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1.
Prevalence of child sexual abuse reported by a cross-sectional sample of New Zealand women 总被引：1，自引：0，他引：1
OBJECTIVE: The objective is to describe the prevalence of child sexual abuse (CSA) among women in New Zealand, document ethnic specific rates, and outline the frequency of abuse experienced and the most commonly identified perpetrators. Associations between CSA and later adverse consequences were also explored. METHODS: Retrospective report from a random sample of 2,855 women aged 18-64 years old in two regions in New Zealand. Face-to-face interviews with one randomly selected woman from each household were conducted. RESULTS: The overall prevalence rates for CSA were 23.5% for women from the urban region and 28.2% from the rural region. In both urban and rural regions, Māori women more frequently reported experiences of CSA than women from European and other ethnic groups (urban: 30.5% vs. 17.0% and rural: 35.1% vs. 20.7%). The median age of onset of the abuse was 9 years, and the median estimated age of the abuser was 30 years. Half of those who experienced CSA reported that it occurred once or twice, 27% "a few times," and 23% "multiple times." Sole perpetrators were involved in 83% of cases. The majority of cases were perpetrated by a family member, most frequently male. Compared with non-victims, victims of CSA were twice as likely to experience later intimate partner violence and violence by others. CONCLUSIONS: This study reports on a large, population-based sample in an ethnically diverse population in New Zealand, providing the first ethnic-specific rates of CSA available. Findings suggest important priorities for prevention and intervention activities. 相似文献
2.
The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth
through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations.
As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to
grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals
in school library media. This article investigates the attributes of successful professional development experiences which
include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops. 相似文献
3.
Lana Edwards Santoro Michael D. Coyne Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133
Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice. 相似文献
4.
Lana Soglasnova 《Slavic & East European Information Resources》2017,18(3-4):243-248
5.
John C. Gerlach and Lana Gerlach's The Critical Index: A Bibliography of Articles on Film in English, 1946-1973 (New York: Teacher's College (of Columbia University) Press, 1974---$15.00/6.50) Stephen E. Bowles' Index to Critical Film Reviews 1930-1972, together with Index to Critical Reviews of Books About Film (New York: Burt Franklin, 1974---$26.50, two volume set) 相似文献
6.
This article describes a method that academic librarians can use to help established scholars and doctoral students become more cognizant of interdisciplinary approaches to their academic fields and areas. This method centers around the creation of knowledge maps: visually oriented aids tracing intellectual connections and linkages between and among various fields and areas that allow students and professors to get a good sense of emerging trends in a given academic specialty. Many professors want librarians to be proactive when it comes to suggesting new perspectives and new ways of seeing their research questions. Knowledge maps can be used by librarians as information-literacy tools in the facilitation of interdisciplinary knowledge among academic researchers. In addition, the creation of knowledge maps by librarians can be seen as a component of the changing nature of reference librarianship—a job that is becoming more intellectualized through one-on-one consultations between students, professors, and librarians. 相似文献
7.
It seems appropriate, if not necessary, to use empirically supported criteria to evaluate reading software applications. This study's purpose was to develop a research-based evaluation framework and review selected beginning reading software that might be used with struggling beginning readers. Thirty-one products were reviewed according to criteria that addressed interface design, instructional design, and beginning reading content. Findings suggested that the software sample generally did not meet the evaluation standards. Results also indicated that software rating highly on interface design tended to rate lower on beginning reading content. Based on these results, implications for practice and next steps for research are also discussed. 相似文献
8.
Asha K. Jitendra Lana L. Edwards Claire M. Choutka Pamela S. Treadway 《Learning disabilities research & practice》2002,17(4):252-267
The purpose of this article is to describe a collaborative approach to planning in the content areas to include and allow students with learning disabilities access to the general education curriculum. Procedures for selecting and organizing content, determining activities, identifying accommodations and modifications necessary to enhance content learning, and assessing student performance are presented. In addition, a sample unit plan and a lesson plan are included to illustrate the outcomes of collaborative planning based on effective teaching practices. 相似文献
9.
Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct. 相似文献
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