A Longitudinal Investigation of the Bidirectional Relations Between Parental Sources of Knowledge and Child Disruptive Behavior

Research indicates that parental sources of knowledge (i.e., child disclosure, parental solicitation, and parental control) play a role in the occurrence of antisocial and other problem behaviors in childhood and adolescence. Because sources of knowledge have not been examined regarding the extent to which they are specifically related to change in disruptive behavior disorder (DBD) symptoms and no research has examined the influence of child symptom clusters of DBD on parental sources of knowledge, the current study longitudinally examined reciprocal relations between child disclosure, parental solicitation, and the DBD symptom clusters of Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD). Participants were 89 children (56% males) recruited from a mid-sized southeastern community with ages ranging from 9-12 years (M = 10.4 years, SD = 1.1 years) at baseline. Results indicated that disclosure was negatively associated with both ODD and CD symptoms and solicitation was positively predictive of CD symptoms within time. However, associations were not maintained across time. Furthermore, disclosure and solicitation were unrelated to ADHD symptoms at baseline and across time. In turn, ODD symptoms were negatively related to child disclosure within as well as across time; however this association was only marginally statistically significant within time. ADHD and CD symptoms were unrelated to disclosure at both time points. Finally, only ODD symptoms were marginally statistically negatively related to parental solicitation within time, but no symptom clusters were associated with solicitation across time. Implications and future directions are discussed

Bidirectional Associations between Parenting Behavior and Child Callous-Unemotional Traits: Do Delinquent Peer Affiliations and/or Parental Psychopathology Moderate these Links?

The current study examined bidirectional associations between callous-unemotional (CU) traits and parenting dimensions and evaluated whether these associations changed as children aged. Furthermore, this study extended the literature by examining whether these relations were moderated by delinquent peer affiliation and/or parental depression. Proposed relations were examined using a longitudinal sample of 120 aggressive boys (59.6%) and girls (40.4%) who were in the 4th grade (M = 10.56 years, SD = .56) at baseline and were followed over four years. A series of generalized estimating equation [GEE] models revealed reciprocal relations between CU traits and corporal punishment. Consistent with expectation, corporal punishment predicted increases in CU traits and surprisingly CU traits predicted a trend for decreases in corporal punishment (p = .09) over time. There was a trend for poor involvement to predict increases in CU traits (p = .06) over time, however the inverse relation was not found. CU traits, poor positive parenting and inconsistent discipline were unrelated in both directions. Furthermore, the effects of CU traits on parenting dimensions and the effects of parenting dimensions appeared to be stable over time, with one exception. There was a trend for the negative association between CU traits and inconsistent discipline to strengthen as children aged (p = .08). Parental depression moderated the link between CU traits and poor positive parenting as well as the link between corporal punishment and CU traits. Further evaluation of significant interactions revealed that at low levels of depression there was a trend for CU traits to predict decreases in poor positive parenting (p = .08); however CU traits were unrelated to parenting at high levels of depression. Moreover, at high levels of depression, corporal punishment was predictive of increases in CU traits, but was unrelated to CU traits at low levels of depression. Finally, delinquent peer affiliation did not moderate any of the proposed relations. Limitations, future directions and clinical implications are discussed

Hateful Contraries: Studies in Literature and Criticism

These ten essays, written over a period from 1950 to 1962, are bound together by their common concern with questions of the meaning of criticism and the larger meaning of literature itself. These difficult questions W.K. Wimsatt treats with characteristic wit and penetration, ranging easily from a broad consideration of principles to incisive comment on individual writers and works. The first part of the book is devoted to a discussion of literary theory. Wimsatt reviews the development of critical dialectic from the German romanticism of Schelling and the Schlegels to the mythopeic bravura of Northrop Frye. Himself a classical ironist, he nevertheless exposes here some of the extravagances of the ironic principle as flourished by the systematic Prometheans. The second and third parts contain essays on more particular topics: the meaning of “symbolism,” Aristotle’s doctrines of the tragic plot and catharsis, the theory of comic laughter, and the objective reading of English meters. Here too are extended comment on particular writers—a study of the imagination of James Boswell, an analysis of the comedy of T. S. Eliot in The Cocktail Party, and a contrast in the handling of similar themes by Tennyson and Eliot. The fourth part is a comprehensive statement of the demands and opportunities confronting the critic in his or her role as teacher. W. K. Wimsatt (1907–1975) was professor of English at Yale University and author of several literary critcisms, including Verbal Icon: Studies in the Meaning of Poetry. A monumental work. —Literary Half-Yearly A rich storehouse of judgment, analysis, and demonstration. —Renascence A first-rate book of criticism. —Times Literary Supplementhttps://uknowledge.uky.edu/upk_comparative_literature/1008/thumbnail.jp

Rendering Turner Toothless: The Supreme Court’s Decision in Beard v. Banks

The Supreme Court has long recognized that prisoners\u27 constitutional rights must be balanced against the need for deference to the decisions of prison administrators when prisoners\u27 rights are restricted incident to their incarceration. The Court, however, has never explicitly recognized a theory of proper incarceration, yet it has implicitly adopted such a theory through its decisions regarding the constitutionally permitted level of restriction on particular prisoners\u27 rights. This Note argues that the Court\u27s prisoners\u27 rights jurisprudence evinces a particular definition of proper incarceration and then reads the multiple opinions in Beard v. Banks consistently with that theory

Comedydriving.com - Online Defensive Driving: A Teaching Case

This case highlights the impact of the Internet on the practice of Marketing. Because the Internet and its technologies have given rise to several of non-traditional products, the business approach to marketing issues for web-based products are often questioned. This case illustrates the merits of utilizing traditional strategic marketing tools in charting successful courses of action.  For example, the importance of a SWOT analysis in analyzing an ebusiness’ marketing mix – product, price, place and promotion, is emphasized. The case is recommended for either senior- level or graduate-level marketing course work

Dallas Ice Corporation And Its Premium Beverage Ice Product

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Being Safe on the College Campus [brochure and video]

Parents experience many emotions when sending their students away for college. Many are excited for their child, some are sad, and a majority of these parents are worried. Parents now have to worry for a child that they are no longer in the same town as, whom they can no longer set a curfew and monitor when at home. Though people would like to believe that the university their child has chosen is safe the numbers tell a different story. According to Readers Digest (2008) of this country’s 6,000 colleges and universities there are 40,000 burglaries, 3,700 forcible sex offenses, 7,000 aggravated assaults and 48 murders reported a year. In the last ten years universities are learning from past failings in safety and taking steps to be safer. Learning from these mistakes many universities have installed numerous policies and procedures to ensure safety. All students, university employees and guest deserve to feel that they live and work in a safe place. There should be no fear when leaving dorm rooms, walking to class, or studying in the library. But a university can only do so much. Students should be trained on campus safety and responsible decision making. Students only fear should be finals week, not their personal safety