Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK,Australia and Canada

Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family’, ‘older friends'’, ‘friends'’, and ‘having children’. The final lists of single factors were similar but not identical in the two countries, and both differed slightly from the list already derived from a sample of environmental educators in the UK (n = 233). Here we present the single and grouped factors named most often in Australia, then do the same for Canada, and then compare the principal factors in all three nations.     

Sexual Intimacy in Counselor Education and Supervision: A National Survey

The incidence and effect of sexual intimacy in graduate education reported by randomly selected female Association for Counselor Education and Supervision members are analyzed. Discussion includes implications for counselor educators and supervisors.     

离心运动后大鼠延迟性肌肉损伤肌电图定量参数的实验研究

研究让大白鼠在电动跑台上进行90min的下坡跑(v=16m/min,r=16°)后,利用Dantec Keypoint V2.02型肌电图(EMG)定量评定,并用光镜对各时刻的胫骨前肌的形态学结构加以观察.实验结果表明:(1)延迟性肌肉损伤(DOMID)在24h,48h的形态学结构改变非常明显.(2)在24～48h时段,肌电图的波幅(APA.)明显增大(P＜0.01),时限(Dur)明显变长(P＜0.01).(2)利用EMG测定DOMD的敏感时间大约运动后6～48h,但其最佳测定时间是在运动后24～48h.(3)进行延迟性肌肉损伤诊断的EMG定量参数的实验参考值:APA.985.2±194.6～1135.6±54.35uV,Dur.258.9±45.65～284.9±54.22ms.(4)延迟性肌肉损伤产生和肌电图定量参数的变化之间存在着一定的联系.即随着肌肉的延迟性损伤显著加重时,肌电图APA.明显增大,Dur.显著变长.笔者对上述结果进行了初步探讨.     

Some Reflections on Golby and Governors

It is suggested that, pace Michael Golby, recourse to metaphor has little role to play in enabling governing bodies to come to terms with their new and onerous responsibilities. The better way forward is a clearer appreciation of what is demanded of them by law.     

Faculty Perceptions of CACREP Accreditation

Faculty members in CACREP-accredited institutions were surveyed for the purposes of (a) determining common program characteristics; (b) determining if and how accreditation had influenced curricula, institutional support, and length and type of supervised experiences; (c) assessing faculty opinion concerning whether accreditation efforts had improved the quality of counselor preparation programs; (d) assessing faculty opinion concerning the effectiveness of the Standards as criteria for evaluating programs; and (e) assessing faculty opinion of the fairness and adequacy of the accreditation review process. The status of programs is summarized, with curricula and length of supervised counseling experiences having been most often influenced by accreditation efforts. Faculties were mixed in their reactions as to whether accreditation had improved the quality of their programs. Those faculties that had initiated change as a result of self-study thought that their programs were improved. Satisfaction with the Standards as criteria and with CACREP as the accreditation decision-making body was substantial.