Parental substance abuse and the nature of child maltreatment.

The authors reviewed 190 randomly selected records from the case load of a large juvenile court. These records involved cases in which the state took legal custody of the children following a finding of significant child maltreatment, based on a "clear and convincing" standard of evidence. Sixty-seven percent (127/190) of these cases involved parents who were classified as substance abusers. The results of this study revealed specific associations between (a) alcohol abuse and physical maltreatment and (b) cocaine abuse and sexual maltreatment. Logistic analyses, testing for the effects of polysubstance abuse, revealed that additional forms of substance abuse failed to add significantly to the effects of alcohol in predicting physical maltreatment or cocaine in predicting sexual maltreatment.     

Minority students vs. majority faculty and administrators in teacher education: Perspectives on the clash of cultures

This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs) at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem.     

Providing access to electronic information resources in further education

This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions.     

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.     

The 2010 Horizon Report: Museum Edition

Abstract The 2010 Horizon Report: Museum Edition examines emerging technologies for their potential impact on and use in education and interpretation within the museum environment. The report is based on conversations and dialogues with technology and museum professionals from more than two‐dozen countries.     

The role of academic management in implementing technology-enhanced learning in higher education

ABSTRACT

This article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching.     

Educational Configurations for Teaching Environmental Socioscientific Issues Within The Perspective of Sustainability

Education for Sustainability has become an institutional requirement in many countries. It takes many forms that can integrate the teaching of environmental Socioscientific Issues (SSIs). In this context, we present the French notion of Socially Acute Questions (SAQs). We develop a theoretical frame to analyse educational configurations applied to the teaching of SAQs within the perspective of sustainability. This frame is built with a reference to a matrix integrating attributes of knowledge (universal, plural, engaged or contextualised), teachers’ epistemological postures (scientism, utilitarianism, skepticsm or relativism) and various didactic strategies (doctrinal, problematizing, critical or pragmatic). To illustrate this frame, three situations of teaching-learning are compared.     

A Comparison of the Paris Principles and the International Cataloguing Principles

After more than forty-five years of cataloging experience with the Paris Principles and their impact on the international sharing of bibliographic data, the process of replacing them with a wider and deeper set of International Cataloguing Principles has been completed. This article compares the scope, technological context, process of decision making, conceptual framework, and amount of change involved in the adoption of the two different statements.