Reporting possible sexual abuse: a qualitative study on children's perspectives and the context for disclosure

OBJECTIVE: The present study investigated the context in which children were able to report their child sexual abuse experiences and the children's views as to what made it difficult to talk about abuse and what helped them in the disclosing process. The aim was to study disclosures as they were occurring in their natural settings. METHOD: Data were obtained from therapeutic sessions and follow-up interviews from 20 families with 22 children. These children had said something that made their caregivers concerned about ongoing child sexual abuse. Qualitative analysis was conducted to capture the children's and caregiver's perspectives of the disclosure process. RESULTS: The children felt it was difficult to find situations containing enough privacy and prompts that they could share their experiences. They also were sensitive to others reactions, and whether their disclosures would be misinterpreted. When the children did disclose they did it in situations where the theme of child sexual abuse was in some form addressed or activated. The results indicate that disclosure is a fundamentally dialogical process that becomes less difficult if the children perceive that there is an opportunity to talk, and a purpose for speaking, and a connection has been established to what they are talking about. CONCLUSIONS: It is difficult for children to initiate a conversation about something secret, confusing and distressful, and where there are few conversational routines in a family for talking about such themes. Children also are sensitive to the needs of their caregivers and fear consequences for their family and offender. Children need a supportive structure or scaffold in order to reveal their experiences of child sexual abuse.     

A study of clerics who commit sexual offenses: are they different from other sex offenders?

OBJECTIVE: The goal of this study was to determine if cleric-sex offenders differed significantly from other sex offenders when compared to a control group and assessed with standard instruments that examine the major factors important in sexual offenses. METHOD: Twenty-four male clerics accused of sexual offenses were compared to 24 male sex offender controls, matched on offense type, age, education, and marital status. Both groups were compared to a general sample of sex offenders (n = 2125) matched only for offense type. The three groups were compared on sexual history and preference, substance abuse, mental illness and personality, history of crime and violence, neuropsychological impairment, and endocrine abnormalities, using reliable and valid measures. RESULTS: The clerics in this study formed a statistically significant highly educated, older, and predominantly single subgroup of sex offenders. The majority of cleric-sex offenders suffered from a sexual disorder (70.8%), predominantly homosexual pedophilia, as measured by phallometric testing, but did not differ from the control groups in this respect. The clerics were comparable to the other two groups in most respects, but tended to show less antisocial personality disorders and somewhat more endocrine disorders. The most noteworthy features differentiating the clerics from highly educated matched controls were that clerics had a longer delay before criminal charges were laid, or lacked criminal charges altogether, and they tended to use force more often in their offenses. CONCLUSIONS: In spite of differences in age, education, and occupation between cleric-sex offenders and sex offenders in general, the same procedures should be used in the assessment of this group as for the sex offender population in general. Hypotheses about reduced sexual outlet and increased sexual abuse of clerics in childhood were not supported. Assessment and treatment of cleric-sex offenders should focus especially on sexual deviance, substance abuse, and endocrine disorders.     

A sex police for adults with "mental retardation"? Comment on Spiecker and Steutel

This article is a rebuttal of the claim by Spiecker and Steutel that sex between people with mild and moderate "mental retardation" is morally permissable only with the substitutive consent of caregivers. After a review of historical, empirical and practical considerations, an ethical analysis is undertaken which concludes that Spiecker and Steutel's arguments are deeply flawed and their proposed policy morally objectionable.     

Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third grade

In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on criterion measures received small-group supplemental intervention. Measures included a combination of commercial normative referenced measures and specific skill and construct measures to assess growth or change in reading risk status relative to 30th percentile benchmarks. Results indicated that consistent with the findings of prior research involving students with comparable entry-level performance, the majority of children identified as at risk in the beginning of kindergarten responded early and positively to intervention. On average, absolute performance levels at the end of kindergarten positioned students for trajectories of later reading performance that exceeded the 50th percentile on the majority of measures. Moreover, changes in risk status that occurred early were generally sustained over time. Only oral reading fluency performance failed to exceed the 30th percentile for the majority of students.     

