Impact of a new mandatory reporting law on reporting and identification of child sexual abuse: A seven year time trend analysis

Child sexual abuse is widespread and difficult to detect. To enhance case identification, many societies have enacted mandatory reporting laws requiring designated professionals, most often police, teachers, doctors and nurses, to report suspected cases to government child welfare agencies. Little research has explored the effects of introducing a reporting law on the number of reports made, and the outcomes of those reports. This study explored the impact of a new legislative mandatory reporting duty for child sexual abuse in the State of Western Australia over seven years. We analyzed data about numbers and outcomes of reports by mandated reporters, for periods before the law (2006–2008) and after the law (2009–2012). Results indicate that the number of reports by mandated reporters of suspected child sexual abuse increased by a factor of 3.7, from an annual mean of 662 in the three year pre-law period to 2448 in the four year post-law period. The increase in the first two post-law years was contextually and statistically significant. Report numbers stabilized in 2010–2012, at one report per 210 children. The number of investigated reports increased threefold, from an annual mean of 451 in the pre-law period to 1363 in the post-law period. Significant decline in the proportion of mandated reports that were investigated in the first two post-law years suggested the new level of reporting and investigative need exceeded what was anticipated. However, a subsequent significant increase restored the pre-law proportion, suggesting systemic adaptive capacity. The number of substantiated investigations doubled, from an annual mean of 160 in the pre-law period to 327 in the post-law period, indicating twice as many sexually abused children were being identified.     

对中法健身操存在的差异分析

阐述了中、法健身操的开展概况，认为中法健身操存在差异的主要原因在于：化观念上的差异，经济发展水平上的差异，俱乐部监测体系的差异，教练员培养途径方面的差异，并提出了我国健身操发展的对策。     

语义多层面上的性别差异

词的意义有多个层面,如外延意义、内涵意义、风格意义、感情意义、联想意义、搭配意义等.外延意义是词的基本意义.从语义的多层面去研究性别差异可以拓宽词义研究的范畴,并为语义学和社会语言学研究提供一种科学的、切实可行的研究方法.研究表明语言中的性别差异客观存在,但性别歧视并非随处可见;研究语义多层面上的性别差异有助于在更高层次上较为全面、准确地认识和把握语言与客观世界的关系.     

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners

This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading comprehension of Spanish-speaking ELLs.

广西思想政治理论课教师工作满意度差异性研究——思想政治理论课教师工作满意度研究之三

本文就不同背景下教师工作满意度的差异性及成因进行分析,旨在更深层次地探讨不同背景下教师的工作满意状况及需求。并根据研究结果对如何提高思想政治理论课教师工作满意度提出了对策性建议。     

从《信仰之旅》看儒教和基督教的异同

林语堂独特的人生经历使其拥有迥异于同时代作家的信仰历程,《信仰之旅》是对其不同时期信仰选择的最好诠释.以宗教为切入点,透过《信仰之旅》来探析林语堂的内心世界,比较儒教与基督教的异同,尤其是两者在代表人物、代表著作、教义精神和博爱思想等方面的不同和差异.     

珠江-西江经济带绿色发展水平的时空差异及影响因素研究

选取珠江-西江经济带21个市州为测度对象,通过建立绿色发展评价指标体系,分析其时空差异特征和影响因素。研究发现,2004—2016年珠江-西江经济带绿色发展水平整体呈上升趋势,但各市州差异明显。经济发展绿化度数值"先降后升",呈现东高西低的分布规律,资源环境承载潜力由"内低外高"演变成"内高外低"的U字型形态,绿色投资与建设高值区逐渐向外扩展,绿色发展水平综合评价的重心由西北部向东南部迁移。相关性分析显示,其主要影响因素是经济发展水平、产业结构类型、地形资源状况及政策支持力度。最后,提出了调整和优化产业结构等相关建议。     

The Lamaze Certified Childbirth Educator’s Role in Teaching Survivors of Childhood Sexual Abuse

There is a strong likelihood that at least one participant in any Lamaze childbirth education class has had personal experience with childhood sexual abuse. Using the wisdom of Lamaze Certified Childbirth Educators and respected authors in the field of childhood sexual abuse, this column enlightens the childbirth educator in three ways: understanding the incidence of female and male childhood sexual abuse; understanding the effects of sexual, emotional, physical, and verbal abuse on the pregnant and parenting family; and facilitating classes that are sensitive to the needs of survivors of childhood sexual abuse as well to all expectant parents.     

Sexual abuse of children in Denver, 1979: Reviewed with implications for pediatric intervention and possible prevention

287 children involved in sexual abuse are reviewed. All were reported in Denver, Colorado, U.S.A., in 1979. Specific attention is given to the origin of the report of cases later determined to be unfounded. Sibling sexual involvement is examined, particularly with reference to the age differential. Perpetrators are categorized as fathers, stepfathers, mother's “boyfriend,” relatives or family friends. These in turn are related to the ages of the children involved. Attention is given to the frequency with which the victimized child had reported the incident(s) months to years before it was reported to an agency. In 50% of the cases the victimized children are under 12 years of age, and in 15% of the cases they are under 6 years of age. Suggestions are made regarding detection and preventive measures, particularly in the history-taking phase of the pediatrician-patient relationship and in vaginal physical findings.     

Students' experiences of aggressive behaviour and bully/victim problems in Irish schools

Since the 1980s, a greater understanding of the frequency and typology of bullying/victim problems in schools has been accrued in many countries, including Ireland, where a nationwide study of bullying behaviour in schools was undertaken in 1993–1994. However, rather less is known about Irish school students' involvement in other forms of aggressive behaviour. The purpose of the survey described here was to ascertain the prevalence of school students' experiences of certain categories of general aggressive behaviour, as well as the prevalence of bully/victim problems, in Irish schools. Data were obtained via the administration of a specially and extensively modified version of the Olweus Bully/Victim Questionnaire to 5569 participants (2312 primary and 3257 post-primary) in Ireland in the autumn/winter school term of 2004–2005. Principally, it was found that experiences of aggressive behaviour appeared to be widespread; whilst age trends varied according to individual categories of aggressive behaviour, gender differences were more clear – boys were more frequently the targets of ‘direct’ forms of aggressive behaviour, whereas girls were more frequently the targets of ‘indirect’ forms. Furthermore, bully/victim problems appear to be persistent in Irish schools, with 35.3% of primary students and 36.4% of post-primary students reporting having been bullied over the last three months. It was contended that inroads into preventing and dealing with bullying and aggressive behaviour in Irish schools might best be made via governmentally-supported nationwide intervention programmes, as has been the case in Norway.