Stakeholder Identification of Barriers and Facilitators to Sexual Health Education for Female Survivors of Violence: A Mixed Methods Study     

Brooke E. E. Montgomery  S. Alexandra Marshall  Sharon E. Sanders  Martha M. Phillips  Michelle Cline  Max Snowden 《American journal of sexuality education》2018,13(1):18-39

There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure.  相似文献   

Some remarks on the production of showers by cosmic rays     

C.G. Montgomery  D.D. Montgomery 《Journal of The Franklin Institute》1938,226(5):623-627

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Simulations: Using experiential learning to add relevancy and meaning to introductory courses     

Kathleen Montgomery  Susan Brown  Cathleen Deery 《Innovative Higher Education》1997,21(3):217-229

Over the past two years the authors have provided experiential learning in the form of a simulation exercise to help 240 college students relate personally to the foundations of education. Introductory courses, with a preponderance of facts and breadth of content, can easily overwhelm students. The simulation not only energized the students but also personalized an in-depth understanding of educational issues. This theoretical knowledge was applied practically, a link which may often be missing in many introductory courses.Kathleen K. Montgomery holds a D. Ed. from The Pennsylvania State University. She is Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Curriculum and Instruction for Elementary Education. Professor Montgomery's research interests include the design of experiential learning and assessment methods used to evaluate such learning. She is currently working on a book about authentic assessment methods useful for elementary teachers. Susan C. Brown holds an Ed.D. from the University of Central Florida. She is the Assistant Director/Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Multicultural Education. Professor Brown has recently published articles on multicultural education for perservice teachers in theJournal of Curriculum and Supervision andCurriculum, a British Journal of educators. She is on the Editorial Board of the Educational Forum. Cathleen M. Deery holds the M.S. degree for Syracuse University. She is lecturer at Elmira College, where she teaches Introduction to Education, Educational Psychology, and Inclusionary Education. Professor Deery has designed numerous experiential learning components for her classes, and she is currently working on a book with Kathleen Montgomery about authentic assessment methods.  相似文献   

Planned adolescent pregnancy: themes related to the pregnancy          下载免费PDF全文

Montgomery KS 《The Journal of perinatal education》2004,13(4):27-35

Health-care providers need to recognize that not all adolescent pregnancies occur as a result of error. A small subset of adolescents intentionally plan their pregnancy. The purpose of this phenomenological study was to describe the experiences of 14- to 17-year-old pregnant females who had planned their pregnancies. Participants were recruited from one prenatal clinic at a large tertiary medical center in the eastern region of the United States. Three themes emerged from participant interviews that were related to the adolescents' pregnancies. Themes included living environment issues, adjustment to the pregnancy, and an increased motivation to do well in school and work to provide a good life for their infants. Understanding the phenomena of planned adolescent pregnancy can provide a basis for health-care providers to provide support to adolescent females in this life transition. Understanding the common experience of these adolescents can assist health-care providers to develop individualized interventions to best meet these young women's needs and to improve birth outcomes among this population.  相似文献   

Teaching STEM education through dialogue and transformative learning: global significance and local interactions in Mexico and the UK     

Catherine Montgomery  Juan Manuel Fernández-Cárdenas 《师资教育杂志》2018,44(1):2-13

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Web Sites that Address Epidural Anesthesia for Childbirth          下载免费PDF全文

Cubera S  Montgomery KS 《The Journal of perinatal education》2004,13(4):53-56

Epidural analgesia has become a popular way to reduce pain during labor. Because epidural use is not limited to women who plan its use, but extends to some who originally planned a nonmedicated birth, it is important for the childbirth educator to provide information on this topic to all women. In this column, the authors provide examples of Web sites that address epidural anesthesia. Web sites for professionals and consumers are included. Encouraging the use of such resources by expectant parents can provide them with good information and allow the class time on this topic to be that of clarification.  相似文献   

Interdisciplinary Learning: Process and Outcomes   总被引：1，自引：0，他引：1  

Lana Ivanitskaya  Deborah Clark  George Montgomery  Ronald Primeau 《Innovative Higher Education》2002,27(2):95-111

Interdisciplinary learning is characterized by the integration of multidisciplinary knowledge across a central program theme or focus. With repeated exposure to interdisciplinary thought, learners develop more advanced epistemological beliefs, enhanced critical thinking ability and metacognitive skills, and an understanding of the relations among perspectives derived from different disciplines. Our adaptation of Biggs and Collis' (1982) Structure of the Observed Learning Outcome illustrates the stages of interdisciplinary knowledge integration and explains corresponding patterns of learners' intellectual functioning, from acquisition of single-subject information to transfer of interdisciplinary knowledge to other topics, issues, or problems.  相似文献   

Nutrition and HIV-Positive Pregnancy          下载免费PDF全文

Montgomery KS 《The Journal of perinatal education》2003,12(1):42-47

When an HIV-positive woman becomes pregnant, additional nutritional considerations are warranted. Compared to routine prenatal nutritional assessment and intervention, pregnant HIV-positive women have increased needs to promote a healthy outcome. This column contains information on HIV and pregnancy, nutrition and infection, and nutrition for HIV-positive pregnancy. This content can be integrated into childbirth education settings to improve care to women who are HIV-positive.  相似文献   

Diagnosing and dealing with salary compression     

Julie K. Snyder  Gerald W. McLaughlin  James R. Montgomery 《Research in higher education》1992,33(1):113-124

Newly hired faculty members in certain disciplines demand and receive salaries that approach or exceed those of existing faculty at the same or higher professional rank. This phenomenon is often referred to as salary compression. This paper presents methods used to determine if salary compression exists and the extent to which it exists. In addition, the results of a phone survey of university provosts provide information on how university administrators address the issue of salary compression.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991. Represents revision and enhancement of a paper presented at the 1990 SAIR/SCUP Conference.  相似文献   

Children of torture victims: Reactions and coping     

Edith Montgomery  Yvonne Krogh  Anne Jacobsen  Berit Lukman 《Child abuse & neglect》1992,16(6):797-805

The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method.  相似文献