论高等职业技术教育的边缘性

我国高职教育虽在规模上已占高等教育的半壁江山，但其社会影响与其规模极不相称，仍然处于我国高等教育的边缘。究其原因，既有主观的，也有客观的。本文详细分析了造成中国高职教育边缘化的主客观原因，并建议从构建相对独立的职业教育体系、改良现行的教育政策、加大高职教育的扶持力度、坚定高职教育的办学方向、构建相对独立的学术评价体系、构建相对独立的师资培养培训体系等六个方面改变高职教育边缘化的尴尬局面。     

Trial number and compound stimuli temporal relationship as joint determinants of second-order conditioning and conditioned inhibition

Two conditioned lick suppression experiments with rats used feature-negative training (A-footshock trials intermixed with nonreinforced XA presentations) to analyze the role of the number of XA compound presentations and the temporal relationship of the elements within the compound (simultaneous or serial) as determinants of the resulting behavioral control. Second-order conditioning (i.e., excitatory behavioral control by X) was observed to decline as the number of XA compound trials was increased. This decline was more rapid if X and A were presented simultaneously, as opposed to serially (i.e., X before A; Experiment 1). Conditioned inhibition to X, as assessed by a summation test (Experiment 1) and a retardation test (Experiment 2), increased with the number of XA trials and did so more quickly for simultaneous than for serial pairings of X and A. The results help to clarify previously discrepant findings regarding factors that promote excitation versus inhibition with this protocol.     

漫谈基础四面体的教学

想象是一种特殊的思维形式，数学中的空间想象能力是指对物体的形状、结构、大小、位置关系的想象能力。空间想象能力主要包括四个方面的要求：一是对基本的几何图形必须非常熟悉，能正确画图，能在头脑中分析基本图形的基本元素之间的度量关系及其位置关系（从属、平行、垂直及基本的变化关系）；二是能借助图形来反映并思考客观事物的空间形状及位置关系；三是能借助图形来反映并思考用语言或式子表达的空间形状及位置关系；四是有熟练的识图能力，即从复杂的图形中能区分出基本图形，能分析基本图形和基本元素之间的基本关系，从某种意义上说几何教学就是图形教学。由此可见基础图形教学在学习立体几何知识、发展学生空间想象能力中的重要位置。     

Higher education and the economic and social empowerment of women -- the Asian experience

This paper examined the degree of socioeconomic empowerment of Asian women due to higher education (HE). Examples illustrate different cultural contexts and stages in development. Colonial administrations established the first modern educational institutions. These schools trained Western-oriented elites in Western and gender values. Uneven development led to increased socioeconomic differences and disparities by region, ethnicity, religion, and gender. The international focus on women's rights has helped with promotion of education for gender equity. But, the international economic climate has led to adverse outcomes for education. Educational mobility is restricted by exclusion or lack of access to HE. Most of the 15 countries with strong educational systems have minimal gender disparities in primary and secondary education, but even Japan has gender disparities in HE. In 9 South Asian countries, most girls are disadvantaged from birth through the school years. Women are not a homogenous group. Socioeconomic factors affect access to HE. Women are channeled into gender appropriate jobs. Gender division of labor and gender tracking in education limit course and occupational choices. Changes in labor market structures further affect the economic empowerment of female graduates. Demand for female labor migrants siphons off females. Access of women to positions of authority is limited. Women who do reach the top are viewed as role models. Gender based division of labor in the household has changed little. Only India and the Philippines have explicit, conscious policies to promote gender equity.     

真爱永恒

安静的病房里,我们的过去一幕幕重演。     

Nice to meet you A Learn to say说课

一、说教材1 教材简析九年义务教育六年制小学教科书牛津小学英语3A这套教材从听说入手 ,注重听说训练 ,着重培养学生的语感和初步用英语进行简单日常交流的能力 ,并通过听、说、读、写、游、演、画、做等活动激发学生的兴趣 ,帮助学生养成良好的学习习惯 ,形成有效的学习方法 ,发展自主学习的能力 ,为进一步学习打下基础。ALearntosay是牛津小学英语3A第二单元的第一部分。其中的日常交际用语主要是围绕“介绍”和“问候”编排的。第一单元是自我介绍 ,本单元是介绍他人。在第一单元所教Hello/Hi的基础上 ,本单元又新增了Goodmorning./…