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Institution

Eastern Connecticut State University

EducationWillimantic, Connecticut, United States
About: Eastern Connecticut State University is a education organization based out in Willimantic, Connecticut, United States. It is known for research contribution in the topics: Feature selection & Software quality. The organization has 414 authors who have published 970 publications receiving 22591 citations. The organization is also known as: Eastern & ECSU.


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Journal ArticleDOI
TL;DR: In this article, a revised Conflict Tactics Scales (the CTS2) is proposed to measure psychological and physical attacks on a partner in a marital, cohabiting, or dating relationship.
Abstract: This article describes a revised Conflict Tactics Scales (the CTS2) to measure psychological and physical attacks on a partner in a marital, cohabiting, or dating relationship; and also use of negotiation. The CTS2 has (a) additional items to enhance content validity and reliability; (b) revised wording to increase clarity and specificity; (c) better differentiation between minor and severe levels of each scale; (d) new scales to measure sexual coercion and physical injury; and (e) a new format to simplify administration and reduce response sets. Reliability ranges from .79 to .95. There is preliminary evidence of construct validity.

6,142 citations

Journal ArticleDOI
TL;DR: It is indicated that steering incentives helped to increase recruitment of younger IDUs, that the sample was representative, and that both volunteerism and masking were modest.
Abstract: Researchers generally use nonprobability methods such as chain-referral sampling to study populations for which no sampling frame exists. Respondent-driven sampling is a new form of chain-referral sampling that was designed to reduce several sources of bias associated with this method, including those from the choice of initial participants, volunteerism, and masking. This study expands this method by introducing “steering incentives,” supplemental rewards for referral of members of a specific group, injection drug users (IDUs) aged 18–25. The results are based on an interrupted time series analysis in which 196 IDUs from Meriden, CT, were interviewed before introduction of the steering incentives, and another 190 were interviewed afterwards. The steering incentives increased the percentage of younger IDUs sampled by 70%. We compared recruitment patterns with institutional data and self-reported personal networks to determine representativeness and whether volunteerism or masking were present. The results indicated that steering incentives helped to increase recruitment of younger IDUs, that the sample was representative, and that both volunteerism and masking were modest.

380 citations

Journal ArticleDOI
TL;DR: Experiential education as discussed by the authors is defined as "learning from experience or learning by doing" in which the goal is to immers the learner in an experience and then encourage reflection about the experience to develop new skills, new attitudes, or new ways of thinking.
Abstract: In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses adult learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking. During the last decade experiential learning has moved from the periphery of education to the center. No longer supplemental to the acquisition of content, experiential approaches are considered fundamental to meaningful learning. What accounts for this shift in perspective? First, there has been a dramatic change in our conception of learning. We have moved away from behaviorist notions of teachers as purveyors of knowledge and learners as passive receivers. Current cognitive, humanistic, social, and constructivist learning models stress the importance of meaning formation. Therefore, models of good practice in adult education must utilize leamers’ previous experiences in order to enhance their current and future learning. Second, in the last few decades, higher education has experienced an unprecedented influx of adult learners. Adult learners bring to the learning setting a wealth of prior experience and are eager to draw upon their background and previous learning in the classroom. Responsive teachers are able to capitalize on the prior experience of their students as a catalyst for new learning. Third, in today’s rapidly changing environment there is an increased demand for flexibility and the capacity to leverage previous knowledge and experience in new and different ways. Educators are being held accountable for what learners know and are able to do. The pressure for accountability has caused educators to design competency-based measures of learning and experiential techniques for assessing learner outcomes. The corporate sector, too, has called for greater accountability to justify the large sums of money spent on education and training, as it has been difficult to assess the transfer of trainNEW DIRECTIONS FOR AWL1 AND CONTlNUNG EWCATlON, no. 62, Summer 1994 0Jo~xy-BlU IN., Publlshen 5

325 citations

Journal ArticleDOI
TL;DR: For example, the authors found that sexual abuse, parental assault, and kidnapping experiences were associated with PTSD-related symptoms and depression measured at Time 2, even after controlling for these symptoms and the quality of the parent-child relationship at Time 1.
Abstract: The common finding linking symptoms such as posttraumatic stress disorder (PTSD) and depression with youth victimization (e.g., sexual abuse) might well be artifactual if preexisting psychopathology or disturbed family relationships create a common risk for both later victimization and later symptoms. This study used a longitudinal, prospective design to examine this issue. In a national random sample telephone survey, children 10 to 16 years old were interviewed and then reinterviewed approximately 15 months later about psychological problems, family relationships and victimization experiences that had occurred in the interim. Victimization in the interim was associated with PTSD-related symptoms and depression measured at Time 2, even after controlling for these symptoms and the quality of the parent-child relationship at Time 1. The association was particularly strong for sexual abuse, parental assault, and kidnapping experiences. However, these data also suggest that some of the apparent association found in cross-sectional studies between victimization and psychopathology may be due to prior psychopathology (but not parent-child relationship problems), which puts children at risk for both victimization and later symptoms.

324 citations

Journal ArticleDOI
TL;DR: Examination of women's preferences for traits typically valued in long-term and/or short-term mates varied according to women's fertility status supported the good genes hypothesis, and implications for models of human mating are discussed.
Abstract: Previous research has shown that women’s mate preferences change across the ovulatory cycle in a number of ways. The leading explanation for these changes—the good genes hypothesis—predicts that women should prefer presumed markers of genetic benefits (“good genes”) most strongly when they are fertile and evaluating men as possible short-term mates. Research testing this hypothesis has almost exclusively examined preferences for purported markers of good genes. Little is known about how preferences for men who display traits valued in long-term, investing mates (e.g., warmth and faithfulness) change across the cycle. The authors had women at different points in their ovulatory cycle rate videotapes of men in terms of how attractive they found each man as a short-term and long-term mate. The authors then examined how women’s preferences for traits typically valued in long-term and/or short-term mates varied according to women’s fertility status. The results supported the good genes hypothesis. Implications of these findings for models of human mating are discussed.

310 citations


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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20234
202213
202155
202078
201958
201838