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Who borrows laptop computers in an academic health sciences library? Why do they choose to check out laptops? In a survey, laptop computer users responded that the laptops were used most frequently to do class-related work. Laptops were most often checked out because they could be taken to a quiet area of the library or to where the user had more room to work. The majority of such borrowers were satisfied or very satisfied with the laptops and the service from the library. The majority of those completing the survey were medical school students and graduate students. The circulation of laptop computers at this academic health sciences library is a very successful and popular program. 相似文献
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Objective. To examine the aspects of parenting stress—parental distress and parental stress due to dysfunctional interactions—reported by mothers of girls with attention-deficit/hyperactivity disorder in both childhood and adolescence and to understand their associations with internalizing and externalizing symptoms in adolescence. Design. The diverse sample comprised 120 girls with attention-deficit/hyperactivity disorder and 81 age- and ethnicity-matched comparison girls, evaluated at ages 6–12 years and followed prospectively for 5 years. Basic demographics, oppositionality, childhood behavioral outcomes and symptoms, and key parenting practice were covaried in the analyses. Results. Longitudinally, parental distress during the participants’ childhood was positively associated with adolescent externalizing and internalizing behaviors, even when statistically controlling for parallel childhood behaviors. Parental stress due to dysfunctional interactions during adolescence was associated with contemporaneous adolescent depressive symptoms and externalizing behaviors, but parental distress was associated with only internalizing behaviors. With respect to moderation by diagnostic group, parental stress due to dysfunctional interactions (in childhood) was associated with adolescent internalizing symptoms only in girls with attention-deficit/hyperactivity disorder. However, associations between parental distress in childhood and internalizing behaviors were stronger in the comparison than the ADHD sample. Conclusions. Minimizing early dysfunctional interactions might reduce internalizing behaviors in girls with attention-deficit/hyperactivity disorder. Interventions targeting parental distress may be beneficial for girls, regardless of attention-deficit/hyperactivity disorder status. 相似文献
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Mitchell L. Stephenson Taylour J. Hinshaw Haley A. Wadley Qin Zhu Margaret A. Wilson Mark Byra 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(1):67-82
A variety of the available time to react (ATR) has been utilised to study knee biomechanics during reactive jump-landing tasks. The purpose was to quantify knee kinematics and kinetics during a jump-land-jump task of three possible directions as the ATR was reduced. Thirty-four recreational athletes performed 45 trials of a jump-land-jump task, during which the direction of the second jump (lateral, medial or vertical) was indicated before they initiated the first jump, the instant they initiated the first jump, 300 ms before landing, 150 ms before landing or at the instant of landing. Knee joint angles and moments close to the instant of landing were significantly different when the ATR was equal to or more than 300 ms before landing, but became similar when the ATR was 150 ms or 0 ms before landing. As the ATR was decreased, knee moments decreased for the medial jump direction, but increased for the lateral jump direction. When the ATR is shorter than an individual’s reaction time, the movement pattern cannot be pre-planned before landing. Knee biomechanics are dependent on the timing of the signal and the subsequent jump direction. Precise control of timing and screening athletes with low ATR are suggested. 相似文献
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Boyi Dai Ross F. Cook Elizabeth A. Meyer Yvonne Sciascia Taylour J. Hinshaw Chaoyi Wang 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):192-205
Anterior cruciate ligament (ACL) injuries commonly occur during jump-landing tasks when individuals’ attention is simultaneously allocated to other objects and tasks. The purpose of the current study was to investigate the effect of allocation of attention imposed by a secondary cognitive task on landing mechanics and jump performance. Thirty-eight recreational athletes performed a jump-landing task in three conditions: no counting, counting backward by 1 s from a randomly given number, and counting backward by 7 s from a randomly given number. Three-dimensional kinematics and ground reaction forces were collected and analysed. Participants demonstrated decreased knee flexion angles at initial contact (p = 0.001) for the counting by 1 s condition compared with the no counting condition. Participants also showed increased peak posterior and vertical ground reaction forces during the first 100 ms of landing (p ≤ 0.023) and decreased jump height (p < 0.001) for the counting by 1 s and counting by 7 s conditions compared with the no counting condition. Imposition of a simultaneous cognitive challenge resulted in landing mechanics associated with increased ACL loading and decreased jump performance. ACL injury risk screening protocols and injury prevention programmes may incorporate cognitive tasks into jump-landing tasks to better simulate sports environments. 相似文献
