Is childhood cruelty to animals a marker for physical maltreatment in a prospective cohort study of children?     

Fiona S. McEwen  Terrie E. Moffitt  Louise Arseneault 《Child abuse & neglect》2014

Childhood cruelty to animals is thought to indicate that a child may have been maltreated. This study examined: (a) prevalence of cruelty to animals among 5- to 12-year-old children; (b) the association between cruelty to animals, child physical maltreatment, and adult domestic violence; and (c) whether cruelty to animals is a marker of maltreatment taking into account age, persistence of cruelty, and socioeconomic disadvantage. Data were from the Environmental Risk (E-Risk) Longitudinal Twin Study, an epidemiological representative cohort of 2,232 children living in the United Kingdom. Mothers reported on cruelty to animals when children were 5, 7, 10, and 12 years, on child maltreatment up to age 12, and adult domestic violence. Nine percent of children were cruel to animals during the study and 2.6% persistently (≥2 time-points). Children cruel to animals were more likely to have been maltreated than other children (OR = 3.32) although the majority (56.4%) had not been maltreated. Animal cruelty was not associated with domestic violence when maltreatment was controlled for. In disadvantaged families, 6 in 10 children cruel to animals had been maltreated. In other families, the likelihood of maltreatment increased with age (from 3 in 10 5-year-olds to 4.5 in 10 12-year-olds) and persistence (4.5 in 10 of those persistently cruel). Although childhood cruelty to animals is associated with maltreatment, not every child showing cruelty had been maltreated. The usefulness of cruelty to animals as a marker for maltreatment increases with the child's age, persistence of behavior, and poorer social background.  相似文献   

Finopower: Governing Intersections Between Gambling and Finance     

Fiona Nicoll 《传播与批判/文化研究》2013,10(4):385-405

Regulatory distinctions between “problem” and “recreational” gambling have contributed to the neglect of important discursive and cultural practices at the intersection of finance and gambling. This intersection is now sufficiently formative of everyday life and popular culture to warrant closer scrutiny within cultural studies research. Through a range of examples, I elaborate the concept of “finopower” as a specific kind of governmentality through which individuals negotiate the mutual imbrications of gambling and finance. The final part of the article draws on theories of “post-disciplinary” societies to explore social and political implications of cultural distinctions between skill and chance-based games.  相似文献   

Paired Writing: A Framework for Effective Collaboration     

Keith Topping  Jillian Nixon  Jennifer Sutherland  Fiona Yarrow 《Literacy》2000,34(2):79-89

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Relations between teachers' approaches to teaching and students' approaches to learning   总被引：16，自引：0，他引：16  

Keith Trigwell  Michael Prosser  Fiona Waterhouse 《Higher Education》1999,37(1):57-70

This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching.  相似文献   

Practitioners and Parents Have Their Say About Best Practice: Early intervention in Queensland     

Wendi Beamish  Fiona Bryer 《International Journal of Disability, Development & Education》1999,46(2):261-278

This paper reports initial findings of a research project in Queensland, Australia that did not adopt recommended practices from listings established in other countries for early childhood intervention services. Instead, a contextual and participatory process served to determine a relevant listing of program quality indicators for a large, early intervention service conducted by the state Department of Education (Stage 1). Thirty-one indicators of program quality were identified for this particular service. To validate these indicators and to gather additional information about their implementation, a statewide survey was conducted (Stage 2). For each of the 31 indicators, parents and staff from within this service were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. Results provide strong support for the indicator listing and reveal high level of indicator acceptance accompanied by a lower level of indicator implementation. Lack of time and lack of staff were identified as the primary barriers to implementation across all indicators. The validated indicator listing for Early Special Education (Qld) services is provided.  相似文献   

Stoller,Classical Music Radio in the United Kingdom 1945–1995     

Lawrie Hallett 《Journal of Radio & Audio Media》2018,25(1):185-187

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Educational engagement,expectation and attainment of children with disabilities: Evidence from the Scottish Longitudinal Study     

Fiona M. Cox  Alan D. Marshall 《British Educational Research Journal》2020,46(1):222-246

Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities.  相似文献   

Cultural Competence: Toward a More Robust Conceptualisation     

Fiona Blackburn 《Public Library Quarterly》2020,39(3):229-245

ABSTRACT

This article revisits LIS literature about cultural competence. It is not the prominent topic it was but is still considered important for addressing diversity, and is still criticized for obscuring racism and power structures in librarianship and society. Articles published in the last four years suggest, however, that library and information studies educators are teaching to engage with these issues. The cultural competence conceptual framework, specifically the environmental domain, can be recast to incorporate engagement with race and power. This more robust framework would enable culturally competent professionals to do more than accommodate difference.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2021,48(4):412-416

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在线课程设计的六个环节     

Karen Hallett  褚献华 《远程教育杂志》2003,(3):22-24

本运用现代教学设计的基本理念和方法。根据远程教学的特点和自身的经验，提出了在线课程有效设计的六个环节，即“教学分析、制订目标、选择策略、选择技术、设计活动和评价调整”，以及各个环节中课程设计应该注意的有关问题。  相似文献