Association of perpetrator relationship to abusive head trauma clinical outcomes     

Philip V. Scribano  Kathi L. Makoroff  Kenneth W. Feldman  Rachel P. Berger 《Child abuse & neglect》2013

The diagnosis of abusive head trauma (AHT) remains a significant public health problem with limited prevention success. Providing protection from further harm is often challenged by the difficulty in identifying the alleged perpetrator (AP) responsible for this pediatric trauma. The objective of this study was to evaluate demographic and clinical characteristics of children with AHT and the relationship between APs and their victims in a large, multi-site sample. Understanding the AHT risks from various caregivers may help to inform current prevention strategies. A retrospective review of all cases of AHT diagnosed by child protection teams (CPT) from 1/1/04 to 6/30/09 at four children's hospitals was conducted. Clinical characteristics of children with AHT injured by non-parental perpetrators (NPP) were compared to parental perpetrators (PP). There were 459 children with AHT; 313 (68%) had an identified AP. The majority of the 313 children were <1 year of age (76%), Caucasian (63%), male (58%), receiving public assistance (80%), and presented without a history of trauma (62%); mortality was 19%. Overall, APs were: father (53%), parent partner (22%), mother (8%), babysitter (8%), other adult caregiver (5%); NPP accounted for 39% of APs. NPPs were more likely to cause AHT in children ≥1 year (77% vs. 23%, p < 0.001) compared to PP. Independent associations to NPP included: older child, absence of a history of trauma, retinal hemorrhages, and male perpetrator gender. While fathers were the most common AP in AHT victims, there is a significant association for increased risk of AHT by NPPs in the older child, who presents with retinal hemorrhages, in the hands of a male AP. Further enhancement of current prevention strategies to address AHT risks of non-parental adults who provide care to children, especially in the post-infancy age seems warranted.  相似文献   

Individuality     

Frank R. Whittacre  Philip D. Vairo 《Peabody Journal of Education》2013,88(5):311-312

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Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course     

George Papageorgiou  Dimitrios Stamovlasis  Philip Johnson 《Journal of Science Teacher Education》2013,24(4):763-787

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SELF‐SELECTION OF STUDENT TEACHERS     

George Langberg  Philip I. Freedman 《Equity & Excellence in Education》2013,46(4-5):34-40

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Oral anatomy laboratory examinations in a physical therapy program     

Philip A. Fabrizio 《Anatomical sciences education》2013,6(4):271-276

The process of creating and administering traditional tagged anatomy laboratory examinations is time consuming for instructors and limits laboratory access for students. Depending on class size and the number of class, sections, creating, administering, and breaking down a tagged laboratory examination may involve one to two eight‐hour days. During the time that a tagged examination is being created, student productivity may be reduced as the anatomy laboratory is inaccessible to students. Further, the type of questions that can be asked in a tagged laboratory examination may limit student assessment to lower level cognitive abilities and may limit the instructors' ability to assess the students' understanding of anatomical and clinical concepts. Anatomy is a foundational science in the Physical Therapy curriculum and a thorough understanding of anatomy is necessary to progress through the subsequent clinical courses. Physical therapy curricula have evolved to reflect the changing role of physical therapists to primary caregivers by introducing a greater scope of clinical courses earlier in the curriculum. Physical therapy students must have a thorough understanding of clinical anatomy early in the education process. However, traditional anatomy examination methods may not be reflective of the clinical thought processes required of physical therapy students. Traditional laboratory examination methods also reduce student productivity by limiting access during examination set‐up and breakdown. To provide a greater complexity of questions and reduced overall laboratory time required for examinations, the Physical Therapy Program at Mercer University has introduced oral laboratory examinations for the gross anatomy course series. Anat Sci Educ 6: 271–276. © 2012 American Association of Anatomists.  相似文献   

Classroom Teachers' Perceptions of the Impact of Barriers to Teaching Physical Education on the Quality of Physical Education Programs     

Philip J. Morgan  Vibeke Hansen 《Research quarterly for exercise and sport》2013,84(4):506-516

A major aim of the current study was to determine what classroom teachers perceived to be the greatest barriers affecting their capacity to deliver successful physical education (PE) programs. An additional aim was to examine the impact of these barriers on the type and quality of PE programs delivered. This study applied a mixed-mode design involving data source triangulation using semistructured interviews with classroom teachers (n = 31) and teacher-completed questionnaires (n = 189) from a random sample of 38 schools. Results identified the key factors inhibiting PE teachers, which were categorized as teacher-related or institutional. Interestingly, the five greatest barriers were defined as institutional or out of the teacher's control. The major adverse effects of these barriers were evident in reduced time spent teaching PE and delivering PE lessons of questionable quality.  相似文献   

