The effects of a career planning course and a computer-assisted career guidance program (SIGI PLUS) on undecided university students

This study examined the separate and combined effects of a career planning course and a computer-assisted career guidance system (SIGI PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course and SIGI PLUS; SIGI PLUS only; wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences among groups for each measure. Significant overall differences were found for each measure. Follow-up procedures revealed significant differences between specific career treatment groups and the control group. Implications for counselors are discussed.     

Factors influencing the use of DISCOVER and SIGI

James P. Sampson, Jr. is an Associate Professor in the Department of Human Services and Studies at The Florida State University. Michael Shahnasarian is President of Career Consultants of America. Robert C. Reardon is a Professor in the Department of Human Services and Studies and Director of the Curricular-Career Information Services at The Florida State University. The first and third authors also co-direct the Center for the Study of Technology in Counseling and Career Development. Support for this study was provided by a grant from the W. K. Kellogg Foundation through Project LEARN. The authors acknowledge the support and assistance of personnel at the American College Testing Program and the Educational Testing Service in completing this research. The authors also acknowledge the assistance of Terry Katz in the data analysis for this study.     

PROJECT LEARN: Supporting On-Campus Learning with On-Line Technologies

PROJECT LEARN (http://learn.lincoln.ac.nz) was initiated in July 1997 as an in-depth staff development activity which provided targeted academics with a team of instructional designers, graphic artists, and computer consultants to help them restructure their instruction to take advantage of the interactive capabilities of the World Wide Web (WWW). A key premise was that any resources developed would engage students in exercises that promote an active learning experience. Students interact with subject-specific material, related resources, and other students and teachers. By systematically focusing on academics teaching compulsory subjects, PROJECT LEARN staff were able to create materials which are used by the greatest number of students—thereby increasing the campus-wide impact of their work. This article includes the development model, results from implementation, and a discussion of factors which have contributed to the project’s ongoing success. It concludes with a discuss of how the implementation of PROJECT LEARN compares to the University of Twente’s Implementation Model and generalizes to other university settings.     

ORAL HISTORY AND THE MOTIVATION TO LEARN: AN EXPLORATORY STUDY

Previous research has indicated that (1) older adults are predisposed to reflect on the meaning and integrity of their lives, (2) few legitimate opportunities to reminisce are available to the elderly, and (3) oral history has been used successfully as a teaching method with young students who worked with the elderly. The oral histories of 13 residents of a Veterans Administration Hospital nursing home care unit were collected by 11 members of the staff. The histories were reviewed by teachers and were used to establish the content of two experimental courses that were open only to residents who had been interviewed. At the conclusion of the classes, data were collected from attendance records and from the teachers, members of the staff, and friends and relatives of the residents. The data were used to assess the impact of the project on the residents and on the staff. The implications of the study for teachers and administrators and for educational researchers are discussed.     

Communication and gender identity: A retrospective analysis

Gender identity constancy and change must be traversed over the life span. The participants in this study, age 67 to 97 years, described their femininity and masculinity and provided examples of same‐sexed and opposite‐sexed behaviors. Their narratives suggest that their interactions with others, circumstances, and life stage all affect their gender identity constancy and change. Gender identity constancy and change appear to result from multiple factors.     

溶解度(第一课时)教案

(1)理解溶解度的概念，了解物质溶解性大小习惯分类。(2)了解温度对一些固体物质溶解度的影响。(3)了解溶解度曲线的涵义。(4)了解气体溶解度的概念及影响因素。重点——建立溶解度的概念。难点——正确理解固体物质溶解度的概念及其意义。     

