Mother-child and father-child mutually responsive orientation in the first 2 years and children's outcomes at preschool age: mechanisms of influence.

Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported.     

Child maltreatment deaths in the U.S. National Child Death Review Case Reporting System

Comprehensive reviews of child death are increasingly conducted throughout the world, although limited information is available about how this information is systematically used to prevent future deaths. To address this need, we used cases from 2005 to 2009 in the U.S. National Child Death Review Case Reporting System to compare child and offender characteristics and to link that information with actions taken or recommended by review teams. Child, caretaker, and offender characteristics, and outcomes were compared to team responses, and findings were compared to published case series. Among 49,947 child deaths from 23 states entered into the Case Reporting System during the study period, there were 2,285 cases in which child maltreatment caused or contributed to fatality. Over one-half had neglect identified as the maltreatment, and 30% had abusive head trauma. Several child and offender characteristics were associated with specific maltreatment subtypes, and child death review teams recommended and/or planned several activities in their communities. Case characteristics were similar to those published in other reports of child maltreatment deaths. Teams implemented 109 actions or strategies after their review, and we found that aggregating information from child death reviews offers important insights into understanding and preventing future deaths. The National Child Death Review Case Reporting System contains information about a large population which confirms and expands our knowledge about child maltreatment deaths and which can be used by communities for future action.     

Biot's paper and Arago's plates. Photographic practice and the transparency of representation

Fran?ois Arago and Jean-Baptiste Biot, two of the physicists most involved in early photography, mobilized this new technology for their ongoing debates about the proper boundaries of the public in France. Each threw his weight behind one of the competing photographic processes, Arago supporting daguerrian silver plates and Biot favoring paper soaked in silver solution. For both men, disagreement at the level of materials and techniques was further bound up with disagreement about what kind of visual evidence the photograph was and who was capable of understanding it. Biot argued for a severely restricted community of photographic practitioners. His papers, he claimed, revealed an invisible world of chemical radiation accessible only to those who understood the chemistry involved. Arago's reliance on resemblance, on the other hand, permitted him to present daguerreotype plates as a form of representation available to all, even incorporating them into his campaign for universal male suffrage.     

Preventive Conservation: People,Objects, Place and Time in the Philippines

ABSTRACT

Preventive conservation, with its origins grounded in the material fabric of cultural material, is in a period of transformation, with numerous practitioners, in and outside of the field of conservation, considering its broader and holistic objectives. The conventional tools for the assertion of preventive conservation principles, namely the assessment and management of risks to cultural material from the ‘ten agents of deterioration’, have a central focus on the primacy of physical materials and degradation, with less clear relationships with people, place, and time in their modelling. With a case study focus on collections in the Philippines, this paper argues for a practice of preventive conservation that incorporates a balanced assessment and broader thinking around the contexts of objects, people, place, and time. The case studies of ecclesiastical Church collections, and museum environments in the Philippines, demonstrate how the interdependency of objects, people, place and time forms a holistic and conceptual preventive conservation framework. Through a cyclic renegotiation of these four parameters, this paper speculates on the gaps and opportunities for an inclusive view of preventive conservation that is current and more sustainable.     

Professors' and teachers' views of competencies necessary for mainstreaming

College professors' and classroom teachers' views of competencies necessary for mainstreaming were compared for II categories of competencies (75 competencies in all). The results indicate that teachers attach more importance to the set of competencies than do professors; there were significant differences between the two groups on approximately one-third of the items. In all cases, the teachers thought the competency was more important than did the professors. Means of the II categories were rankordered for both groups. Differences in rank were nonexistent or slight for most of the items. The three items on which there was a four-point difference in rank were: goalsetting and curriculum development (viewed as more important by the professors), and communication and assessing students' needs (viewed as more important by the teachers).     

A longitudinal analysis of the reciprocal relationship between academic procrastination,study satisfaction,and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

     

A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom

Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in two introductory psychology sections took identical exams following counterbalanced alternating lecture and interteaching conditions. Most student exam scores following interteaching were slightly higher than exams following the lecture condition, with statistically significant differences in two of the six exams. Students in both sections correctly answered more interteaching-based than lecture-based questions on the cumulative final exam, although these differences were not significant. During interteaching, students earned significantly more points throughout the semester compared to the lecture condition. Also, more students reportedly preferred interteaching relative to lecture. The results of this study comparing interteaching to lecture in a community college setting are consistent with the results in the original study within a 4-year university classroom. Students’ exam score gains and significant cumulative point differences suggest interteaching may be an effective alternative to traditional lecture, potentially producing meaningful differences in student performance within the community college setting.     

Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self‐contained and inclusive settings

This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self‐contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature‐based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 53–63, 2005.