Physical Activity Levels and Prompts in Young Children at Recess: A Two-Year Study of a Bi-Ethnic Sample     

Thomas L. McKenzie  James F. Sallis  John P. Elder  Charles C. Berry  Patricia L. Hoy  Philip R. Nader 《Research quarterly for exercise and sport》2013,84(3):195-202

Abstract

We investigated physical activity and encouragement for activity in a bi-ethnic cohort during recess. Activity and associated interactions of 287 children were recorded at preschool and again 2.2 years later. Children expended nearly twice as much energy at preschool recess than at elementary recess. Activity levels declined as recess time elapsed. At preschool, European-American children engaged in more moderate to vigorous activity than Mexican-Americans. As participants moved to elementary school, teachers' prompts to be active decreased and prompts from peers increased. Boys and girls received similar amounts of activity prompts at preschool, but prompts to boys increased over time. The findings suggest that school environments could be altered to promote healthful physical activity among young children.  相似文献   

Relationship between Motor Achievement and Selected Personality Factors of Junior and Senior High School Boys     

Philip K. Wilson 《Research quarterly for exercise and sport》2013,84(4):841-844

Abstract

This study was conducted for the purpose of determining the relationship between specific factors of personality adjustment and levels of motor achievement in a select group of junior and senior high school boys. Pertinent scales from the 16 Personality Factor Questionnaire and the Guilford Zimmerman Temperament Survey were administered to 154 subjects for the purpose of determining existing personality characteristics. The motor achievement data were collected from administration of the McCloy General Motor Ability and Motor Capacity Test. The data were statistically analyzed through the use of the Pearson product-moment correlation technique, the t test, and the multiple regression technique. The study concluded that, (a) individual group dependance was a factor in extent of exhibited motor achievement and, (b) that levels of motor achievement were predictable with the use of grouped measured personality characteristics.  相似文献   

A Biomechanical Analysis of Four Sprint Start Positions     

Philip K. Schot Dr.  Kathleen M. Knutzen 《Research quarterly for exercise and sport》2013,84(2):137-147

Abstract

The sprint starts of 12 skilled collegiate sprinter!hurdlers were filmed for four different sprint start conditions. Ground reaction forces were collected for the first step out of the blocks and velocities through a 2-m speed trap immediately following the first support phase were recorded. The subjects employed their preferred right-left leg placement in the blocks, while the anterior–posterior spacing of the front block with respect to the starting line and the amount of forward lean in the set position were varied. Four positions were constructed that accounted for anthropometric differences. The four positions consisted of combinations of two arm orientations (forward lean and perpendicular to ground) and two front block to starting line distances (bunched and elongated). Kinematic data were reduced to provide center of mass position and velocity measures and analyzed for critical periods throughout the starting action. Selected critical events from the first step kinetic records were also analyzed. The results indicated that the elongated starting positions resulted in greater horizontal displacement, greater propelling impulse, increased first step toe-off velocity, and greater average velocity through a 2-m speed trap. Arm orientation effects were less well defined. Forward lean tended to result in greater vertical velocity at block clearance and horizontal velocity at first step toe-off, whereas perpendicular arm positioning resulted in greater 2-m speed trap velocity.  相似文献   

Diet and Physical Activity Patterns of Obese and Nonobese Elementary School Children     

Charles B. Corbin  Philip Pletcher 《Research quarterly for exercise and sport》2013,84(4):922-928

Abstract

The caloric intake and physical activity patterns of 50 fifth grade students were studied to determine the relative contributions of diet and physical inactivity in the development of obesity. On the basis of tricep skinfold measurements, the subjects were divided into four groups or levels of obesity. Seven-day diet recall records were then obtained with the cooperation of the children's parents. Activity patterns were studied by filming the subjects during games of high and low organization and during free play. Indexes of the duration and intensity of activity were derived from the film analysis. The caloric intake and physical activity patterns of the four groups were compared by the Duncan Multiple Range Test. Using the combined scores for all groups, correlation coefficients were computed to determine the relationship between (1) skinfold measures and total caloric intake, (2) skinfold measures and activity patterns, and (3) total caloric intake and activity patterns. The relative inactivity of the obese children and the relatively similar diets of all children regardless of body fat, as well as the significant negative relationship between activity indexes and body fat tended to support the contention that inactivity may be as important or more important than excessive caloric intake in the development and maintenance of childhood obesity.  相似文献