Women are more likely than men to experience acts of aggression as expressive (a loss of self-control) than as instrumental (control over others). We propose that this might arise from differences in behavioural restraint. If women have better inhibitory control, aggressive behaviour should occur less frequently yet should be experienced as more emotionally 'out of control' because women can tolerate higher levels of anger before inhibitory control is breached. Participants (N = 606) aged 13-24 completed the Multidimensional Personality Questionnaire (MPQ), the State-Trait Anger Expression Inventory-2 (STAXI-2) and Expagg. A more expressive view of aggression was associated with higher levels of STAXI anger control and higher levels of MPQ constraint. However, it was the harm avoidance component of constraint, rather than control versus impulsivity, that was the stronger predictor. While behavioural inhibition is built on an infrastructure of fear, the latter may be more important in explaining gender differences in social representations of aggression.

These findings indicate that NMES was an effective therapeutic technique to improve strength and motor function of a child with spastic diplegic CP.

As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.

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