Transfer of PREPaRE school crisis training: Moderating effects of trainee characteristics

The National Association of School Psychologists developed the PREPaRE School Crisis Prevention and Intervention Training Curriculum to help schools plan for and prevent school crises and to help mitigate the effects after a crisis occurs. In this study, 279 participants who attended the PREP aRE training between 1 and 24 months before the survey date completed measures assessing work environment, trainee characteristic, and training design variables as well as the transfer of PREP aRE-specific knowledge and skills. Utilizing structural equation modeling, unique effects of Work Environment and Trainee Characteristic variables on knowledge and skill transfer and the extent to which Trainee Characteristics moderate effects of the Work Environment were assessed. Results indicated a significant moderating effect such that trainees who were less motivated compared to those who were more motivated demonstrated greater transfer when they worked in more supportive, open, and rewarding environments. Overall, results from this study provide evidence to support addressing many individual and contextual variables to improve the transfer of PREP aRE-specific knowledge and skills. Implications for practice are discussed.     

中国宗教集体精神的缺失——以涂尔干宗教社会学理论为参照的考察

涂尔干认为 :宗教中的集体生活以及在此基础上形成的集体意识与精神是非常重要的 ;宗教生活本质上是一种集体生活 ,而集体生活也即宗教聚集不能相隔过久 ;之所以要维持定期的集体生活从根本上说是保持宗教伦理与理想的需要。但是 ,若对中国宗教加以考察我们会发现 ,它似乎普遍缺少集体意识和集体精神。对于一般的信众而言 ,中国宗教 ,无论是道教还是佛教都没有严格定期的集体生活 ,不仅如此 ,多教崇拜实际上也瓦解了这种可能。进一步 ,由于得不到集体生活中更高目标的激励 ,中国宗教一般来说只是满足于功利与具体层面 ,缺乏伦理与理想追求     

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Editorial

     

论“王者”、“核心”的政治历史逻辑

政治历史和政治神话中的“王者”、“核心”即是被神圣化的政治象征人。神化对象存在四种分析类型，时空隔离是神化的基本法则。政治象征人的历史演绎逻辑反映了政治变迁和政治特性，因而也是社会—政治过程的持久性因素。     

英语的对照否定结构not X but Y

从英语的对照否定结构的基本形式及其变式和扩展式入手，以外置等检验手段可展示对照否定结构的一些句法特点。对照否定结构应包括其他具有对照点的结构形式，这些形式各有其句法行为。对照否定结构有不同的否定范围。可运用这些否定范围来说明一些句法现象。原型理论可以说明对照否定结构的基本式、交换式和插入式之间所表现出来的句法异同点。     

Technological tools for library user education: one library's experience

In today's world, library users are confronted with almost too many options for using information because of the ubiquitousness of technology. Yet, libraries can harness the power of the same technologies to help users find the information they need at the time it is needed. The tools described in this article represent a starting point for librarians looking for technologies that are easy to use, inexpensive, and have a reasonable learning curve. Technologies addressed include classroom technologies such as audience response systems and Web-based technologies, including Web tutorials and screencasting. These technologies enhance and offer flexibility and variety in many educational settings.     

Exploring DNA structure with Cn3D

Researchers in the field of bioinformatics have developed a number of analytical programs and databases that are increasingly important for advancing biological research. Because bioinformatics programs are used to analyze, visualize, and/or compare biological data, it is likely that the use of these programs will have a positive impact on biology education. Over the past years, we have been working to help biology instructors introduce bioinformatics activities into their curricula by providing them with instructional materials that use bioinformatics programs and databases as educational tools. In this study, we measured the impact of a set of these materials on student learning. The activities in these materials asked students to use the molecular structure visualization program Cn3D to locate, identify, or analyze diverse features in DNA structures. Both the experimental groups of college and high school students showed significant increases in learning relative to control groups. Further, learning gains by the college students were correlated with the number of activities assigned. We conclude that working with Cn3D was important for improving student understanding of DNA structure. This study is one example of how a bioinformatics program for visualization can be used to support student learning.     

"So big": the development of body self-awareness in toddlers

Early development of body self-awareness was examined in 57 children at 18, 22, or 26 months of age, using tasks designed to require objective representation of one's own body. All children made at least one body representation error, with approximately 2.5 errors per task on average. Errors declined with age. Children's performance on comparison tasks that required them to reason about the relative size of objects and about objects as obstacles, without considering their own bodies, was unrelated to performance on the body awareness tasks. Thus, the ability to represent and reflect on one's own body explicitly and objectively may be a unique dimension of early development, a distinct component of objective self-awareness that emerges in this age period.     

Breaking the cycle of intergenerational abuse: the long-term impact of a residential care program

OBJECTIVE: The number of youth in residential care programs who have been abused is high. The relationship between childhood abuse victimization and adult intimate partner violence (IPV) is well documented. This study compared the rates of IPV 16 years after individuals had participated in a long-term residential care program with individuals accepted to the program who did not participate. The IPV rates for these two groups were also compared to national normative data. METHOD: Information on adult functional outcomes was obtained from former residential care and comparison youth via a confidential survey that was administered either by telephone or by mail. Analysis was limited to respondents who were currently married or involved in a marriage-like relationship (n=131; 92% male). RESULTS: The IPV rates for the sample were 9.3% for those who stayed in the residential program less than 18 months and 6.5% for those who stayed more than 18 months, neither of which were significantly different from the national norm of 8.4%. The IPV rate for the comparison group was 26.1%, which was significantly higher than the national norm. Regardless of length of program stay, respondents who were maltreated in childhood had a 14.5% IPV rate, which was significantly lower than the estimated 36-42% rate projected for individuals with similar backgrounds. CONCLUSION: We conclude that time spent in a treatment-oriented residential care program was associated with lower adult IPV rates. Specifically, the skills taught in a long-term, treatment-based residential program (e.g., healthy interpersonal relationships, self-government) may have a long-term beneficial impact for adolescents at high risk of adult IPV.