Measuring child maltreatment risk in communities: a life table approach

OBJECTIVE: The purpose of this article is to: (1) illustrate the application of life table methodology to child abuse and neglect report data and (2) demonstrate the use of indicators derived from the life tables for monitoring the risk of child maltreatment within a community. METHOD: Computerized records of child maltreatment reports from a large, urban county in Ohio are cumulated for 11 years and linked for each child. Life table methods are used to estimate the probability that children from birth to age 10 will be reported victims of maltreatment by age, race, and urban or suburban residence. RESULTS: Using life tables, the estimates in the county of this study are that 33.4% of African American children and 11.8% of White children will appear in substantiated or indicated child abuse or neglect report(s) by their 10th birthday. The age-specific probability of a maltreatment report is highest in the first year of life for both groups. The probability of a child being reported for a substantiated or indicated incident of maltreatment before his or her 10th birthday is more than three times higher for city dwellers than for suburbanites in the urban county studied here. CONCLUSIONS: Life table methodology is useful for creating child well-being indicators for communities. Such indicators reveal that a larger portion of the child population is affected by maltreatment reports than would be concluded from examining cross-sectional rates and can be used to identify racial or geographic disparities.     

Scaling of upper-body power output to predict time-trial roller skiing performance

Abstract

The purpose of the present study was to establish the most appropriate allometric model to predict mean skiing speed during a double-poling roller skiing time-trial using scaling of upper-body power output. Forty-five Swedish junior cross-country skiers (27 men and 18 women) of national and international standard were examined. The skiers, who had a body mass (m) of 69.3 ± 8.0 kg (mean ± s), completed a 120-s double-poling test on a ski ergometer to determine their mean upper-body power output (W). Performance data were subsequently obtained from a 2-km time-trial, using the double-poling technique, to establish mean roller skiing speed. A proportional allometric model was used to predict skiing speed. The optimal model was found to be: Skiing speed = 1.057 · W ^0.556 · m ^?0.315, which explained 58.8% of the variance in mean skiing speed (P < 0.001). The 95% confidence intervals for the scaling factors ranged from 0.391 to 0.721 for W and from ?0.626 to ?0.004 for m. The results in this study suggest that allometric scaling of upper-body power output is preferable for the prediction of performance of junior cross-country skiers rather than absolute expression or simple ratio-standard scaling of upper-body power output.     

Writing Stories to Enhance Scientific Literacy

In response to international concerns about scientific literacy and students’ waning interest in school science, this study investigated the effects of a science‐writing project about the socioscientific issue (SSI) of biosecurity on the development of students’ scientific literacy. Students generated two BioStories each that merged scientific information with the narrative storylines in the project. The study was conducted in two phases. In the exploratory phase, a qualitative case study of a sixth‐grade class involving classroom observations and interviews informed the design of the second, confirmatory phase of the study, which was conducted at a different school. This phase involved a mixed methods approach featuring a quasi‐experimental design with two classes of Australian middle school students (i.e., sixth grade, 11 years of age, n = 55). The results support the argument that writing the sequence of stories helped the students become more familiar with biosecurity issues, develop a deeper understanding of related biological concepts, and improve their interest in science. On the basis of these findings, teachers should be encouraged to engage their students in the practice of writing about SSI in a way that integrates scientific information into narrative storylines. Extending the practice to older students and exploring additional issues related to writing about SSI are recommended for further research.     

Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students’ views

Abstract

This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ‘ownership’ are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students’ responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.     

Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M_age = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.     

E-government implementation strategies in developed and transition economies: A comparative study

In the last decade, electronic government in Europe has emerged and established itself as a viable alternative channel for public service delivery. While e-government has now matured in most developed European countries, transition economies in Europe, have only recently begun to recognise its potential benefits and incorporated e-government as part of their national strategy. Although time may result in the amplification of e-government experience for transition economy countries, lessons drawn from developed countries indicate that political, fiscal, social, strategic and organisational issues need to be addressed when formulating plans for deploying e-government. Using case study research, this paper examines strategies adopted by the UK and Slovakia in the context of e-government implementation. Particularly, the paper examines how the perspectives on e-government vision, strategy, focus and related organisational change influence the implementation and diffusion of e-government in developed and transition economies in Europe.     

A Two-Generation Education Intervention and Children’s Attendance in Head Start

Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance.     

The climate of distance education in the 21st century: understanding and surviving the changes brought by the TEACH (Technology, Education, and Copyright Harmonization) Act of 2002

On Saturday, November 2, 2002, President Bush signed into law, in the form of TEACH (the Technology, Education, and Copyright Harmonization Act of 2001, S. 487)¹, legislation representing a significant reform of the copyright landscape as it applies to distance education, and the use of protected material, analog, but especially digital. This article presents a review of its provisions. It is a complex piece of legislation, creating an assertive myriad of new compliance and use conditions to which an institution must adhere before it can experience any benefit from TEACH.¹     

Shoe cleat position during cycling and its effect on subsequent running performance in triathletes

Abstract

Research with cyclists suggests a decreased load on the lower limbs by placing the shoe cleat more posteriorly, which may benefit subsequent running in a triathlon. This study investigated the effect of shoe cleat position during cycling on subsequent running. Following bike-run training sessions with both aft and traditional cleat positions, 13 well-trained triathletes completed a 30?min simulated draft-legal triathlon cycling leg, followed by a maximal 5?km run on two occasions, once with aft-placed and once with traditionally placed cleats. Oxygen consumption, breath frequency, heart rate, cadence and power output were measured during cycling, while heart rate, contact time, 200?m lap time and total time were measured during running. Cardiovascular measures did not differ between aft and traditional cleat placement during the cycling protocol. The 5?km run time was similar for aft and traditional cleat placement, at 1084?±?80?s and 1072?±?64?s, respectively, as was contact time during km 1 and 5, and heart rate and running speed for km 5 for the two cleat positions. Running speed during km 1 was 2.1%?±?1.8 faster (P?<?0.05) for the traditional cleat placement. There are no beneficial effects of an aft cleat position on subsequent running in a short distance triathlon.     

Effects of bottom-up and top-down intervention principles in emergent literacy in children at risk of developmental dyslexia: a longitudinal study

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.