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OBJECTIVE: The objectives of this study were to examine whether girls with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of having histories of abuse and to assess whether the presence of an abuse history may constitute a distinct subgroup of youth with ADHD. METHOD: We examined rates and correlates of child abuse in an ethnically and socioeconomically diverse sample of girls with attention-deficit/hyperactivity disorder (ADHD; n=140) and a matched comparison sample of girls without ADHD (n=88), all aged 6-12 years. A thorough chart review reliably established documented rates of physical and sexual abuse in both samples. RESULTS: There were significantly higher rates of abuse for girls with ADHD (14.3%) than for the comparison sample (4.5%), with most of the abuse found in girls with the Combined as opposed to the Inattentive type. Higher rates of externalizing behaviors (including objective observations in a research summer camp) and peer rejection (indexed through peer sociometric nominations) characterized the subgroup of girls with ADHD with abuse histories compared to the subgroup without such histories, with moderate to large effect sizes. Subgroup differences regarding internalizing problems and cognitive deficits did not emerge. Findings regarding peer rejection were explained, in part, by higher rates of observed aggressive behavior in the abused subgroup. CONCLUSIONS: The findings raise important questions about the possible etiologic and/or exacerbating role of abusive trauma in a subgroup of children with ADHD. 相似文献
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Stephen P. Hinshaw Brian A. Zupan Cassandra Simmel Joel T. Nigg Sharon Melnick 《Child development》1997,68(5):880-896
Because of the centrality of peer relationship difficulties for children with attentiondeficit hyperactivity disorder (ADHD), we investigated behavioral (overt and covert antisocial activity), internalizing (self-reports and observed social isolation), and familial (authoritative, authoritarian, and permissive parenting beliefs) predictors of peer sociometric nominations among previously unfamiliar, ethnically diverse ADHD ( N=73 ) and comparison ( N=60 ) boys, aged 6–12 years. Authoritative maternal parenting beliefs and negatively weighted social isolation explained significant variance in positive peer regard; aggression, covert behavior, and authoritative parenting beliefs were the independent predictors of both negative peer status and peer social preference. We extended such predictions with statistical control of (1) child cognitive variables, (2) maternal psychopathology, and (3) ADHD boys, but authoritative parenting beliefs were stronger predictors in ADHD than in comparison youth. We discuss family-peer linkages regarding peer competence. 相似文献
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Externalizing behavior disorders, situational generality, and the type A behavior pattern 总被引：1，自引：0，他引：1
Measures of the Type A Behavior Pattern (TABP) in children have demonstrated good sensitivity but problematic specificity. Using the most popular measure of childhood TABP, a teacher rating scale called the MYTH, we sought to (a) replicate earlier findings of extensive overlap between TABP and externalizing behavior problems, (b) further distinguish between and extend the empirical networks for the positive (Competition) and negative (Impatience-Aggression) components of TABP, and (c) explore cross-situational generality. Normal boys and those with attention-deficit hyperactivity disorder (ADHD) were assessed on multiple instruments in diverse contexts. ADHD boys obtained higher TABP Total and Impatience-Aggression scores than normal boys, and these scores were associated with a wide array of behavior problems and peer difficulties. In contrast, the Competition subscale was related to popularity and athleticism and, inversely, to internalizing problems. Discussion focused on the construct validity of the MYTH, the heterogeneity of boys identified by the MYTH as showing the TABP, and the need for distinguishing research uses of the measure from applications of the TABP concept. 相似文献
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KIRSTI ALA-MUTKA PÁL GÁSPÁR GÁBOR KISMIHÓK MARGIT SUURNA VASJA VEHOVAR 《European Journal of Education》2010,45(3):494-513
This article summarises research carried out between 2006 and 2008 by IPTS (Institution for Prospective Technological Studies) in collaboration with a consortium of experts from 10 member states, led by ICEGEC. The project gathered information on eLearning developments to assess drivers and barriers and to suggest implications for policy and research in the 10 member states that joined the European Union in 2004. Three examples of countries (Estonia, Hungary and Slovenia) demonstrate that, while the group is not homogeneous, commonalities can be detected. Reports show that all the EU10 countries have been catching up with the older member states in ICT penetration and skills, but large digital divides remain due to regional, social and economic divides. Educational institutions are equipped with ICT, but not always at the same level in classrooms as in EU15. Universities are using ICT in education, but mostly for material provision purposes. Enterprises seem to have higher usage of eLearning solutions than in EU15, but these are not equally available for all employees. Lack of focus and coordination in policies to support eLearning developments has been assessed to be a major barrier. In general, EU10 seems to be facing similar challenges to other European countries, although specific efforts are needed to help close the divides and engage people in lifelong learning with the new opportunities ICT could provide. 相似文献
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Sister Kathryn Martin SP 《Communication quarterly》2013,61(2):35-41
The purpose of this study was to determine if nonrespondendents to speech communication survey research differ demographically from respondents. As a follow‐up investigation of a questionnaire study, 1,604 subjects were compared across six dimensions to establish if differences existed between respondent and nonrespondent populations. 相似文献