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Predictors of psychological distress and positive resources among Palestinian adolescents: trauma, child, and mothering characteristics 总被引：1，自引：0，他引：1
OBJECTIVE: The aim was to examine how traumatic and stressful events, responses to violence, child characteristics, and mothering quality, as measured in middle childhood predict psychological distress and positive resources in adolescence. METHOD: The participants were 65 Palestinian adolescents (17+/-.85 years; 52% girls), who had been studied during the First Intifada (T1), during the Palestinian Authority rule (T2) and before the Second Al Aqsa Intifada (T3) in Gaza. Psychological distress was indicated by PTSD, and depressive symptoms and positive resources by resilient attitudes and satisfaction with quality of life, all measured at T3. The predictors that were measured at T1 were exposure to military violence, active coping with violence and children's intelligence, cognitive capacity, and neuroticism. Mothering quality and stressful life-events were measured at T2, the former reported by both the mother and the child, and the latter by the mother. RESULTS: Adolescents' PTSD symptoms were most likely if they had been exposed to high levels of traumatic and stressful experiences and had poor cognitive capacity and high neuroticism in middle childhood. Only high levels of childhood military violence and stressful life-events predicted high depressive symptoms and low satisfaction with quality of life in adolescence. CONCLUSIONS: Military violence in childhood forms risks for both increased psychological distress and decreased positive resources. However, child characteristics such as cognitive capacity and personality are important determinants of psychological vulnerability in military trauma. 相似文献
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Eyad Al-Falah Abdul-Aziz Al-Shuaib Hisham Ettouney Hisham El-Dessouky 《European Journal of Engineering Education》2001,26(4):407-418
Across the globe and since the dawn of civilization, fresh water resources have been a major economic, environmental and political issue that affect human welfare and progress. Today, the desalination industry is experiencing rapid growth across the globe; unfortunately, the industry lacks several key elements that should make this expansion more efficient, more profitable to the owner, less expensive to the consumer and with limited impact on the environment. These elements include development of codes and standards for various desalination activities and having integral training programmes for qualifying the manpower. This study focuses on evaluating the training programme adopted since 1994 in the Doha West desalination and power plant. Further development of the plant manpower is achieved through short course training on various topics related to design, operation and maintenance of desalination and power plants. Evaluation of the training programme is presented in terms of various operating parameters, which include plant availability, production efficiency, performance ratio, specific manpower and specific consumption of cleaning acid and balls. Results show drastic enhancement in plant performance, where availability increased to 80% and production efficiency is close to 100%. Also, the plant performance ratio remains at values close to clean operation for more than half of the operating time. The specific manpower shows continuous decline because of the increase in the production efficiency and elimination of unnecessary overhead costs. Operation policy focused on increasing the use of on-line ball cleaning and reducing the frequency of acid cleaning. This is advantageous, since acid cleaning promotes metal corrosion, while on-line ball cleaning has negligible effect on the integrity of the preheater tubes. 相似文献
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Olurotimi R. Akinlofa Patrik O'Brian Holt Eyad Elyan 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):810-820
Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra‐domain novel task performance. Twenty‐four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific‐to‐task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non‐dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post‐learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge. 相似文献
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