A comparative analysis of project method and learning project

This is the first of two linked papers which explore the implications for professional learning of the ethnic and cultural diversity which marks contemporary developed societies. The first paper considers the responsibilities brought to professionals by multicultural contexts for their practice and reviews educational provision in relation to these responsibilities for one group, namely the police. The two papers are based on a case study of the contribution of continuing professional education to the development of the Race Relations Policy of Metropolitan Toronto Police. This initiative brings lessons for any organization or professional group. The paper describes the Race Relations Policy and sets its development in the context of new models of policing currently being created and the legislative framework surrounding the initiative. The paper considers the implications for professional learning of policy development of this kind, and examines the extent to which continuing professional education programmes respond to issues relating to visible minorities. The paper reviews issues in training and education in police services and summarizes recent approaches to police education and training. Using the foregoing analysis as a base, the paper then focuses on race relations education and training in police services, reviewing different approaches and the successes (or problems) which their proponents (or critics) have claimed for them. This examination, drawing on material from both the UK and Canada, concludes that a focus on the training of individual officers produces only limited effects. Change of the kind needed for the development of Metropolitan Toronto Police Services’ Race Relations Policy, and for their creation of a new model of policing, draws on organizational measures to change institutional life radically. Such an ambitious project is supported by novel forms of learning, undertaken outside the classroom. These will be the subject of the second paper.     

HEALTHY,HAPPY, AND OLD: CHILDREN LEARN ABOUT THE ELDERLY

This study explored the effectiveness of a curriculum in fostering children's positive attitudes toward the elderly and their own aging. The curriculum was developed around three major goals: (1) increasing children's knowledge of the elderly; (2) enabling children to assess their own aging positively; and (3) decreasing negative stereotyping of the physical and behavioral characteristics of the elderly. A total of 108 children in kindergarten through the sixth grade received the curriculum; 107 children in the same grades served as the control and did not participate in the curriculum. The test. Children's Attitudes Toward the Elderly (CATE) (Jantz, Seefeldt, Galper, & Serock, 1976), was administered on a pre‐post paradigm. Multiple regression analyses were computed to assess the effects of the curriculum on posttest responses on the CATE. The results indicated that the curriculum was effective in fostering positive attitudes toward the elderly as measured by the total score, F (1,209) = 5.28, p <.05; in knowledge of older persons, F (1,209) = 5.41, p < .01; and in changing stereotyped thinking about the elderly. The curriculum, however, did not significantly change children's negative attitudes toward their own aging.     

A recipe for planning a project: A novice manager's guide to small project design

This article provides a practical framework for the planning of educational projects. It is addressed to those new to project management looking for a step-by-step approach to planning which can be adopted in different circumstances. The article starts by highlighting the characteristics and advantages of projects. It then shows how by following six key stages of project design, the project administrator can confidently determine the goals, constraints, activities and resources for effective, pro-active project management. Each design step is supported by examples and diagrams and focuses on useful planning tools for establishing priorities, costing and time allocation.     

关于文学语言学研究的回顾与思考

受传统学语言观“载体”说与“工具”论的影响，学语言学的研究一直未受到应有的重视，至今没有形成完整的学科体系。但学语言学经历了漫长的前学科时期和准学科时期，古代中外哲学家，论家曾以他们闪光的思想和睿智的见解，为学语言学的建立奠定了一定的理论基础，由于语言对学发展的制约与影响及在学作品诸要素中具有无可比拟的得要性，因此，建立和发展学语言学这门新兴学科具有内在的合理性与科学的必然性。     

The women mentor project: A sharing approach

The Women Mentor Project, a component of the Fort Wayne Community School's Horizons Gifted Education Program, was introduced as a pilot model in one elementary, five middle, and three senior high school buildings during the 1982–83 school year.

Funding for this project was made possible through the 1982 Gifted Children Advocacy Association grants competition and Ball State University Alumni Association. The project endeavored to provide gifted young girls with opportunities to develop their self‐esteem, leadership abilities, and career awareness through weekly guidance meetings and time spent with successful community women from traditional and nontraditional careers.     

A navy video teletraining project: Lessons learned

Abstract

This paper discusses two modifications to the conduct of computer‐conference‐based master's degree courses: a maximum length for conference messages was suggested and, more importantly, conference moderators, or topic leaders, were appointed from among the student cohort. Drawing on previous work on conference moderation, it is argued that the differing power relationships between student and student and between instructor and student result in a context in which instructor and student moderators can perform complementary functions to ensure a more productive conferencing environment.