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71.
OBJECTIVE: Study objectives were to describe a hospital Child Protection Team's (CPT) efforts to develop and implement a protocol for systematic evaluation and management of accusations that hospital staff have abused pediatric patients, and to learn how to avoid problematic patient encounters and cope with existing accusations. METHOD: This study reports on a retrospective series of cases from one pediatric hospital between 1982 and 1996. It includes a survey of national children's hospitals' experience from 1990 through 1995. RESULTS: After initial complaints to our hospital's CPT, it became apparent that procedures were inadequate to protect the safety of patients and rights of the accused. A protocol for reporting, evaluation, and management of accusations was developed and implemented by the CPT. Thirty-four accusations of abuse of children by staff were reviewed. Seventeen of the physical abuse cases included bruising, fractures, rough handling, and verbal abuse. Eighteen sexual abuse complaints included touching and sexual statements. Complaints were substantiated in 23% of the accusations, and a third of the identified staff members were fired or resigned. Child victims had a high frequency of chronic illness. They and their families frequently had histories of prior abuse, mental illness, and social disarray. These factors made children more likely to become victims of real abuse and to misinterpret standard hospital procedures as abusive. All service areas of the hospital and types of hospital staff were accused of patient abuse. CONCLUSIONS: Few children's hospitals have formal protocols for internal management of or training programs to avoid complaints. Institutions and their staff who care for children should anticipate abuse complaints, train them in risk reduction methods, and develop accusation management plans. 相似文献
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This paper compares provision for and the practice of craft education in England and Wales and Japan. Particular attention is given to craft within the National Curriculum subject of art in England and Wales and Japan at lower secondary level and to current perceptions of its educational value. Some of the key dilemmas faced by both English/Welsh and Japanese policymakers and practitioners are identified, together with cultural factors impacting on the status of craft and its successful implementation. We conclude by reflecting on the value of comparative studies of education to the research teams concerned. 相似文献
74.
ABSTRACTLearning and teaching leadership by Associate Deans has struggled for effective acceptance in universities for decades. Various Government reviews, policy changes, and reward and recognition systems have been implemented to encourage universities to focus on learning and teaching leadership, and to assure quality outcomes in a changing global landscape. The role of the Associate Dean was created to lead learning and teaching strategically in local university contexts. Despite many recommendations to support the role, it has been reported for almost three decades that Associate Deans struggle to bring about change in the enhancement of learning and teaching. So, have things changed for the Associate Deans, are they more equipped to lead learning and teaching in university contexts now? In this article, through interviews with 25 Associate Deans, and through a Bourdieusian lens, we explore the Capital they possess in their leadership roles. Such Capital is considered against 35 Hallmarks identified in the literature as key to fully equipping Associate Deans as learning and teaching leaders. Both individual Capital and Capital deriving from how the Field is enabling or inhibiting Associate Deans are explored. It is revealed that many Associate Deans may not have the Capital necessary to fully equip them for their leadership of learning and teaching role, and that the traditional university culture, or Field in which they operate, either purposefully or unconsciously may be contributing to inhibiting their leadership. This article provides a timely opportunity to pause and contemplate the Capital that is required for Associate Deans in their role. It highlights for university administrators and leaders what is required for Associate Deans to be fully equipped to fulfil the role and to lead the learning and teaching change that is necessary for universities to thrive. 相似文献
75.
Barry S. Mason Rienk M.A. van der Slikke Michael J. Hutchinson Vicky L. Goosey-Tolfrey 《Journal of sports sciences》2020,38(8):937-944
ABSTRACTThis study determined the physical and technical demands of elite wheelchair tennis (WT) match-play, how the demands differed between divisions (Men, Women, Quad) and the effect that set result and score margin had on these demands. Seventeen WT players were monitored during a singles competition. Physical measures of performance were analysed using an indoor tracking system and inertial measurement units. Technical measures of performance were examined using video analysis. Physical measures of performance differed by division (Men > Women > Quad) for most parameters. Rallies were longer during Men’s (P = 0.027) and Women’s (P = 0.004) matches compared to Quad’s and fewer shots were hit off 2 bounces in Men’s matches compared to Women’s and Quad’s (P ≤ 0.026). High-speed activity (HSA) increased during losing sets (P = 0.043). Most physical measures of performance increased by moderate to large effects during sets with a small score margin (≤3 games differential). Mean speed and HSA were similar during losing sets, regardless of margin, but decreased (large effects) when winning by a large margin. This study demonstrated the physical and technical demands that elite WT players need to be prepared for and how situational factors can influence these demands. 相似文献
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Eleazar Vasquez III Angel Lopez Carrie Straub Selma Powell Tracy McKinney Zachary Walker Tiphanie Gonzalez Timothy A. Slocum Lee Mason Breda V. Okeeffe Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education. 相似文献
78.
Samantha E. Goldman Meghan M. Burke Carolyn Q. Mason Robert M. Hodapp 《Exceptionality》2017,25(1):40-53
Parents of students with disabilities often receive support from special education advocates, who may be trained through a variety of programs. Using a web-based survey, this study examined the postgraduation advocacy activities of 83 graduates of one such volunteer advocacy training program. In the one to four years after program graduation, 63.8% (53 of 83) of the graduates advocated for one or more families; these sustained advocates reported stable rates of advocacy over time, and advocates performed activities that were either family-focused or school-focused. For graduates who advocated post-training, amounts of advocacy were positively related to satisfaction with advocating and with higher levels of involvement with other advocates and with the broader disability community. Compared to those not advocating after graduating, sustained advocates reported greater advocacy-role identities, increased involvement in disability groups, and higher likelihood to advocate in the upcoming year. Future research and practice implications are discussed. 相似文献
79.
This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices. 相似文献
80.