Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities

In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc.     

Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales

Abstract

This study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid.     

兵无成势与经营之道

商场与战争有其相通的共同特点,以《孙子兵法》的智慧,精神指导商业实践,有如下要点:一、知彼知己,以“知”制胜;二、推陈出新,以“新”制胜;三、谋在人先,以“谋”制胜;四、合纵连横,以“交”制胜;五、奇正相生,以“奇”制胜;六、兵贵神速,以“快”制胜;七、以战养战,以“借”制胜;八、灵活多变,以“变”制胜;九、智勇双全,以“勇”制胜。     

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analyzing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2–4. Spellings of individual words were scored using two methods: (1) percentage correct and (2) SSS. Children with SLI scored lower than children with typical language when spelling was analyzed with percentage correct scoring and with SSS scoring. In addition, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters.     

论毛泽东思想与马克思主义与时俱进的内在联系

与时俱进是马克思主义的理论品质,也是毛泽东对待马克思主义的科学态度。毛泽东能够坚持以与时俱进的精神对待马克思主义;以与时俱进的精神发展马克思主义;以与时俱进的精神审视自己的学说。     

The Relationship of Maternal Employment to Early Adolescent Daily Experience With and Without Parents

This study examines how maternal work may shape pre- and young adolescents' daily life experience. According to the procedures of the Experience Sampling Method (ESM), 295 10– 13-year-old children carried electronic pagers for 1 week and completed self-report forms in response to random signals sent every other hour. Their daily experience did not differ by maternal employment status, with the following exceptions: full-time maternal employment was associated with more time doing homework with mothers and less time in general leisure, while part-time employment was associated with more time doing sports with parents. Relative to those with nonemployed mothers, youth with part-time employed mothers reported more positive daily moods and higher self-esteem, while youth reported time with full-time employed mothers to be the friendliest. While children with employed mothers spent no less time with family, parents, friends, in class or alone, they spent more time alone with fathers.     

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia.     

Maternal stress in nonverbal learning disorder: a comparison with reading disorder

Maternal stress was assessed in mothers of children ages 8 to 11 years with learning disorders (LD). Age-, gender-, and IQ-matched children with reading disorders (RD; n = 31), children with nonverbal learning disorders (NVLD; n = 21), and typically developing control participants (n = 23) participated. Mothers of children with LD reported higher levels of stress, although the specific nature of the stress appeared to vary by disorder subtype: Mothers of children with RD reported higher levels of general distress, whereas mothers of children with NVLD reported higher levels of dysfunctional interactions with their child. The severity of the LD was strongly associated with maternal stress in the sample of children with NVLD but not in the sample of children with RD. In the sample of children with NVLD, the best predictors of maternal stress were 2 variables associated with the child: The lower the child's Performance IQ, the higher the level of maternal stress. Furthermore, the level of the child's internalizing symptoms was also a strong predictor of maternal stress in the sample of children with NVLD. In our sample of children with RD, the 3 best predictors were all variables associated with the mother, including her age, her level of reported psychiatric symptoms, and her overall level of social support.     

A multidimensional study of special education students' attitudes towards people with disabilities: a focus on deafness

This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional.     

Values of endoscopic ultrasonography for diagnosis and treatment of duodenal protruding lesions

Objective: The diagnoses of patients with duodenal protruding lesions are difficult when using conventional examinations such as computed tomography (CT) and conventional endoscope etc. Thus, we investigated the clinical value of endoscopic ultrasonography (EUS) with miniature ultrasonic probes on the diagnosis and treatment of duodenal protruding lesions. Methods: Patients with duodenal protruding lesions who were indicated for EUS were examined by EUS with 12-15 MHz miniature ultrasonic probes and double-cavity electronic endoscope. According to diagnosis of EUS, those patients were indicated for biopsy and treatment received biopsy, endoscopic resection or surgical excision. The postoperative histological results were compared with the preoperative diagnosis of EUS. Those patients without endoscopic resection or surgical excision were periodically followed up with EUS. Results: A total of 169 patients with duodenal protruding lesions were examined by EUS, of which 40 were diagnosed with cysts, 36 with inflammatory protruding or polyp, 25 with Brunner's gland adenoma, 19 with ectopic pancreas, 17 with gastrointestinal stromal tumor, 12 with extrinsic compression, 12 with minor papilla, 6 with lipoma, 1 with adenocarcinoma and 1 with lymphoma. After EUS examinations, 75 patients received biopsy, endoscopic resection or surgical excision respectively. The postoperative histological results of 70 patients were completely consistent with the preoperative diagnosis of EUS, with 93.33% diagnostic accuracy. The results of follow-up with EUS indicated that duodenal cyst, Brunner's gland adenoma, ectopic pancreas, gastrointestinal stromal tumor and lipoma remained unchanged within 1-3 years. No related complications occurred among all patients that received EUS examinations. Conclusion: EUS is an effective and reliable diagnostic method for duodenal protruding lesions.     

