Maternal Attachment Buffers the Association Between Exposure to Violence and Youth Attitudes About Aggression

The present study examined the relative and cumulative predictive power of parent–child, interparental, and community aggression on youths\u27 perceptions of the acceptability of aggression between peers and siblings. The potential for mother–child attachment to buffer the effects of violence on aggressive attitudes was tested, as well as the link between aggressive attitudes and aggressive behaviors. A diverse sample of 148 children (ages 9–14) completed measures of interparental, parent–child, and community aggression; a measure of mother–child attachment quality; and a measure of aggressive behaviors. Participants also rated the acceptability of aggressive interactions between two peers and two siblings in written vignettes. Mothers completed a measure of their child\u27s aggressive behaviors. Youths\u27 violence exposure was related to perceptions of aggression as more acceptable, with parent–child aggression having the only unique association. Maternal attachment buffered the relation between exposure to community violence and perceived acceptability of aggression, which predicted decreased aggression. When exposed to high levels of community violence, youths with more secure maternal attachment perceived aggression as less acceptable than youths with less secure attachment and, in turn, displayed fewer aggressive behaviors. Interventions that focus on strengthening the caregiver–child relationship in children exposed to violence may reduce aggressive behaviors by interrupting the development of aggressive attitudes

NON-PARAMETRIC STATISTICAL APPROACH TO CORRECT SATELLITE RAINFALL DATA IN NEAR-REAL-TIME FOR RAIN BASED FLOOD NOWCASTING

Floods resulting from intense rainfall are one of the most disastrous hazards in many regions of the world since they contribute greatly to personal injury and to property damage mainly as a result of their ability to strike with little warning. The possibility to give an alert about a flooding situation at least a few hours before helps greatly to reduce the damage. Therefore, scores of flood forecasting systems have been developed during the past few years mainly at country level and regional level. Flood forecasting systems based only on traditional methods such as return period of flooding situations or extreme rainfall events have failed on most occasions to forecast flooding situations accurately because of changes on territory in recent years by extensive infrastructure development, increased frequency of extreme rainfall events over recent decades, etc. Nowadays, flood nowcasting systems or early warning systems which run on real- time precipitation data are becoming more popular as they give reliable forecasts compared to traditional flood forecasting systems. However, these kinds of systems are often limited to developed countries as they need well distributed gauging station networks or sophisticated surface-based radar systems to collect real-time precipitation data. In most of the developing countries and in some developed countries also, precipitation data from available sparse gauging stations are inadequate for developing representative aerial samples needed by such systems. As satellites are able to provide a global coverage with a continuous temporal availability, currently the possibility of using satellite-based rainfall estimates in flood nowcasting systems is being highly investigated. To contribute to the world's requirement for flood early warning systems, ITHACA developed a global scale flood nowcasting system that runs on near-real-time satellite rainfall estimates. The system was developed in cooperation with United Nations World Food Programme (WFP), to support the preparedness phase of the WFP like humanitarian assistance agencies, mainly in less developed countries. The concept behind this early warning system is identifying critical rainfall events for each hydrological basin on the earth with past rainfall data and using them to identify floodable rainfall events with real time rainfall data. The individuation of critical rainfall events was done with a hydrological analysis using 3B42 rainfall data which is the most accurate product of Tropical Rainfall Measuring Mission (TRMM) Multi-satellite Precipitation Analysis (TMPA) dataset. These critical events have been stored in a database and when a rainfall event is found in real-time which is similar or exceeds the event in the database an alert is issued for the basin area. The most accurate product of TMPA (3B42) is derived by applying bias adjustments to real time rainfall estimates using rain gauge data, thus it is available for end-users 10-15 days after each calendar month. The real time product of TMPA (3B42RT) is released approximately 9 hours after real-time and lacks of such kind of bias adjustments using rain gauge data as rain gauge data are not available in real time. Therefore, to have reliable alerts it is very important to reduce the uncertainty of 3B42RT product before using it in the early warning system. For this purpose, a statistical approach was proposed to make near real- time bias adjustments for the near real time product of TMPA (3B42RT). In this approach the relationship between the bias adjusted rainfall data product (3B42) and the real-time rainfall data product (3B42RT) was analyzed on the basis of drainage basins for the period from January 2003 to December 2007, and correction factors were developed for each basin worldwide to perform near real-time bias adjusted product estimation from the real-time rainfall data product (3B42RT). The accuracy of the product was analyzed by comparing with gauge rainfall data from Bangladesh and it was found that the uncertainty of the product is less even than the most accurate product of TMPA dataset (3B42

Application of Basic Pharmacology and Dispensing Practice of Antibiotics in Accredited Drug-Dispensing Outlets in Tanzania.

