The perpetrator's strategy as a crucial variable: a representative study of sexual abuse of girls and its sequelae in Switzerland     

Niederberger JM 《Child abuse & neglect》2002,26(1):55-71

OBJECTIVE: Little is known about the long-term consequences of "soft" perpetrator strategies. The purpose of the present study is to assess the consequences of love-bargaining strategies compared to those involving force. METHOD: A representative sample of 980 women, aged 20 to 40 years, in the German-speaking part of Switzerland was asked questions regarding psychosomatic well-being, sexual actions, and perpetrator strategies, as well as motivations for tolerating long periods of abuse. The answers regarding strategies were factor analyzed. The effect on psychosomatic well-being was determined by means of stepwise regression analysis and correlation analysis. RESULTS: The prevalence of child sexual abuse (CSA) was 39.8% overall and 14.7% for severe abuse. Using the three variables love-bargaining strategy, self-blaming, and need for affection, an adjusted R2 of .44 was reached in the 3rd step as a dependent variable with a General Symptomatic Index (GSI) calculated from an abbreviated version of the SCL-90-R. The first of the three variables mentioned was by far the most influential. Force was not included in the equation but was closely correlated on a bivariate level with the SCL-90 partial scale "anxiety." CONCLUSIONS: The consequences of CSA produced by the use of soft strategies have been underestimated in the past.  相似文献   

The rabbi's dilemma. [Interview by Alison George     

Ekstein J 《New scientist (1971)》2004,181(2434):44-47

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Der Einfluss der kommunalen Steuerung auf die Weiterbildungsbeteiligung – Ein Mehrebenen Modell mit Daten des Mikrozensus in Deutschland     

Andreas Martin  Klaus Schömann  Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2016,19(1):55-82

Few analyses of participation in continuing education take into account management at the local or regional level. This is surprising, since continuing education is expected to react not only to global changes in employment structures, but also to local changes in demographic structures, qualification levels or migration flows. Responding to this problematic situation with individualized and diverse choices is especially challenging considering that, in recent years, local community administrations have also been given the responsibility of managing continuing education programs. Questions arise regarding the extent to which local communities actually address the needs of specific (non-)participant groups and the role community management of continuing education plays. These questions are investigated using a multi-level model which looks at the impact of local community administrative practices on participation in continuing education by members of certain social groups. We find differences between districts in the continuing education participation of older persons as well as less qualified males.  相似文献   

Spondylarthropathien     

Josef Hermann  Winfried Graninger 《Wiener klinische Wochenschrift Education》2006,1(1):41-56

Ohne Zusammenfassung  相似文献   

Teaching for learning-to-learn: a critical appraisal with some proposals     

Karl Josef Klauer 《Instructional Science》1988,17(4):351-367

The recent literature on learning-to-learn is reviewed from the aspect of how to improve learning activities. Focus is on questions such as the appropriate dependent variable, the most promising variables to practise and particularly the diverse learning strategies to teach to students. Other questions dealt with are the kind of curriculum and the optimal breadth of the interventional program. The main proposal is that teachers should be qualified not only to teach the respective subject matter but also to teach students how to learn this subject matter.  相似文献   

Impact of European projects on engineering education     

Josef Hynek  Antonín Slaby 《European Journal of Engineering Education》2001,26(3):255-266

Various European programmes represent invaluable help and source of experience for universities in Central and Eastern Europe. Being an emerging university that was established just 8 years ago, we welcomed the chance to be involved in numerous projects that introduced us to the area of European cooperation. Last summer two very interesting projects concerning our university were finished (in terms of financing from the sources mentioned above) and so it is a good occasion to evaluate the progress of our international co-operation in the last 3 years and to look forward towards further development of our established links. The first project was financed by The British Know How Fund and its aim was to bring together the University of Hull, UK, and the Faculty of Informatics and Management UHK in Hradec KrÁlové (FIM). The second project, called INSYPA, was a Joint European Project within the frame of the TransEuropean Mobility Programme for University Studies (Tempus). Both projects were extremely fruitful for us but so different one from another that we think it might be interesting to compare them. The contribution describes our original plans, their development, evolution of our partnership, the problems which arose and were solved. The main stress is given to expertise obtained, methods of assessment, persistent links and their influence on our integration to EU educational and research programmes.  相似文献   

„Tennis Training mit System“ Für Fortgeschrittene und Tumierspieler     

Alexander Ferrauti  Peter Maier  Karl Weber  Josef Keul 《Sportwissenschaft》1999,29(3):360-361

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Attitudes of social science students in Israel and Austria towards the belated twins scenario--an exploratory study     

Prainsack B  Hashiloni-Dolev Y  Kasher A  Prainsack J 《Public understanding of science (Bristol, England)》2010,19(4):435-451

This article discusses results of a questionnaire survey of 156 university students in Israel and Austria examining reactions towards the Belated Twins scenario, which entails the artificial twinning of embryos of which one is immediately carried to term while the other one is born later. The scenario resembles a case of human reproductive cloning in terms of result (the creation of genetically identical individuals in a time-delayed manner) but it involves gamete fusion like "natural" reproduction. By means of qualitative text analysis we discuss the core themes mobilized both in support and opposition to the scenario. While Israeli and Austrian respondents held similar general attitudes (about half were in favour of legalizing Belated Twins, while about a third opposed it), they drew partly on different arguments to arrive at their conclusions. In both groups, uncertainty stemming from "novel" elements in the scenario was regularly interpreted as negatively exacerbating existing issues.  相似文献   

Implementation eines wissenschaftlich erprobten,didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis     

Petra Hetfleisch  Dr. Annika Goeze  Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2014,17(2):297-322

There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educa­tors are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.  相似文献   

God–Mother–Baby: What Children Think They Know     

Florian Kiessling  Josef Perner 《Child development》2014,85(4):1601-1616

This study tested one hundred and nine 3‐ to 6‐year‐old children on a knowledge‐ignorance task about knowledge in humans (mother, baby) and God. In their responses, participants not reliably grasping that seeing leads to knowing in humans (pre‐representational) were significantly influenced by own knowledge and marginally by question format. Moreover, knowledge was attributed significantly more often to mother than baby and explained by agent‐based characteristics. Of participants mastering the task for humans (representational), God was largely conceived as ignorant “man in the sky” by younger and increasingly as “supernatural agent in the sky” by older children. Evidence for egocentrism and for anthropomorphizing God lends support to an anthropomorphism hypothesis. First‐time evidence for an agent‐based conception of others' knowledge in pre‐representational children is presented.  相似文献