Learning about sex in later life: sources of education and older Australian adults

This paper examines the preferred sexuality education sources of older Australian adults in later life. Drawing on findings from qualitative interviews with 30 men and 23 women aged 60 years and older, we consider the sources that participants currently use, or would like to use, in seeking information about sex. Where relevant, we examine participants’ experiences of learning about sex in later life using different sources, and the impact these had on their sexual expression, pleasure and well-being. Preferred sources of information include the Internet, the media, health care providers, books and workshops or discussion groups. A substantial number of participants did not actively seek information on sex. For those who had, these educational endeavours could profoundly shape their sexual practices. As such, learning about sex should be viewed as a lifelong endeavour. Our findings carry important implications for the development and delivery of sexuality education for older adults.     

The funding and future of Catholic education in the United States

The Catholic school system in the United States is undergoing significant changes in size, populations served and the funding models which have traditionally supported such schools. The closing of many schools in urban areas in the last 10 years in conjunction with the rising costs of schooling suggests that unless a new approach to funding schools is developed, the future of Catholic education in the United States is seriously threatened and with it the American Church. This article explores the link between traditional sources of funding Catholic schools and the increased role of federal and state funds. The rise of Charter Schools has added a significant model for Catholic schools to emulate in regarding future sources of funding. Three strategies for future funding are explored with an emphasis on the development of Faith-based Charter Schools and the development of ‘Catholic’ Charter Schools.     

The impact of training on pre-service teacher attitudes,concerns, and efficacy towards inclusion

Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined.     

The Role of Interracial Interaction in the Development of Leadership Skills and Cultural Knowledge and Understanding

While higher education leaders tout the benefits of racial diversity for developing culturally knowledgeable civic leaders, our understanding of these benefits and, in particular, the role of interracial interaction in realizing them, is still emerging. In this study, differences between the effects of interracial contact among students that are close friends versus more casual interracial interactions are examined for their affect on students' leadership skills and cultural knowledge and understanding. Findings suggest that casual interracial interaction is particularly beneficial among students with more racially homogeneous friendship circles, especially with regard to developing leadership skills. In addition, findings indicate that frequent interracial interaction among students may be more important in developing cultural knowledge than involvement in formal activities such as cultural awareness workshops.     

The effect of morphine preexposure on the acquisition of morphine-induced taste aversions: A nonassociative effect

In Experiment 1, the amount of time rats spent engaged in a range of behaviors was recorded immediately prior to and following the intraperitoneal administration of morphine sulfate (6 mg/kg) or distilled water. No behavioral differences were observed between these groups. In Experiment 2, preexposure to this low dose of morphine attenuated the subsequent acquisition of a morphine-induced taste aversion independent of the similarity of the preexposure and conditioning environments. These results with a dose of morphine that does not produce any behavioral effects, which in turn could potentially mask associative conditioning during preexposure, confirm that the attenuating effects of morphine preexposure on taste aversion learning are nonassociative.     

创业前的5条经济策略

1 How long can you live on your savings?你的储蓄能帮你支撑多久? This isn't an issue for people who are able to raise enough money for their startup venture to pay themselves a salary from Day One.But most small-business startups include the disturbing feature of declining personal bank balances in the early going. As long as you' re looking at your expenses and how long you can live on your savings,you should also figure out now what personal costs you can at least temporarily eliminate.It's usually emotionally easier to review your personal budget     

Globalisation,Post-modernity and the State: Comparative education facing the third millennium

In this article, the implications for globalisation and Post-modernity are assessed in terms of the self-understanding and practice of comparative education, particularly in relation to contemporary theories of the state, and civil society. It is argued that, while globalisation and post-modernity are usually seen as discrete phenomena, each raises complex questions of difference and hybridity, power and collective action, which can no longer be seen in relation to the nation-state alone. Different meanings of globalisation are canvassed, based in part on Sklair's taxonomy, while examples of the impact of globalisation, especially on higher education, are given. The implications of post-modern thought are also analysed, particularly for research and understanding in comparative education. Referring to Putnam's work on civil society, it is argued that both globalisation and post-modernity are linked to changes in the nature of late capitalism, and crises in the modern state. It is finally argued that neither offers much in practice to the much needed renewal of democracy, including in education; indeed that both arguably contribute to a trend towards individualism, and a retreat from democratic engagement and visions of the social good.     

Children's views concerning phase changes

This article reports on answers by children (Grades 1–9) to oral and written questions concerning the phase change from liquid to gas. The development of concepts was followed, proceeding from concrete to abstract ideas. Difficulties in the application of abstractions were found, and participants were frequently misled where a choice of possible correct answers was given. Many students were found to experience difficulties in problem solving even though they may have had the necessary level of knowledge. These findings lead us to emphasize the importance of explaining specific situations and experiences using clear and relevant models to suit the discussion. To this end, a number of suggestions are made for minimizing misunderstandings and enhancing understanding.     

Cross-Cultural Validation of Four Positive Psychology Assessments for Use with a Ghanaian Population

This study reports the evaluation of four positive psychology assessments for use in clinical, education, and research settings with individuals in Ghana, Africa. The analyses attempted to identify validity evidence for internal structure and relationships with related variables for the Satisfaction with Life Scale (SLS; Diener et al. Journal of Personality Assessment, 49, 71–75, 1985), General Mattering Scale (GMS; Marcus 1991), Short Grit Scale (GS; Duckworth and Quinn Journal of Personality Assessment, 9, 166–174, 2009), and Brief Resilience Scale (BRS; Smith et al. International Journal of Behavioral Medicine, 15, 194–200, 2008). The data yielded from 657 Ghanaian participants indicated factor structures ranging from a strong model fit (SLS and GMS) to an acceptable fit following modifications to factor structure (GS and BRS), while evidence based on relationships to related variables was convincing. Implications for use of these assessments and for future research are discussed.