乒乓球12区落点训练法的实验研究

在乒乓球教学、训练实践中 ,探索出乒乓球 1 2区落点训练法 ,并进行教学实验。实验结果显示 :乒乓球 1 2区落点训练法在提高学生乒乓球的基本技术、落点的准确性、实战能力等方面明显优于常规教法 ,且该训练方法设计简单、新颖实用     

Child strengths and placement stability among racial/ethnic minority youth in the child welfare system

While all children deserve a stable living environment, national data illustrate that many states struggle to achieve placement stability for youth in the child welfare system as a significant number of children in foster care continue to experience multiple placements while in state custody. Prior research has not considered the impact of youth protective factors or strengths on the frequency of placement changes that youth experience while in the child welfare system. This study examined the association between strengths measured at multiple levels (i.e., individual, family, and community) and placement stability among 4022 minority youth (aged 10–18) using administrative and clinical data from the Illinois child welfare system. Negative binomial regressions at the family level revealed that youth with at least one loving and supportive family member experienced 16% fewer placement changes than youth without family strengths. At the community level, youth attending schools that work to create an environment that meets its students’ needs experienced 13% fewer placement changes than youth without educational supports. These findings can inform the quality of treatment and services provided to minority youth in the child welfare system.     

Identifying effective interventions for promoting parent engagement and family reunification for children in out-of-home care: A series of meta-analyses

BackgroundAn important obstacle for family reunification following child placement in residential care and other temporary out-of-home care services is the lack of engagement among parents.ObjectiveThe aim of this meta-analysis is to identify the most effective interventions to promote parental engagement and family reunification.Method and participantsEight studies, for a total of 2996 families, were used to conduct two series of meta-analyses. Each study examined the effectiveness of a goal-oriented parental engagement intervention, relative to a control group made up of parents who received standard services. Six moderators were analyzed: type of clinical modality, number of clinical strategies, sources of motivation for intervention, focus on the child care staff-parent relationship, child care staff training, and strategies to promote access to intervention.ResultsResults indicate that parents exposed to goal-oriented engagement interventions showed greater engagement (effect size d = 0.71, CI: 0.35–1.07, p < 0.001) and likelihood of reunification (effect size OR = 2.49, CI: 1.22–5.10, p < 0.05) than parents who received standard services. In particular, moderator analysis showed that parents who specifically participated in a family-focused intervention showed the highest engagement in comparison to parents involved in other types of interventions or who received standard services (effect size d = 1.08, CI: 0.58–1.59, p < 0.001). No moderators significantly explained heterogeneity of studies on family reunification.ConclusionOverall, the results underline the effectiveness of family-focused interventions to promote parental engagement. Nevertheless, greater knowledge on the mechanisms by which interventions can increase parents’ engagement and family reunification is still needed.     

Placement disruption in foster care: Children’s behavior,foster parent support,and parenting experiences

BackgroundThe majority of children in foster care 24 months or longer experience three or more placements. Children’s behavior problems are a primary contributor to multiple moves, but little is known about how behavior problems and other stressors lead to disruptions. This study focused on foster parents’ experiences of parenting a child at risk for moves using the determinants of parenting model (Belsky, 1984) to identify potential correlates of difficult parenting experiences and placement disruption.ObjectiveTo identify factors associated with difficult parenting experiences and placement disruption.ParticipantsFoster parents (N = 139) caring for children age 8–14 in long term foster care with a history of two or more moves were randomly selected in a large Midwestern state in the U.S.MethodsParticipants completed a 90-minute telephone interview (86% response rate). Placement moves were tracked prospectively for two years. Parenting experiences and disruption were analyzed using multiple and logistic regression.ResultsResults support aspects of the determinants of parenting model. Behavior problems, children’s risk to others, low support, and stress were significantly associated with more difficult parenting experiences (βs = .28, .22, .18, .19, respectively, ps < .05), and more difficult parenting experiences strongly predicted placement disruption (p < .01). Risk to others also predicted disruption before including parenting experiences, with this association becoming nonsignificant after including parenting experiences. Unexpectedly, African American foster parents had a higher risk for disruption, despite more positive parenting experiences.ConclusionsThese findings support attending to foster parents’ parenting experiences, children’s risk to others, social support and stress to better support placements of children at risk for disruption.     

Inclusivity through exclusivity: An evaluation of the provision of a special education needs (SEN) placement within second level art & design teacher education in the Republic of Ireland

It is a feature of Irish second-level teaching that teachers will encounter pupils with special educational needs (SENs). To prepare them, the National College of Art and Design (NCAD) has designated SEN placements as part of the ITE programme, whereby students are immersed in SEN settings. These placements have been acknowledged as good practice by Merriman & Rickard, on behalf of the National Parents and Siblings Alliance (2013). Over the ten-year duration of this specific SEN placement, this immersion has led to positive outcomes for both the student teachers and the centres in which they have been placed.     

Factors associated with caregiver stability in permanent placements: a classification tree approach

Objective

Identify individual and environmental variables associated with caregiver stability and instability for children in diverse permanent placement types (i.e., reunification, adoption, and long-term foster care/guardianship with relatives or non-relatives), following 5 or more months in out-of-home care prior to age 4 due to substantiated maltreatment.

Methods

Participants were 285 children from the Southwestern site of Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Caregiver instability was defined as a change in primary caregiver between ages 6 and 8 years. Classification and regression tree (CART) analysis was used to identify the strongest predictors of instability from multiple variables assessed at age 6 with caregiver and child reports within the domains of neighborhood/community characteristics, caregiving environment, caregiver characteristics, and child characteristics.

Results

One out of 7, or 14% of the 285 children experienced caregiver instability in their permanent placement between ages 6 and 8. The strongest predictor of stability was whether the child had been placed in adoptive care. However, for children who were not adopted, a number of contextual factors (e.g., father involvement, expressiveness within the family) and child characteristics (e.g., intellectual functioning, externalizing problem behaviors) predicted stability and instability of permanent placements.

Conclusions

Current findings suggest that a number of factors should be considered, in addition to placement type, if we are to understand what predicts caregiver stability and find stable permanent placements for children who have entered foster care. These factors include involvement of a father figure, family functioning, and child functioning.

Practice implications

Adoption was supported as a desired permanent placement in terms of stability, but results suggest that other placement types can also lead to stability. In fact, with attention to providing biological parents, relative, and non-relative caregivers with support and resources (e.g., emotional, financial, and optimizing father involvement or providing a stable adult figure) the likelihood that a child will have a stable caregiver may be increased.     

The Aptitude–Achievement Function: An Aid for Allocating Educational Resources, with an Advanced Placement Example

We fit a functional relationship between aptitude and achievement test scores and show how to use it to allocate educational resources. As an example we use the PSAT–Mathematics test to predict performance on the College Board's Advanced Placement Test in calculus, as a guide to student and school participation, for school or system assessment, and to project future nationwide expansion. In addition to the PSAT-AP test score relations, we consider the distribution of student ability, school policies of student selection and recruitment, and teacher skill in presenting the material and in motivating students. This overall result provides an indication of just how remarkable was Jaime Escalante's accomplishment in Los Angeles's Garfield High School. We find little evidence for differences in educational quality between such diverse schools as in the inner city of Detroit and the affluent suburb of La Cañada, California. We comment briefly on the role of the AP in international assessments.     

单片机系统的电磁干扰及电磁兼容设计

通过对单片机系统的电磁干扰进行分析,确定产生干扰的主要原因,进而对单片机系统的元器件布局、布线、滤波和屏蔽等方面进行分析,给出了降低系统干扰、提高电磁兼容性能的措施。