Children’s episodic and generic reports of alleged abuse

With the present data, we explored the relations between the language of interviewer questions, children’s reports, and case and child characteristics in forensic interviews. Results clearly indicated that the type of questions posed by interviewers – either probing generic or episodic features of an event – was related to the specificity of information reported by children. Further, interviewers appeared to adjust their questioning strategies based on the frequency of the alleged abuse. Children alleging single instances of abuse were asked more episodic questions than those alleging multiple abuses. In contrast, children alleging multiple incidents of abuse were asked a greater proportion of generic questions. Given that investigators often seek forensically-relevant episodic information, it is recommended that training for investigators focus on recognition of prompt selection tendencies and developing strategies for posing non-suggestive, episodically focused questions

Building Better BEARs: Improving the Americorps Service Member Experience

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Amanda M. Hedrick on March 24, 202

Effects of differential consequences on responding in the analog functional analysis

Direct methods of functional assessment consist of descriptive observations and experimental assessments. Descriptive observations are conducted in non-laboratory settings and consist of recording instances of target responses and environmental events that precede or follow occurrences of problem behavior, whereas experimental assessments most often are conducted in laboratory settings and involve manipulation of only a few predetermined environmental events. Results of recent studies suggest that discrepant hypotheses often are developed based on outcomes of different methods of functional assessment. As intervention efficacy depends on the accuracy of the functional assessment, it is important to determine why discrepant hypotheses often result from descriptive assessments and experimental assessments. One reason may be that a wider array of environmental events occur in descriptive assessments whereas only a few occur in experimental assessments. The purpose of this study was to evaluate whether including different consequences in experimental assessments enhances agreement with descriptive assessments. Two children with developmental disabilities participated. Results were inconclusive due to the small number of participants, variability in results, and lack of intervention data

MF1132

Deanna M. Munson & Artyce Hedrick, How to clean and disinfect textiles, Kansas State University, August 1993

MF1133

Deanna M. Munson & Artyce Hedrick, How to save upholstered furniture, carpet, bedding, Kansas State University, August 1993

MF1130

Deanna M. Munson & Artyce Hedrick, Reducing bacteria in clothing and textiles, Kansas State University, July 1993

Decentering resources: A phenomenological study of interpretive pedagogies in patient education

The purpose of this interpretive phenomenological study was to document an innovative approach to teaching patient education where RN–Bachelor of Science in Nursing students, through an online course, learned and applied the interpretive pedagogies in patient education. The online course was the educational intervention which laid the groundwork of the study. Data were then collected from 9 of 18 students who took the course and agreed to participate. Interviews were audiotaped face to face or by telephone and transcribed and interpreted for meanings. Two themes that emerged for teaching patient education included “Decentering Resources: Listening Through Questioning” and “Decentering Resources: Empowering Through Questioning.” This study revealed that, as students learned the interpretive pedagogies, resources (brochures, handouts, videos, etc.) took on less importance in their patient education practice. They recognized how resources frequently impeded patient–nurse interactions in teaching and learning encounters. Once students understood that they were perhaps depending too much on resources, they began engaging in questioning practices where significant meanings of listening and empowering in patient education unfolded. This study encourages nurse educators to teach students interpretive pedagogies in patient education to promote pedagogical literacy, which preserves the time-honored tradition of working together with patients during teaching and learning encounters

Toughening of BIS maleimide resins: Synthesis and characterization of maleimide terminated poly(arylene ether) oligomers and polymers

Amine functional poly(arylene ether) sulfones were previously reported. Herein, the chemistry was extended to amorphous poly(arylene ether) ketones because of their higher fracture toughness values, relative to the polysulfones. It was demonstrated that the amino functional oligomers undergo a self-crosslinking reaction at temperatures above about 220 C. This produces an insoluble, but ductile network that has excellent resistance. A ketamine structure hypothesis was proposed and verified using solid state magic angle NMR. In most cases, the water generated upon ketamine formation is too low to produce porosity and solid networks are obtained. The stability of the ketamine networks towards hydrolysis is excellent. The chemistry was further demonstrated to be able to crosslink preformed nonfunctional poly(arylene ether) ketones if a difunctional amine was utilized. This concept has the possibility of greatly improving the creep resistance of thermoplastics. Also, a new technique was developed for converting the amine functional oligomers cleanly into maleimide structures. This method involves reacting maleic anhydride with monomeric aminophenols in the presence of solvent mixtures

Direct lateral maneuvers in hawkmoths

ABSTRACTWe used videography to investigate direct lateral maneuvers, i.e. ‘sideslips’, of the hawkmoth Manduca sexta. M. sexta sideslip by rolling their entire body and wings to reorient their net force vector. During sideslip they increase net aerodynamic force by flapping with greater amplitude, (in both wing elevation and sweep), allowing them to continue to support body weight while rolled. To execute the roll maneuver we observed in sideslips, they use an asymmetric wing stroke; increasing the pitch of the roll-contralateral wing pair, while decreasing that of the roll-ipsilateral pair. They also increase the wing sweep amplitude of, and decrease the elevation amplitude of, the contralateral wing pair relative to the ipsilateral pair. The roll maneuver unfolds in a stairstep manner, with orientation changing more during downstroke than upstroke. This is due to smaller upstroke wing pitch angle asymmetries as well as increased upstroke flapping counter-torque from left-right differences in global reference frame wing velocity about the moth's roll axis. Rolls are also opposed by stabilizing aerodynamic moments from lateral motion, such that rightward roll velocity will be opposed by rightward motion. Computational modeling using blade-element approaches confirm the plausibility of a causal linkage between the previously mentioned wing kinematics and roll/sideslip. Model results also predict high degrees of axial and lateral damping. On the time scale of whole and half wing strokes, left-right wing pair asymmetries directly relate to the first, but not second, derivative of roll. Collectively, these results strongly support a roll-based sideslip with a high degree of roll damping in M. sexta.Summary: We show that hawkmoths fly sideways by rolling in the direction of movement, adding a left- or right-ward component to their net lift vector. The underlying roll maneuvers are produced from a suite of asymmetric wing kinematic changes and are heavily damped