Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed.
Close attention to spirituality and change are necessary for a fuller understanding of how Alcoholics Anonymous (AA) works. This paper draws upon the conceptual tools of the anthropology of religious healing to interpret AA's program for recovery, the Twelve Steps. The Twelve Steps are described as a fundamental component of AA discourse, and as a rhetoric of transformation. The Twelve Steps outline a rhetorical process which moves the alcoholic from drinking to sobriety by means of a rhetoric of predisposition, of empowerment, and of transformation. AA discourse is spiritual, in that members are persuaded to interpret the world, their lives, and their affliction in sacred terms. Healing is not cure, but a new way of attending to the world and engaging with others, including God, or a ‘Power greater than ourselves’.
AbstractThe purpose of this study was to investigate the effect of a self-monitoring intervention on the independent completion of dishwashing for three boys with autism (ages 6, 7, and 8) in China. The self-monitoring intervention included visual task analysis, in vivo modeling, self-recording, video self-feedback, and reinforcement. A multiple probe across subjects design was used. Prior to the study, the children had limited or no dishwashing skills, nor did they receive any training on self-monitoring. All three children acquired dishwashing and performed the task independently without supervision one week after the intervention. Their parents were very satisfied with this intervention. 相似文献
The bioethics law, adopted for the first time in 1994 and revised in 2004, is under revision again. This process has raised numerous debates at various institutional, professional and social levels. The government also organised a unique type of citizens’ consultation: the General Estates in Bioethics (GEB). Several panels of citizens had the opportunity to express their informed opinion on a selected set of topics concerning the law revision, after having received a special training by an expert committee. We have analysed the contributions of six public bodies – the Parliament Office for Scientific and Technological Choices Evaluation (OPECST), the National Consultative Ethics Committee, (CCNE), the State Council, (CE), the Biomedical Agency, (ABM), the Senate and the Parliamentary Information Mission for this bioethics law revision – as well as the final GEB's report. In this article, we present and compare their proposals on three themes: Medically assisted procreation (MAP), surrogacy and transplantation. Whereas a consensus emerged from the debates on certain issues – apart from the Senate, all institutions seem to be in favour of maintaining the current banning of surrogacy – other points are still under debate – how to open the access to MAP technologies, under what conditions should we grant access to selected data concerning gamete donors, how is death defined in the difficult conditions of a potential non heart beating donor, should the presumed consent regime for post mortem donation be revised, and if so how, – The parliament should discuss the law during 2010's first semester, and will have the difficult responsibility to take measures on issues raising medical, scientific, social, philosophical and moral questions. 相似文献
In classical eyeblink conditioning, non-specific emotional responses to the aversive shock unconditioned stimulus (US), which
are presumed to coincide with the development of fear, occur early in conditioning and precede the emergence of eyeblink responses.
This twoprocess learning model was examined by concurrently measuring fear and eyeblink conditioning in the freely moving
rat. Freezing served as an index of fear in animals and was measured during the inter-trial intervals in the training context
and during a tone conditioned stimulus (CS) presented in a novel context. Animals that received CS-US pairings exhibited elevated
levels of fear to the context and CS early in training that decreased over sessions, while eyeblink conditioned responses
(CRs) developed gradually during acquisition and decreased during extinction. Random CS-US presentations produced a similar
pattern of fear responses to the context and CS as paired presentations despite low eyeblink CR percentages, indicating that
fear responding was decreased independent of high levels of learned eyeblink responding The results of paired training were
consistent with two-process models of conditioning that postulate that early emotional responding facilitates subsequent motor
learning, but measures from random control animals demonstrate that partial CS-US contingencies produce decrements in fear
despite low levels of eyeblink CRs. These findings suggest, a relationship between CS-US contingency and fear levels during
eyeblink conditioning, and may serve to clarify further the role that fear conditioning plays in this simple paradigm. 相似文献
Infants’ imitation of complex actions was examined in three experiments with 24‐ and 30‐month‐olds. In all experiments, an adult modeled a series of actions with novel stimuli and the infant's reproduction of those actions was assessed either immediately or after a 24‐hour delay. Some infants watched the demonstration live, while other infants watched the same demonstration on television from a pre‐recorded videotape. Both 24‐ and 30‐month‐olds imitated actions that had been modeled on television; however, their performance was consistently inferior to that of infants of the same age who watched the demonstration live. 相似文献