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201.
This study examines how religious activity is associated with risk behaviors, concurrently and developmentally among urban African American adolescents. Seven hundred and five African American youths were interviewed annually during high school. Retention rates for the study exceeded 90%. Frequency of religious activity, sexual intercourse, and alcohol, cigarette, and marijuana use were assessed at each wave. Growth curve analyses found negative concurrent associations between religious activity and each of the four risk behaviors. The developmental effects of religious activity varied by gender. Higher levels of religious activity in 9th grade predicted smaller increases in marijuana use among males and cigarette use among females. In addition, larger decreases in religious activity during high school were associated with greater increases in alcohol use among males and sexual intercourse among females. During high school, religious activity limits the development of certain types of risk behavior among African American youth, even after controlling for reciprocal effects. 相似文献
202.
Child Maltreatment and Emergent Personality Organization: Perspectives from the Five-Factor Model 总被引:2,自引:0,他引:2
The Five-Factor Model was used to examine personality organization in 211 six-year-old children (135 maltreated and 76 nonmaltreated). Longitudinal assessments were conducted at ages 7, 8, and 9. Six-year-old maltreated children exhibited lower agreeableness, conscientiousness, and openness to experience and higher neuroticism than did nonmaltreated children. Maltreated children also were more frequently represented in less adaptive personality clusters than were their nonmaltreated counterparts. A particularly vulnerable profile occurred predominantly among maltreated children and was related to experiencing both abuse and neglect. Child maltreatment and personality clusters were related to individual differences perceived by peers. Longitudinal stability of the personality dimensions also was assessed. At age nine, evidence was found for maintenance of the organization of the personality clusters obtained at age six and for continuity of maltreated children's personality liabilities. 相似文献
203.
Sauser WI 《Science and engineering ethics》2004,10(2):337-342
Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business
charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate
management, and has had severe economic consequences. From many quarters business educators have heard the call to put more
emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since
the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions.
In the summer of 2002, Auburn University’s Engineering Professional Development program made the decision to produce—based
on the author’s Executive MBA course in Business Ethics—a distance-delivered continuing education program for professional
engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with
respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes
its production, distribution, application, and evaluation.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
204.
Magun-Jackson S 《Science and engineering ethics》2004,10(2):219-224
Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex.
The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare
engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions
approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general
ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses.
The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically
based on Kohlberg’s stage theory of moral development. 相似文献
205.
Darlene L. Witte‐Townsend Emily DiGiulio 《International Journal of Children's Spirituality》2004,9(2):127-142
Witte‐Townsend and DiGiulio explore some of the dimensions of knowing that children, teachers and parents may engage together during story‐time. They reflect on some of their own long‐term relationships with children and children's books, especially Phoebe Gilman's Something from nothing (published in 1992) and Simms Taback's Joseph had a little overcoat, published in 1999. The authors probe issues such as why children ask to hear a favourite story over and over and why they suddenly abandon all interest and move on to a new book. They explore the meaning of the silences that sometimes arise during story‐time, pooling around the young listeners as the last words of the book are read. Witte‐Townsend and DiGiulio remind us of the value of literature in the lives of children and they affirm that the reading and re‐reading of favourite stories enables the understanding of complex human issues and contributes significantly to social, emotional and spiritual growth. 相似文献
206.
Fisher WW DeLeon IG Rodriguez-Catter V Keeney KM 《Journal of applied behavior analysis》2004,37(2):171-184
Recent research has shown that the noncontingent delivery of competing stimuli can effectively reduce rates of destructive behavior maintained by social-positive reinforcement, even when the contingency for destructive behavior remains intact. It may be useful, therefore, to have a systematic means for predicting which reinforcers do and do not compete successfully with the reinforcer that is maintaining destructive behavior. In the present study, we conducted a brief competing stimulus assessment in which noncontingent access to a variety of tangible stimuli (one toy per trial) was superimposed on a fixed-ratio 1 schedule of attention for destructive behavior for individuals whose behavior was found to be reinforced by attention during a functional analysis. Tangible stimuli that resulted in the lowest rates of destructive behavior and highest percentages of engagement during the competing stimulus assessment were subsequently used in a noncontingent tangible items plus extinction treatment package and were compared to noncontingent attention plus extinction and extinction alone. Results indicated that both treatments resulted in greater reductions in the target behavior than did extinction alone and suggested that the competing stimulus assessment may be helpful in predicting stimuli that can enhance the effects of extinction when noncontingent attention is unavailable. DESCRIPTORS: Attention-maintained problem behavior, competing stimuli, extinction, functional analysis, noncontingent reinforcement 相似文献
207.
We evaluated computerized training and testing programs with children who were having difficulties learning prereading skills. The programs were derived from equivalence research and were written in authoring software designed for educators. After learning to match uppercase and lowercase printed letters to the corresponding letter names (Tasks 1 and 2), the children matched the letters to one another (Tasks 4 and 5). Then, after learning to match uppercase letters to sounds (Task 3), they also matched lowercase letters to sounds (Task 6) and matched printed to spoken words (Tasks 7 and 8). The results recommend equivalence-based protocols and user-friendly software in further development of prereading instruction. 相似文献
208.
Adults overestimate the detail and depth of their explanatory knowledge, but through providing explanations they recognize their initial illusion of understanding. By contrast, they are much more accurate in making self-assessments for other kinds of knowledge, such as for procedures, narratives, and facts. Two studies examined this illusion of explanatory depth with 48 children each in grades K, 2, and 4, and also explored adults' ratings of the children's explanations. Children judged their understanding of mechanical devices (Study 1) and procedures (Study 2). Second and fourth graders showed a clear illusion of explanatory depth for devices, recognizing the inaccuracy of their initial impressions after providing explanations. The illusion did not occur for knowledge of procedures. 相似文献
209.
Serniclaes W Van Heghe S Mousty P Carré R Sprenger-Charolles L 《Journal of experimental child psychology》2004,87(4):336-361
Perceptual discrimination between speech sounds belonging to different phoneme categories is better than that between sounds falling within the same category. This property, known as "categorical perception," is weaker in children affected by dyslexia. Categorical perception develops from the predispositions of newborns for discriminating all potential phoneme categories in the world's languages. Predispositions that are not relevant for phoneme perception in the ambient language are usually deactivated during early childhood. However, the current study shows that dyslexic children maintain a higher sensitivity to phonemic distinctions irrelevant in their linguistic environment. This suggests that dyslexic children use an allophonic mode of speech perception that, although without straightforward consequences for oral communication, has obvious implications for the acquisition of alphabetic writing. Allophonic perception specifically affects the mapping between graphemes and phonemes, contrary to other manifestations of dyslexia, and may be a core deficit. 相似文献
210.
Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability 总被引:19,自引:0,他引:19
Geary DC Hoard MK Byrd-Craven J DeSoto MC 《Journal of experimental child psychology》2004,88(2):121-151
Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n = 58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to solve simple (4+3) and complex (16+8) addition problems. In all grades, the children with MD showed a working memory deficit, and in first grade, the children with MD used less sophisticated strategies and committed more errors while solving simple and complex addition problems. The group differences in strategy usage and accuracy were related, in part, to the group difference in working memory and to group and individual differences in counting knowledge. Across grade-level and group, the switch from simple to complex addition problems resulted in a shift in the mix of problem-solving strategies. Individual differences in the strategy mix and in the strategy shift were related, in part, to individual differences in working memory capacity and counting knowledge. 相似文献