curriculum-based initiatives which support resilience development. Resilience is linked to student mental health and well-being, as well as academic engagement and achievement. This positions resilience as a key skill for students. A survey was administered to 410 Australian undergraduate students. The survey consisted of an adapted version of the Resilience at Work (RAW) scale, the Subjective Happiness Scale and the Depression, Anxiety and Stress Scale. Data were subject to principal component analysis and scale reliability analysis. Results yielded a six-factor structure which closely replicated the seven-factor structure of the RAW scale. The research contributes to the development of a reliable and valid instrument of resilience for use in university. The new Resilience at University (RAU) scale shows promise as a valid and reliable measure of student resilience. Development and validation of the RAU scale is in its early stages and further research is required to explore the psychometric properties of the scale to ascertain whether it can be usefully applied in a university setting.     

Acute citrulline-malate supplementation improves maximal strength and anaerobic power in female,masters athletes tennis players

Citrulline-malate (CM) is a precursor to nitric-oxide (NO) in the NO synthase (NOS) pathway and is suggested to increase exercise performance in younger individuals. With age, NO production decreases and augmented NO production may provide beneficial effects on sports performance among masters athletes (MAs). Purpose: To examine the effects of acute CM supplementation on grip strength, vertical power, and anaerobic cycling performance in female, MA tennis players. Methods: Seventeen female MA (51?±?9 years) completed two double-blind, randomized trials consuming CM (12?g dextrose?+?8?g CM) and placebo (PLA) (12?g dextrose). One hour after consumption, subjects completed grip strength, vertical power, and Wingate anaerobic cycling assessments in respective order. Maximal and average grip strength, peak and average vertical power, anaerobic capacity, peak power, explosive power, and ability to sustain anaerobic power were calculated from the tests. Results: When consuming CM, participants exhibited greater maximal (p?=?.042) and average (p?=?.045) grip strength compared to PLA. No differences existed between trials for peak (p?=?.51) or average (p?=?.51) vertical power. For the Wingate, peak power (p?p?p?Conclusions: These data suggest that consuming CM before competition has the potential to improve tennis match-play performance in masters tennis athletes. However, this study utilized a controlled laboratory environment and research evaluating direct application to on-court performance is warranted.     

Exploring and learning from failure in facilitation

ABSTRACT

Research in academic development more often articulates stories of success than of failure in our practice. Using a self-study methodology involving written reflections and analysis of recorded conversations, this article explores how two mid-career developers define and learn from feelings of failure in the context of group facilitation. Through reflection and discussion as critical friends, we identified a series of tensions that shape our work and our identities as developers. How we reflect upon and navigate through these potentially uncomfortable places has implications for how we reframe our feelings of failure and evolve our practice.     

Cultural and pedagogical implications of a global e‐learning programme

An eleven country internal evaluation of the Cisco Networking Academy program across Europe, the Middle East and Africa, revealed a number of issues related to the globalization of e‐learning. The Academy program is a 280‐hour web‐based course that teaches students to install, maintain and troubleshoot computer networks. It was developed in the US by educators and Cisco network specialists and is taught in educational institutions in over 150 countries worldwide. Hitherto research on cultural influences on teaching and learning have been limited to overseas students being taught in an unfamiliar culture or online by teachers with unfamiliar pedagogical strategies. Through interviews with both students and teachers and observation in classrooms, this study reveals how important local tutors are in helping students adapt to the style of the material and to make a course developed in another country both culturally and pedagogically relevant.     

Body Politics: Coverage of Health Topics and Policy in U.S. Feminist Magazines

This study considered health coverage in 3 highly circulated U.S. feminist magazines: Ms., Bitch, and Bust. The authors used critical discourse analysis to examine 80 print and online articles for representations of liberal, social, radical, and postfeminist feminist ideologies in health coverage; the rhetorical strategies publications used for health content and how they compare with mainstream women’s magazines; and their emphasis on health policy and public health initiatives. The findings suggested that the magazines relied on discursive approaches resembling those of mainstream magazines when covering health, such as prioritizing personal health issues and individualized responses. However, through distinctive feminist lenses, they also performed better than mainstream women’s magazines in presenting health issues, representing a broader range of concerns affecting women, addressing people from diverse communities, and suggesting opportunities for collective response.     

A Mediational Model of the Impact of Marital Conflict on Adolescent Adjustment in Intact and Divorced Families: The Role of Disrupted Parenting

The present study was concerned with the development and testing of a structural equation model wherein the relation of interparental conflict to the adjustment problems of young adolescents is mediated through its impact on 3 aspects of parenting behavior: lax control, psychological control, and parental rejection/withdrawal. The model was tested separately on a sample of 46 young adolescents from intact families and a group of 51 adolescents from recently divorced families. The hypothesis that most of the relation between martial conflict and adolescent adjustment problems could be explained through perturbations in the parent-child relationship received considerable support; the only direct effect of conflict was on externalizing problems in the intact sample. The results also suggested that the mediational patterns were somewhat different for the 2 samples, and that the model accounts for a greater proportion of the variance in the adjustment problems of adolescents from intact homes than of those from recently divorced families.     

The Effects of an Intervention on the Gross and Fine Motor Skills of Hispanic Pre-K Children from Low SES Backgrounds

The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n?=?74) and control group (n?=?75). All children were assessed on fine and gross motor skills using the Peabody Developmental Motor Scales-2 before and after a 16-week intervention. The children in the experimental group received 800 min of skills-based instruction to target gross and fine motor skills. The control group children received 800 min of play-based lessons with no instruction provided. A repeated measures analysis of variance revealed a significant difference between the experimental and control group children on stationary and visual-motor subtests after the 16-week intervention. These results suggested that children in the treatment group benefited from a planned motor intervention program on their gross and fine motor skills. The findings of this study have implications for delivery of instruction for motor skills for young children. Educators and practitioners should provide structured lessons with feedback to promote the development of these important skills.