Provision of pharmaceutical services in accredited drug-dispensing outlets (ADDOs) in Tanzania has not been reported. This study compared the antibiotics dispensing practice between ADDOs and part II shops, or duka la dawa baridi (DLDBs), in Tanzania. This was a cross-sectional study that was conducted in ADDOs and DLDBs. A simulated client method for data collection was used, and a total of 85 ADDOs, located in Mvomero, Kilombero, and Morogoro rural districts, were compared with 60 DLDBs located in Kibaha district. The research assistants posed as simulated clients and requested to buy antibiotics from ADDOs and DLDBs after presenting a case scenario or disease condition. Among the diseases presented were those requiring antibiotics and those usually managed only by oral rehydration salt or analgesics. The simulated clients wanted to know the antibiotics that were available at the shop. The posed questions set a convincing ground to the dispenser either to dispense the antibiotic directly, request a prescription, or refer the patient to a health facility. Proportions were used to summarize categorical variables between ADDOs and DLDBs, and the chi-square test was used to test for statistical difference between the two drug-outlet types in terms of antibiotic-dispensing practice. As many as 40% of trained ADDO dispensers no longer worked at the ADDO shops, so some of the shops employed untrained staff. A larger proportion of ADDOs than DLDBs dispensed antibiotics without prescriptions (P = 0.004). The overall results indicate that there was no difference between the two types of shops in terms of adhering to regulations for dispensing antibiotics. However, in some circumstances, eg, antibiotic sale without prescription and no referral made, for complicated cases, ADDOs performed worse than DLDBs. As many as 30% of DLDBs and 35% of ADDOs dispensed incomplete doses of antibiotics. In both ADDOs and DLDBs, fortified procaine penicillin powder was dispensed as topical application for injuries. There was no statistical difference between ADDOs and DLDBs in the violation of dispensing practice and both ADDOs and DLDBs expressed poor knowledge of the basic pharmacology of antibiotics

A checklist for choosing between R packages in ecology and evolution

The open source and free programming language R is a phenomenal mechanism to address a multiplicity of challenges in ecology and evolution. It is also a complex ecosystem because of the diversity of solutions available to the analyst. Packages for R enhance and specialize the capacity to explore both niche data/experiments and more common needs. However, the paradox of choice or how we select between many seemingly similar options can be overwhelming and lead to different potential outcomes. There is extensive choice in ecology and evolution between packages for both fundamental statistics and for more specialized domain‐level analyses. Here, we provide a checklist to inform these decisions based on the principles of resilience, need, and integration with scientific workflows for evidence. It is important to explore choices in any analytical coding environment—not just R—for solutions to challenges in ecology and evolution, and document this process because it advances reproducible science, promotes a deeper understand of the scientific evidence, and ensures that the outcomes are correct, representative, and robust.York University Librarie

Emotional, Cognitive, and Family Systems Mediators of Children\u27s Adjustment to Interparental Conflict

Emotional, cognitive, and family systems processes have been identified as mediators of the association between interparental conflict and children\u27s adjustment. However, little is known about how they function in relation to one another because they have not all been assessed in the same study. This investigation examined the relations among children\u27s exposure to parental conflict, their appraisals of threat and blame, their emotional reaction, and triangulation into parental disagreements. One hundred fifty ethnically diverse 8- to 12-year-old children and both of their parents participated in the study. Comparisons of 3 models proposing different relations among these processes indicated that they function as parallel and independent mediators of children\u27s adjustment. Specifically, children\u27s self-blaming attributions and emotional distress were uniquely associated with both internalizing and externalizing problems, whereas perceived threat uniquely predicted internalizing problems and triangulation uniquely predicted externalizing problems

The struggling infectious diseases fellow: Remediation challenges and opportunities

Remediation of struggling learners is a challenge faced by all educators. In recognition of this reality, and in light of contemporary challenges facing infectious diseases (ID) fellowship program directors, the Infectious Diseases Society of America Training Program Directors\u27 Committee focused the 2018 National Fellowship Program Directors\u27 Meeting at IDWeek on Remediation of the Struggling Fellow. Small group discussions addressed 7 core topics, including feedback and evaluations, performance management and remediation, knowledge deficits, fellow well-being, efficiency and time management, teaching skills, and career development. This manuscript synthesizes those discussions around a competency-based framework to provide program directors and other educators with a roadmap for addressing common contemporary remediation challenges

Approaches to teaching writing

About the book: Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education

Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects