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51.
Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance sexual health education, massage therapy programs could collaborate with specialists in sex therapy or sexuality education. Massage therapy training may need to include the following topics: working with clients who have been sexually abused, working with transsexual clients, understanding sexual arousal processes, and understanding dynamics between men and women. 相似文献
52.
Brian Fauteux 《Journal of Radio & Audio Media》2020,27(1):8-24
The aim of this article is to assess whether and how the CBC’s music radio programming reflects the corporation’s mandate of showcasing a diversity of music and culture. I argue that a program logic that privileges an international corporate music industry strategy persists (particularly during the peak morning and afternoon drive time programs) and limits the capacity for public radio to imagine and project alternative musical trajectories. My aspiration is to imagine CBC Music’s over-the-air radio as a residual broadcast service, one that presents novel opportunities at a time when digital and online streaming music is dominant. 相似文献
53.
Brian Edward Hubner 《Archival Science》2007,7(3):195-206
Census information of some form has been collected in Canada since the 1611 census of New France. Aboriginal people, identified
or not, have been included in these enumerations. The collection of this information has had a profound impact on Aboriginal
people and has been an element that has shaped their relationship with the dominant society. In response, Canadian Aboriginal
people have often resisted and refused to co-operate with census takers and their masters. This article is an examination
of this phenomenon focused on the censuses conducted in the post-Confederation period to the present. A census is made to
collect information on populations and individuals that can then be used to configure and shape social and political relations
between those being enumerated and the creators of the census. However, the human objects of the census are not just passive
integers and they have resisted its creation in a number of ways, including being “missing” when the census is taken, refusing
to answer the questions posed by enumerators or even driving them off Aboriginal territory. A census identifies elements of
the social order and attempts to set them in their “proper” place and those who do not wish to be part of that order may refuse
to take part. Archivists and historians must understand that the knowledge gained in a census is bound with the conditions
of own creation. This has been noted by contemporary Aboriginal researchers who often state that the archival record of their
people often distorts history and reflects the ideas and superficial observations of their Euro-Canadian creators. Changes
to the Census of Canada since 1981, have increased the participation rate and therefore changed the nature of the record.
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
Brian Edward HubnerEmail: |
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
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55.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
56.
Veenstra R Lindenberg S Zijlstra BJ De Winter AF Verhulst FC Ormel J 《Child development》2007,78(6):1843-1854
For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship. 相似文献
57.
Marital conflict and conduct problems in Children of Twins 总被引:3,自引:0,他引:3
Harden KP Turkheimer E Emery RE D'Onofrio BM Slutske WS Heath AC Martin NG 《Child development》2007,78(1):1-18
The Children-of-Twins design was used to test whether associations between marital conflict frequency and conduct problems can be replicated within the children of discordant twin pairs. A sample of 2,051 children (age 14-39 years) of 1,045 twins was used to estimate the genetic and environmental influences on marital conflict and determine whether genetic or environmental selection processes underlie the observed association between marital conflict and conduct problems. Results indicate that genetic and nonshared environmental factors influence the risk of marital conflict. Furthermore, genetic influences mediated the association between marital conflict frequency and conduct problems. These results highlight the need for quasiexperimental designs in investigations of intergenerational associations. 相似文献
58.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
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