Physical violence and psychological aggression towards children: five-year trends in practices and attitudes from two population surveys   总被引：1，自引：0，他引：1  

Clément ME  Chamberland C 《Child abuse & neglect》2007,31(9):1001-1011

OBJECTIVE: To present prevalence rates of child psychological aggression and physical violence from a population survey conducted in 2004 and to compare the rates with the rates obtained in the 1999 edition of the survey. METHODS: The survey used a randomly generated telephone number methodology. Interviews were conducted using a computer-assisted telephone interview system with a representative sample of 3,148 mothers living in Quebec province, Canada. Responses relating to psychological aggression, minor and severe physical violence were collected using the Parent-Child Conflict Tactics Scales. RESULTS: Eighty percent of the mothers reported the use of psychological aggression towards a child by an adult living in the household, 43% reported at least one episode of minor violence, and 6% reported at least one episode of severe physical violence. When compared to the 1999 surveys, mothers reported 5% less minor physical violence in 2004, a result that is counterbalanced by a similar significant increase in the report of repeated psychological violence towards children in a year. Results also reveal a significant decrease in attitudes favoring the use of violence for discipline purpose between 2004 and 1999. CONCLUSIONS: The trends observed in violence towards children over the 5-year period may partly be attributed to a change in mother's attitudes concerning methods of disciplining children. Findings support the need to promote alternative methods of firm discipline that do not involve violence.  相似文献   

Identifying and assessing depression in prelingually deaf people: a literature review     

Connolly CM  Rose J  Austen S 《American annals of the deaf》2006,151(1):49-60

  相似文献   

Dylan's Birth: From His Mother's and Grandmother's Perspectives          下载免费PDF全文

Hotelling CN  Hotelling BA 《The Journal of perinatal education》2006,15(1):4-7

In this column, an adolescent mother demonstrates how preparation, Lamaze education, supportive caregivers, and an inner wisdom about the normalcy of birth enabled her to have a safe and satisfying birth. The grandmother, an experienced Lamaze educator and doula, also tells of her transformational experience as she watched her daughter give birth with strength and wisdom.  相似文献   

Knowledge in the Palm of your hands: PDAs in the clinical setting     

Honeybourne C  Sutton S  Ward L 《Health information and libraries journal》2006,23(1):51-59

  相似文献   

Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice: A gender study   总被引：1，自引：1，他引：0  

Zahra Hazari  Gerhard Sonnert  Philip M. Sadler  Marie‐Claire Shanahan 《科学教学研究杂志》2010,47(8):978-1003

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010  相似文献   

The City of Remembering: A History of Genealogy in New Orleans. Susan Tucker     

Claire Bettag 《Journal Of Archival Organization》2016,13(1-2):62-63

  相似文献   

Child and Parent Relationships with Teachers in Schools Responsible for the Education of Children with Serious Medical Conditions     

Claire Norris  & Alison Closs 《British Journal of Special Education》1999,26(1):29-33

Claire Norris, former research associate at Moray House Institute of Education, and Alison Closs, a lecturer in special education at the Institute, describe a small research project which examined the interpersonal relationships between children with chronic and/or deteriorating conditions and their parents and teachers. The research was one aspect of a wider study (Closs & Norris, 1997) which sought ways of enabling the mainstream education of such children in Scotland.  相似文献   

Trends in journal prices: an analysis of selected journals, 2000–2006     

Claire CREASER  Sonya WHITE 《Learned Publishing》2008,21(3):214-224

  相似文献   

Challenges to Stereotypes of International Students’ Prior Educational Experience: undergraduate education in India     

Peter Ninnes  Claire Aitchison  Shoba Kalos 《高等教育研究与发展》1999,18(3):323-342

The discourse concerning teaching and learning for international students in Australia has been dominated by a cultural‐deficit approach. Proponents of this perspective argue that many international students bring with them learning experiences which are inadequate in the Australian context. These experiences have favoured rote, reproductive, surface, teacher‐centred and dependent approaches to learning; which lack analytical and critical perspectives; and which have occurred in contexts dominated by examinations and substantially lacking in educational resources. More recently, other research has challenged these stereotypes of international students, particularly regarding students from Confucian‐heritage cultures. This paper examines these stereotypes in relation to international students from India, through the use of a review of the available literature on Indian higher education and the analysis of the undergraduate learning experiences of a group of postgraduate students studying at a large Australian metropolitan university. It concludes that while some aspects of the stereotype may apply to Indian undergraduate education, most aspects of the cultural‐deficit perspective are problematic in that context, and a more contextualised approach is of greater use in understanding and describing the diversity of undergraduate learning in India.  相似文献   

Book reviews     

David R. Spencer  Claire Hoertz Badaracco  John Feather  Kenneth Womack  Thomas L. Bonn 《Publishing Research Quarterly》1999,15(1):62-73

  相似文献