Clark v. Clark, 387 P.2d 907 (Mont. 1963)

Clark v. Clar

State v. Moran, 384 P.2d 777 (Mont. 1963)

State v. Mora

State v. Moran, 384 P.2d 777 (Mont. 1963)

State v. Mora

Influence of Parenting Behavior on Behavioral and Psychological Associations of Proactive and Reactive Aggression

Child aggression is often categorized by the motivation behind the behavior, namely proactive and reactive aggression. Proactive aggression is goal oriented in nature whereas reactive aggression is in response to a perceived threat. There is some evidence to suggest that these subtypes are associated with distinct behavioral and psychological problems, with proactive aggression being associated with delinquency and reactive aggression being associated with depression. However, the behavioral and psychological correlates of these subtypes of aggression are not one to one relations and little research has examined the variables that impact these relations. This is a notable omission in the literature, as it is important to examine factors that influence these associations in order to identify targets for interventions. Parents play a role in the socialization process and are often targeted for intervention efforts. Accordingly, the current study examined the potential moderating effects of parenting behavior (i.e., corporal punishment, parental monitoring and positive parenting) on the associations between aggression subtypes and delinquency and depression. Participants include 69 children ranging from 9-12 (M=10.35, SD=1.16) years of age and their primary caregiver. First order effects indicated that proactive aggression is associated with delinquency. Only monitoring was found to moderate this relation; however this association was not in the expected direction. That is, proactive aggression was only associated with delinquency at low levels of poor monitoring. The first order effects model of depression indicated a marginally statistically significant association between reactive aggression and depression. However none of the parenting variables were found to moderate the relation between reactive aggression and depression

Associations Between the Subtypes of Aggression, Parenting Styles and Psychiatric Symptomatology in Children on a Psychiatric Inpatient Unit

Childhood aggression often precedes more costly problem behavior that may result in psychiatric hospitalization. However, aggression is not a unidimensional construct, as there are subdimensions of aggression. A common way that aggression is divided is by the motivation behind the behavior, namely proactive and reactive aggression. Proactive aggression is calculated in nature, whereas reactive aggression occurs in response to a perceived threat. Some evidence suggests differential outcomes for these aggression subtypes; thus, further understanding of the link between the subtypes of aggression and psychiatric problems may help to refine current prevention efforts and reduce the number of hospitalizations. Consistent with a developmental-ecological perspective, which posits that multiple factors play a role in the development of problem behavior, the current study examined the link between the subtypes of aggression and internalizing and externalizing symptomatology, as well as examined parenting behavior, gender, age, and race as potential moderators of these relations. Participants were 392 children ages 6-12 years of age (M = 9.4, SD = 1.9) admitted consecutively to a psychiatric inpatient facility for both internalizing and externalizing symptomatology. Results indicated that both proactive and reactive aggression were associated with externalizing problems. Reactive aggression was associated with both anxiety and affective symptoms, but not somatic problems for particular individuals. Proactive aggression was associated with internalizing problems when specific parenting styles and demographic factors were present. Although both proactive and reactive aggression were associated with both internalizing and externalizing symptoms, differential associations were evident. Further, the impact of parenting styles on these associations were dependent upon gender, age and/or race

Prediction of Diabetic Retinopathy (DR), DR progression and relationship with clinical data using Optical Coherence Tomography Angiography (OCTA)

Oftalmological images have shown promising results in diagnostic imaging in recent years. In this work, 2D OCTA cuts as well as 3D OCTA images and the radiomic features extracted therefrom will be analyzed using machine learning techniques to support diagnostic decision making in diabetes mellitus and diabetic retinopathy. For this purpose, a cross-sectional analysis of these medical images collected in a large scale prospective OCTA trial cohort and their respective radiomic features is performed and evaluated with classification models such as Logistic Regression, LDA, Linear SVC and RBF SVC for the respective classification problem (presence of DM and DR). 808 eyes from 404 patients were studied, of which 660 eyes belonged to diabetes mellitus patients and 148 eyes from healthy control eyes. The diagnosis of DM resulted in an AUC value of almost 0.8 with 2D OCTA cuts and 0.7 with 3D OCTA images by only considering the radiomic features. With the addition of clinical data, these values improve slightly. For the diagnosis of DR, 461 eyes with DM but without DR and 199 with DR were available. Again, with the addition of clinical data, these values improve slightly. AUC values of just below 0.7 for 2D cuts and slightly lower values for 3D images were obtained. Similar to before, the results improve after adding the clinical data. Now, however, percentally stronger than before. Radiomic techniques applied to OCTA images have shown accurate classification of DM and DR patients. The combination of retinal images and clinical data superior performance than induvidual tests only

TRACKING PERFORMANCE OF A SWEPT-WING FIGHTER WITH A DIRECTORTYPE RADAR FIRE-CONTROL SYSTEM AND SCOPE PRESENTATION

Tracking performance of f-86d aircraft with radar fire-control syste

Razmislek o prilagoditvi učbenika pri poučevanje angleščine

Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines. (DIPF/Orig.