This article reports on children's experiences of hospitalization. Data were collected via semi-structured interviews with 11 children aged between seven and 14 years from four paediatric units in England. The children identified a range of fears and concerns, which included: separation from parents and family; unfamiliar environment; investigations and treatments; and loss of self-determination. The children's loss of self-determination over personal needs exacerbated their fears and concerns. It needs to be recognized that compliance with hospital routines is a variable, which influences children's reaction to hospitalization. The findings clearly indicate that children need adequate information tailored to their needs, that their views are sought in the planning and delivery of their care and that hospital environments need to be made more child-centred. Interventions designed to reduce children's stress during hospitalization are not only likely to decrease their stress at the time, but also likely to influence how future experiences are appraised and managed.

/pdf/children-s-experiences-of-hospitalization-f38wwr9ne4.pdf

Children's experiences of hospitalization.

This study was conducted to provide an up-to-date source of word frequency information based on the kinds of reading materials to which high school and first-year college students are exposed. It began with a comprehensive listing of reading materials from curriculum surveys, state curriculum guides, private school reading lists, research surveys, federal reports, recommended reading lists, and other sources. Materials mentioned most often were sampled or entire documents were obtained when they were available in electronic form. Included in the sample of reading materials were American and British novels, poetry, drama, essays, biographies, autobiographies, current periodicals of various types, historical documents, and text from an encyclopedia.



A corpus of 14,360,884 words of running text was assembled. This corpus was analyzed using the most sophisticated lexicographic methods available and the following statistics were generated: the overall frequency of occurrence of each word in the corpus, an index of dispersion for each word over 27 text categories, an estimate of the number of occurrences per one million words of running text for each word that would be expected in a similar but different corpus, and a standard frequency index developed from a logarithmic transformation.



This report describes the development of the corpus and the computation of the word frequency indexes. It also compares the corpus with other existing corpora and demonstrates the importance of up-to-date word frequency information. The comprehensive listing of reading materials examined and a list of sampled materials are included in the Appendixes.

/pdf/the-college-board-vocabulary-study-45k6lsnlu8.pdf

The college board vocabulary study

Nondirectional asymmetry of paired morphological structures may reflect a decrease in developmental buffering, thereby increasing susceptibility to developmental noise. The palmara-b ridge count, measuring the size of the second interdigital area of the hand, yields a convenient and promising index of developmental canalization in normal adults. We constrasted 28 monozygotic twin pairs in which one or both members exhibiteda-b ridge-count asymmetry, with 32 paris exhibiting little or no left-right asymmetry. The asymmetric paris were significantly less similar for many Minnesota Multiphasic Personality Inventory (MMPI) scales, and total variances of these scales tended to be greater among individual twins with extreme left-right asymmetries. The results suggest that an asymmetrica-b ridge count may identify individuals who are poorly buffered from developmental noise. But the asymmetry may arise from the twinning process itself, and our buffering hypothesis remains to be tested in twins of known placental type and in longitudinal instability of asymmetric nontwins.

Asymmetry of a-b ridge count and behavioral discordance of monozygotic twins

A great deal of the literature and research dealing with life-events and stress during adolescence has cited school as a major contributor to student stress. As a considerable proportion of a teenager's life is spent at school in the pursuit of academic endeavors, it is reasonable to assume that a substantial proportion of stressors affecting aJolescents may originate in the academic area. This study sought to investigate the factors contributing to academic stress within an adolescent student population, and whether these factors vary across ethnicity, sex, and grade. The Academic Pressure Scale for Adolescents was administered to 550 high school students. Four significant factors were found to contribute to academic stress: peer pressure; parental pressure; importance of school; and fear of failure. Peer pressure was found to vary across all variables. Importance of school and fear of failure were found to vary across ethnicity, sex, and grade. If the aim of many guidance and counseling p:ograms is to reduce academic stress, then different goals are suggested reflecting appropriate levels of ethnicity, sex, and grade. Consideration must also be given to the predominance of academic stressors emanating from non-school sources, such as the family, parents, and peers, rather than school factors such as teachers. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *************************************************************t********* Academic Stress Amongst An Examination by Ethnicity,

/pdf/academic-stress-amongst-adolescents-an-examination-by-1iaufx95c4.pdf

Academic Stress amongst Adolescents: An Examination by Ethnicity, Grade, and Sex.

Student voices from two studies investigating student perceptions of their grade-school and postsecondary assessment experiences were examined. These qualitative studies took place in 1994 and 2007 and included approximately 250 participants, ages ranging from 8 years to adult. This paper is a summary of some of the student assessment issues that were raised, for example, unaligned assessment with instruction, lack of variety of assessments, insufficient assessment opportunities, test content secrecy, trivial and ambiguous test questions, insufficient test-writing time, unclear assessment directions, and unclear scoring guides. In addition, students spoke of teachers’ unfair assessment practices in grading, such as using assessment as punishment, being biased, ridiculing and labeling students, and providing inadequate or timely feedback. Results indicate that there is a need for professional development in fair student assessment practice in schools and postsecondary education. Current assessment literature supports the students’ suggestions and their recommendations for improving student assessment practice. Some practical strategies for incorporating student voice in assessment are student-constructed tests, student-constructed rubrics, peer and self-assessment. Procedures for successfully carrying out these strategies and their implications are provided.

Student Voice in Fair Assessment Practice

Child psychology: A contemporary viewpoint. 2nd ed.

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Child psychology: A contemporary viewpoint. 2nd ed.