Developing guidelines for HIV antibody testing among victims of pediatric sexual abuse

The incidence of human immunodeficiency virus (HIV) infection acquired by children through sexual abuse is presently unknown. A telephone survey of 63 practitioners of pediatric sexual abuse (PSA) assessment in the five U.S. regions with highest prevalence of HIV infection was conducted to determine the present status of guidelines for HIV antibody testing of PSA victims. No formal protocol was used by any of those surveyed, and a literature review found no existing guidelines for HIV antibody testing of PSA victims. A standard set of clinical situations was presented to practitioners to assess whether a consensus exists of indications for HIV antibody testing of abused children. Seven clinical profiles with 12 criteria were presented including HIV antibody status, AIDS/ARC clinical profile, and behavioral profile of the assailant; clinical profile of the victim; pre-assault victim behavioral profile compatible with high risk of HIV infection (exclusively adolescents); parent/guardian anxiety/psychosocial profile; and profile of the assaultive act with respect to potential transmissibility of HIV. We found an 85% or greater consensus for 6 testing criteria, and based upon these propose an interim set of HIV antibody testing guidelines for PSA victims. There was no consensus about five testing criteria, but their frequent citation merits further consideration. Clinical application of interim guidelines and design of prospective studies to quantitatively evaluate them are reviewed.     

Special Education in Singapore

THE NEW EDUCATION SYSTEM was implemented in 1980 with the objective of arresting the high attrition rates of premature school leavers by providing a differentiated curriculum to suit the needs and abilities of different learners in Singapore. As a result, streaming was introduced into schools to bring out the best in every child regardless of ability. Against such a background, health, welfare and special educational services and programs for disabled people are discussed. To support the changes and improvements recommended for disabled people as contained in the Report of the Advisory Council on the Disabled(1988), the training of teachers and other rehabilitative staff are highlighted. From 1988, opportunities for the disabled have increased tremendously and the enthusiasm and efforts put in by all parties concerned with the welfare of the disabled which have greeted these recommendations thus far, augurs well for special educational development in Singapore.     

Long-term Practicals in Chemistry in the First-cycle Engineering Curriculum

In 1974–75 at the K.U.Leuven Project Work as Practicals was started in the first-cycle engineering curriculum aiming at (1) the integration of separate teaching items and 7lpar;2) the integration of theoretical and practical or numerical aspects of those items. After 4 years the evaluation of it was more than satisfactory. The teaching team of the Chemistry course has integrated this system of practicals into their normal chemistry practicals. In this way more students 7lpar;currently only 20%) would be able to profit from the new education curriculum, now called ‘Long-term Practicals’. About 20%of the sophomore student volunteers are working for about 15 hours spread over 5 weeks at a mini-research subject in close contact with the members of the teaching team, using the instruments of the Chemistry Division, reading the literature, writing a report after the practical work, with discussion and evaluation of the work with their team-leader. To make it possible that all the sophomore students (400 students in 1987)could profit from this new education system, the physics, mechanics, mathematics, etc. practicals have to adapt to the same integrated practical system.     

Reasoning about logical propositions and success in science

Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.     

The digit naming speed test: Its power and incremental validity in identifying children with specific reading disabilities

This paper presents two studies, both of which address the question of whether a test that measures the automaticity with which digits can be named could be useful as part of a diagnostic battery to assess reading disabilities. In the first study, the Digit Naming Speed Test significantly differentiated elementary-school boys who were disabled readers from age-matched boys reading at appropriate grade levels, correctly classifying 83.3% of the children. In the second study, the Digit Naming Speed Test accounted for a significant portion of the word recognition variance of nondisabled readers over and above that portion accounted for by general intelligence as measured by the WISC-R. Taken together, these studies indicate that the Digit Naming Speed Test has the potential to contribute significantly to the diagnostic process.     

College attrition,student use of campus facilities,and a consideration of self-reported personal problems

Five groups of undergraduate students, Dropouts (academic dismissals), Low Stopouts (voluntary leavers with low GPA), Low Persisters (continuing students with low GPA), High Stopouts (voluntary leavers with high GPA), High Persisters (continuing students with high GPA), were compared in terms of their use of various campus facilities and their responses to a checklist of personal problems. The High Stopouts and High Persisters did not differ in use of facilities. However, among the low academic performance students, the Low Persisters made significantly greater use of facilities than the Low Stopouts, who, in turn, made significantly greater use of facilities than Dropouts. These findings, for the most part, did not appear to be related to the self-reported importance of personal problems. It was concluded that among low performance students, the broad use of campus services and facilities can be taken as a measure of student integration in the college community.