Relationships between childhood abuse and neglect experience and HIV risk behaviors among methadone treatment drop-outs     

Kang SY  Deren S  Goldstein MF 《Child abuse & neglect》2002,26(12):1275-1289

OBJECTIVE: The purpose of this study was to examine the relationships between childhood abuse/neglect experiences (sexual abuse, physical abuse, emotional abuse, and child neglect) and adult life functioning among Methadone Maintenance Treatment Program (MMTP) drop-outs. METHOD: 432 subjects who dropped out of MMTP were recruited in New York City in 1997-1999. Adult life functioning was measured by HIV drug and sex risk behaviors, Addiction Severity Index (ASI) composite scores, and depression. The chi(2) tests, t tests, correlation, and multiple logistic regressions were performed to examine the relationships between abuse experiences and adult life functioning. RESULTS: The prevalence of child abuse/neglect history was high among MMTP drop-outs: sexual abuse-36%; physical abuse-60%; emotional abuse-57%; child physical neglect-66%; all four experiences-25%. As assessed via ASI composite scores, those who had been abused in childhood had significantly more medical, legal, relationship, and psychological problems than those who had not. Overall, several significant associations were found between the abuse experiences and HIV risk behaviors. Those who had experienced child neglect were more likely to be HIV positive. In multivariate analyses, childhood physical abuse was a significant predictor of having multiple sex partners while depression was significantly related to injection drug use in adulthood (p<.05). There were trends for the relationships between childhood sexual abuse and HIV sex risk behavior (p<.10) and between gender and injection drug use (p<.10). CONCLUSIONS: The findings support a need for drug treatment programs that include specialized therapies for those who suffered childhood abuse and neglect experiences.  相似文献   

制衣业的全面品质管理          下载免费PDF全文

宋惠景 《惠州学院学报》1995,15(4):66-69

文章叙述了制衣业的全面品质管理在制衣业上的重要性。  相似文献   

How flexible gender identities give young women advantages in China’s new economy     

Sung won Kim  Kari-Elle Brown  Vanessa L. Fong 《Gender and education》2018,30(8):982-1000

ABSTRACT

In this article, we examine how a cohort of urban youth born under China’s one-child policy have developed flexible gender identities through their childrearing aspirations and educational and occupational narratives, choices, and trajectories between 1999 and 2014. Drawing on surveys of 406 respondents conducted in 1999, 2012–2013, and 2013–2014, and interviews of 48 of those respondents in 2011–2014, we argue that our female research participants were more able to produce flexible gender identities than their male counterparts, and that China’s new market economy increasingly rewards youth who are flexible enough to adjust to rapidly changing circumstances, an approach more compatible with the flexible gender identities produced by young women than the more rigid gender identities produced by young men.  相似文献   

Using mobile devices to enhance the interactive learning for spatial geometry   总被引：1，自引：0，他引：1  

Kuo-En Chang  Lin-Jung Wu  Shing-Chuang Lai  Yao-Ting Sung 《Interactive Learning Environments》2016,24(4):916-934

The purpose of this research is to develop a hands-on spatial geometry learning system to facilitate the learning of geometry. The development of this system was based on Duval's four critical elements of geometric learning: perceptual apprehension, sequential apprehension, operative apprehension, and discursive apprehension. The system offers support to high school students in the process of spatial geometry problem-solving. It provides a hands-on approach for manipulating spatial figures, thereby developing the students' visualization skills and ability to conceptualize images. The experiment comprised a total of 58 participants from different classes with the experimental group using the proposed learning system, whereas the control group using the traditional pencil-and-paper approach. The study investigated the effects of the hands-on system on the perceptual, sequential, and operative apprehension, and on overall spatial geometry scores and learning attitude. The results indicated improvements on effective learning and a higher level of sequential, operative apprehension, and overall spatial geometry scores from the experimental group.  相似文献   

Effects of concept-mapping-based interactive e-books on active and reflective-style students’ learning performances in junior high school law courses     

Gwo-Jen Hwang  Han-Yu Sung  Hsuan Chang 《Interactive Learning Environments》2017,25(7):877-888

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students’ learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in particular, for abstract and complex learning content such as that in law courses. In this study, a concept-mapping-based interactive e-book learning mode was proposed. To understand the learning effects, a quasi-experimental design was used to compare the learning achievement and motivation of the students learning with the proposed approach (experimental group) and those learning with conventional interactive e-books (control group) in a junior high school fundamental law course. Meanwhile, the learning achievement and motivation of the students with different learning styles were also explored. The experimental results showed that the proposed approach significantly improved the students’ learning achievement, especially for the active-style students; moreover, it was found that the lead-in of concept mapping did not affect the students’ learning motivation. Factors that might affect the students’ learning achievement and motivation with the concept-mapping-based interactive e-book approach are discussed accordingly.  相似文献   

Investigation of newly developed added damping and stiffness device with low yield strength steel     

Shih?Ming-hsiangEmail author  Sung?Wen-pei  Go?Cheer-germ 《浙江大学学报(A卷英文版)》2004,5(3):326-334

Energy dissipators, isolated-resistant and specific structural forms for earthquake resistance are popular topics in the research to improve shock-resistance. In this work, experimental methods were used to investigate the property of low yield strength steel. Carbon content in LYS material is lower than that in other steels; the ultimate stress is three times the yield stress. The ultimate elongation rate is about 62% and the ductility is 2–3 times that of A36 steel. In order to overcome some defects of ordinary use metallic dampers, the mechanical characteristic of low yield strength steel is used to develop added damping and stiffness for rhombic steel plate absorber. Test of the energy dissipation behavior for this newly developed device indicated that LYS could stably dissipate or absorb the input energy of earthquake. Then, the analytical model for the hysteretic behavior of this new device is proposed. Comparison of experimental data and numerical simulation results showed that this analytical model is suitable for simulating the hysteretic energy behavior of this new device.  相似文献   

Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades     

Tanner LeBaron Wallace  Hannah C. Sung 《Journal of Experimental Education》2017,85(3):425-449

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012 Jang, H., Kim, E. J., &; Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. Retrieved from http://dx.doi.org/10.1037/a0028089[Crossref], [Web of Science ®] , [Google Scholar]). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes.  相似文献   

Links Between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender     

Seung-Hee Son  Kangyi Lee  Miyoung Sung 《Early education and development》2013,24(4):468-490

Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources.  相似文献   

Comparing learning outcomes of video-based e-learning with face-to-face lectures of agricultural engineering courses in Korean agricultural high schools     

Sung Youl Park  Soo-Wook Kim  Seung-Bong Cha  Min-Woo Nam 《Interactive Learning Environments》2013,21(4):418-428

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com. Eighty-five Korean agricultural high school students were randomly assigned into the two groups: face-to-face lecture (control group), and video-based e-learning (experimental group). The students of the experimental group logged onto the LMS in the school computer lab and completed each e-learning module. All students were required to take a pretest and posttest before and after learning under the direction of the subject teachers. One-way analysis of variance (ANOVA) was used to examine any difference between the two groups in terms of learning outcomes. One-way analysis of covariance (ANCOVA) was also administered to verify whether there was any difference between the two groups after controlling for the covariate variable: pretest score. According to the results, e-learning resulted in better learning outcomes than face-to-face lecturing. These findings suggest that the use of well designed and appropriately applied e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities. Further research should focus on a different e-learning content type in different agricultural subject fields and its relationship with learning outcome.  相似文献   

Learning English as an L2 in the Global Context: Changing English,Changing Motivation     

Chit Cheung Matthew Sung 《Changing English: An International Journal of English Teaching》2013,20(4):377-387

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.  相似文献