EMERITUS PROFESSORS: ENGAGEMENT AND INVOLVEMENT

Teachers and practitioners of gerontology in universities and social agencies are overlooking an important resource that resides in the skills, experience, and knowledge of retired professors. Many of them are healthy, financially secure, and willing to volunteer their talents in interdisciplinary and intergenerational projects on the campus and in the community. The author suggests that retired professors, organized in an Emeritus College, officially recognized and modestly funded, would bring a grand‐parental, extended‐family presence to the campus, and provide a partnership with teaching faculty and students involved in gerontological education and practice. Such a college would not displace regular faculty or graduate assistants, but provide supplementary support in organizing and participating in symposia, lectures, research, tutoring, public relations, fund‐raising, and similar activities on the campus and in the community. The two‐year experience at Southern Illinois University in Carbondale is reviewed.     

DARING TO LEAD WITH HOPE: ASSOCIATION OF PROFESSORS AND RESEARCHERS IN RELIGIOUS EDUCATION PRESIDENTIAL ADDRESS NOVEMBER 3, 2002

Current relational crises in the global village and the damaging treatment of Mother Earth challenge religious educators to be leaders who will not shrink back from the responsibility of helping to create a better world. There is an intensifying call for these educators to carry out vocations that contribute to a sustainable communal and earth environment in which peace, love, justice, reconciliation, and the care of the environment reside. Religious educators are called on to dare to lead in ways that also kindle similar leadership in others. This address invites religious educators into a self-reflection process on their identity and vocation and proposes practices of hopefilled leadership that center on a quest for a better world.     

SCHOOL STRESS AS A FACTOR IN CHILDREN'S RESPONSES TO TESTS AND TESTING

Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self-enhancing, and self-derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic stress was higher among self-enhancing than self-derogating Ss. One of the major implications of the conceptual approach and empirical results is that tests might be generally improved by identifying the kinds of stressful experiences Ss have had, and relating these to the kinds of responses Ss make to tests and testing. In addition, while the importance of the reaction of Ss to the measuring process is generally accepted, much more needs to be done on the kinds of responses individuals make to the content, in comparison to the conditions, of testing. Finally, these observations are particularly pertinent to tests and testing in schools, especially when the teacher is involved in the process and makes tests and testing stressful. This will tend to increase the effects of response style tendencies and decrease the validity of tests.     

密集型克隆植物冬小麦对温度与养分的反应

为揭示密集型克隆植物在未来气候暖化下的反应格局,在控制实验条件下选用冬小麦接受两种温度和两种养分水平的处理。结果显示：温度对冬小麦的克隆生长、有性繁殖、生物量在各部分间的分配均产生了极显著的影响;而养分对多数性状的影响不显著;并且温度很少与养分发生交互效应。在全球暖化的背景下从克隆植物适应对策的角度对研究的结果进行了讨论。     

LEARNERS' EMOTIONAL AND PSYCHIC RESPONSES TO ENCOUNTERS WITH LEARNING SUPPORT IN FURTHER EDUCATION AND TRAINING

ABSTRACT:   This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.     

LIFE SATISFACTION OF RETIRED PROFESSORS: THE CONTRIBUTION OF WORK,HEALTH, INCOME,AND LENGTH OF RETIREMENT

This study investigates the effects of work, health, income, and length of retirement on the life satisfaction of retired professors. The sample contains 90 professors retired from four midwestern colleges and universities. Results indicate that the life satisfaction of these professors was high. Their life satisfaction was enhanced by an opportunity to continue involvement in selected professional activities when this was desired. Good health and an adequate standard of living also contributed to life satisfaction.     

PROFESSORS OF COMMUNITY COLLEGE EDUCATION: CHANGES IN THEORETICAL AND PROFESSIONAL ORIENTATIONS

More than 80% of professors associated with the American Association of Community and Junior Colleges responded to a survey by the authors in 1980. The questionnaire was based on and the findings were compared with a 1972 study by Campbell and Newell. Trends in demographic data, career patterns, and professional orientations are documented and analyzed. University professors of community college education were 7.7 years older as a group in 1980 than they were in 1972; many other changes appear related to this trend. Fewer than 3% of faculty in this field remain at the level of assistant professor, while 61% have already achieved the rank of professor. As a whole, the group is more productive and somewhat more conservative. Some gains have been made in the representation of women (from 0 to 14%) and minorities (from 3 to 6%). With the maturing of this professional group has come related developments in professional orientations. Time invested in research and writing nearly doubled, and professors would like to do still more. Although they still wish to be remembered for having trained outstanding administrators, their desire to be remembered for writing a significant book has increased significantly. As the academic field of community education matures, its professorial members have turned increasingly to scholarly values.     

A NEW APPROACH TO THE PROBLEM OF CHANGING INITIAL RESPONSES TO MULTIPLE CHOICE QUESTIONS

The hypothesis that it is unwise to change answers to multiple choice questions was tested using the technique of multiple regression analysis. The net number of correct answers as a result of changing responses was regressed against final grade in the course, numeric score on the exam, percent of total answers changed for all questions and for analytical questions, sex of the student, and scope of the exam.
The results show that there are gains to be made by changing responses. The variables which proved to be significant indicated that students who did well on the test changed a large percentage of answers, and that those who were taking a final exam tended to gain more. Final grades, sex of the student, and analytical questions had no significant impact on gains from changing responses. On the basis of the results gathered, the authors reject the hypothesis that changing responses is unwise.     

ADOLESCENT GIRLS' COGNITIVE APPRAISALS OF COPING RESPONSES TO SEXUAL HARASSMENT

Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents’ education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self‐esteem, feminist self‐identification) factors as predictors of girls’ cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self‐esteem, perspective taking, perceived support, and parents’ education were variously related to appraisals of different responses.     

CORRELATES OF UNWARRANTED CONFIDENCE IN RESPONSES TO OBJECTIVE TEST ITEMS

Investigated were the effects of several variables on the expression of unwarranted confidence in the accuracy of responses to objective test items. A final examination was administered to 72 subjects under confidence-weighting instructions with two levels of penalty for incorrect responses. A 2-way ANOVA revealed no significant main effects or interaction attributable to level of penalty or sex. Although increased penalty level had no effect on confidence-expression, the test's reliability decreased from .85 to .39, and the correlation between conventional and weighted scores dropped from .88 to .095.     

第十六讲Refer to,Call和Consider的特征与区别

1.The verb "call" can take two objects immediately. We call this instrument a hammer. Don' t call black white. He likes to call a spade a spade (to speak his mind plainly).