试论高校廉政生态园的构造

廉洁从政生态园,就是运用生态学原理来建设反腐倡廉工程。必须用系统论的观点、方法,全方位的理念来予以实施,要抓住惩监环节,全面实施清除污泥工程;抓住教育环节,打牢廉政生态园的基础工程;抓建章立制环节,筑牢廉政生态园的防护工程;抓文化建设环节,优化廉政生态园环境工程。     

邓小平理论的文化特性研究

邓小平理论作为当代中国的主流文化 ,有其深刻的文化特性。它是反思与探索精神的统一 ,主张反思历史 ,总结经验教训 ;主张大胆探索 ,寻求历史发展规律。它是包容性与排异性的统一 ,基于人类文明共性及利益互惠性 ,主张包容 ;基于意识形态的对立性 ,强调中国特色。它是继承性与创造性的统一 ,通过继承创立理论体系 ;通过创新解决中国建设社会主义的根本问题。它是稳定性与变易性的统一 ,强调党的指导思想、政治、经济、人心的稳定 ,稳中求变 ,以实现社会的持续、协调发展。它是理想与现实性统一 ,规划了中国的未来蓝图 ,指出了实现蓝图的途径。它是民族性与世界性的统一 ,立足于中国国情 ,体现了鲜明的民族性 ,但在其理论源头、形成过程及现实影响方面又具有丰富的世界性。正是这些特性使邓小平理论成为一个博大精深的体系     

Social Acceptance of Children with Intellectual Disabilities in an Integrated School Setting in Zambia: a pilot study

The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.     

谈体育教师的职业特点

具有生物、心理、社会的三维体育观是近代人们对体育的科学认识。脑力劳动和体力劳动相结合;室外为主,内外教学相结合;理论与实践相结合;时空严格、紧密结合是体育教师的职业特点。     

论实施依法治国与以德治国的结合

依法治国与以德治国相结合的治国方略，构成了完备的治国体系。实施依法治国与以德治国的相结合，必须坚持正确的思想理论指导，营造良好的环境基础氛围，把握二者相结合的途径，确立二者相结合的工作重点，坚持与时俱进，把我国依法治国与以德治国不断推向新阶段。     

新形势下加强大学生党员理想信念教育论析

新时期共产党员的理想信念就是共产主义理想和中国特色社会主义信念。系统方法为我们开启了一个在新时期加强大学生党员理想信念教育的重要方法。大学生党员理想信念教育,就是要发挥党的组织优势,尊重青年的成长需要,用先进的理论引导青年,用真实的现实促动、感化、激励青年,在平等的基础上沟通青年,用创先争优的举措带动青年,用实践的平台锻炼青年,使教育成为角色互动和持续不断且相互关联的行为。     

Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.     

标准大骨瓣减压术治疗重型颅脑损伤合并脑疝

探讨标准大骨瓣减压术在重型颅脑损伤合并脑疝治疗中的应用价值。标准组选择重型颅脑损伤合并脑疝56例,采用标准大骨瓣减压术;常规组选择前期重型颅脑损伤合并脑疝75例,采用常规颞顶部去骨瓣减压术。两组间疗效评分采用伤后半年时GOS评定。结果表明,标准大骨瓣减压术治疗重型颅脑损伤合并脑疝,可改善患者预后,降低死亡率。