Sexuality issues in adolescents with a chronic neurological condition          下载免费PDF全文

Sawin KJ  Buran CF  Brei TJ  Fastenau PS 《The Journal of perinatal education》2002,11(1):22-34

Substantial progress in the medical treatment of individuals with spina bifida (SB) has increased the numbers who survive into adolescence and adulthood. However, sexual health in this population has not received much attention. This study explored the knowledge (SB Sexuality Knowledge Scale), worries (SB Worries Scale), romantic appeal (from Harter's Self-Perception Scale), and access to sexuality information of a sample of 60 adolescents from a midwestern state. Study participants reported having sexual feelings like their peers, and they knew they could contract sexually transmitted diseases (STDs) if they were sexually active. However, only a moderate percentage was aware that women with SB are fertile, that adolescent women with SB should take a multivitamin with folic acid, and that latex-free condoms should be used by most adolescents with SB. They did not worry about their ability to make friends; however, these adolescents reported low levels of perceived romantic appeal and they worried about sexuality issues. These sexuality issues were not correlated to measures of SB neurological severity. Although over 50% reported having discussed sexuality with a health professional, 29% reported no one discussed sexuality and SB with them. Data from this study can affect the way health care providers and educators conduct sexuality education in health care and school settings.  相似文献   

Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England          下载免费PDF全文

Anthony John Maher  Philip Vickerman 《Journal of Research in Special Educational Needs》2018,18(1):15-24

One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.  相似文献   

Psychosocial and cognitive functioning of children with specific profiles of maltreatment     

Pears KC  Kim HK  Fisher PA 《Child abuse & neglect》2008,32(10):958-971

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世界高等教育研究与培训的现状与展望   总被引：5，自引：0，他引：5  

P.G.阿尔特巴赫  李勇 《高等教育研究》2001,(3)

本文简要回顾了世界高等教育研究与培训的历史 ;重点评述了世界高等教育研究的基础设施、信息设施、院校研究和大学管理人员培训的现状 ;展望了世界高等教育研究与培训的发展趋势  相似文献   

Impact of attitudes, ethnicity and quality of prior therapy on New Zealand male prisoners' intentions to seek professional psychological help     

Frank P. Deane  Philip Skogstad  Mei Wah Williams 《International journal for the advancement of counseling》1999,21(1):55-67

A sample of 111 male prisoners returned a questionnaire which assessed helpseeking intentions, psychological distress, treatment fearfulness and attitudes toward professional psychological helpseeking. Results indicated that more favourable attitudes were associated with increased helpseeking intentions. In general, non-Maori inmates and those with positive prior helpseeking experiences had more positive attitudes and higher helpseeking intentions than those who had neutral or negative prior helpseeking experiences. Contrary to expectations male prisoners had lower helpseeking intentions for "suicidal thoughts" than for a "personal-emotional problem".  相似文献   

A piagetian analysis of process skill test items     

Philip S. Adey  Wynne Harlen 《科学教学研究杂志》1986,23(8):707-726

Test items used to survey the attainment of science process skills in a representative sample of 11 year olds in Britain were analyzed to determine the level of demand, in Piagetian terms, made by each item. It was found that: the level of cognitive demand was a reliable predictor of the limiting difficulty of an item; that the difference between potential difficulty as measured by supposed demand level and the actual difficulty encountered by subjects was revealing of areas in the curriculum where further effort in teacher education and curriculum development would be profitable; and that there was some evidence for an inherent hierarchy of process skills.  相似文献   

A metacognitive view of individual differences in self-regulated learning     

Philip H. Winne 《Learning and individual differences》1996,8(4):327-353

Metacognition's roles in self-regulation of cognitive tactics and strategies is explored in relation to five sites where individual difference factors are likely to be observed and affect performance: domain knowledge, knowledge of tactics and strategies, performance of tactics and strategies, regulation of tactics and strategies, and global dispositions. Though the current literature is sparse, tentative hypotheses about kinds of individual differences and their impact are proposed. Directions for future research are noted concerning the need for more sophisticated metacognitively-based models of SRL as a complex collection of individual differences, and some suggestions are made about methodologies for investigating complex, metacognitively regulated approaches to learning.  相似文献   

A Critique of the FRBR User Tasks and Their Modifications     

Philip Hider 《Cataloging & classification quarterly》2017,55(2):55-74

The four FRBR user tasks have become widely accepted as functions of the library catalog, but there have been only sporadic discussions concerning their validity and sufficiency, despite their modification in the models subsequently presented in the FRAD, FRSAD, and draft FRBR-LRM reports. This article presents a critique of the four variant sets of user tasks, and proposes an extended set of six generic end-user tasks, applicable to both bibliographic and authority data: locate, collocate, connect, identify, select, and obtain. The article also outlines their interrelationships and suggests those tasks that may be particularly well supported by professional cataloging.  相似文献   

Robots,the Quiet Workers,Are You Ready to Take Over?     

Philip Calvert 《Public Library Quarterly》2017,36(2):167-172

Robots are becoming more commonly used in libraries. A robot that does shelf reading and reports the results to human staff is one example of a practical use of robotics in a library. Others have been used to retrieve large items such as boxes, but identifying and picking up small and varied objects such as books is still on the edge of what can be done. Devices using artificial intelligence can act as guides, or in some cases, as personal assistants for library customers. Some are answering questions and learning as they go. If robots can perform library work effectively and more cheaply than humans it is inevitable they will be more widely used.  相似文献   

Introducing operation chemistry     

Dr. Paul Kelter  Ken Hughes  Anne Murphy  Philip Roskos 《Journal of Science Teacher Education》1995,6(1):57-59

This material is based upon work supported in part by grants from the National Science Foundation (Grant No. TPE-8955230), the American Chemical Society (Contract No. ESI-9353374), and the Eisenhower Title II funds (Grant No. 524-2 and others). Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not necessarily reflect those of the granting organizations.  相似文献