HIV/AIDS knowledge and information sources among deaf and hearing college students

A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information.     

Sexual abuse of deaf children. A retrospective analysis of the prevalence and characteristics of childhood sexual abuse among deaf adults in Norway

OBJECTIVE: North American studies conclude that deaf children may have a 2-3 times greater risk of sexual abuse than hearing children. No comparative studies are available in the Nordic countries. The present study was initiated to estimate the prevalence of childhood sexual abuse among deaf children in Norway, describe the nature of the abuse, and to examine risk factors. METHOD: A self-administered questionnaire was sent in 1999 to all 1150 adult deaf members of the Norwegian Deaf Register. The Deaf Register includes all deaf Norwegians. The questionnaire, which was also available videotaped in sign language, was an adapted version of a questionnaire used in a Norwegian survey among the general adult population in 1993. The results from this earlier study were used as a comparison group. RESULTS: Deaf females aged 18-65 who lost their hearing before the age of 9 (N = 177) reported sexual abuse with contact before the age of 18 years more than twice as often as hearing females, and deaf males more than three times as often as hearing males. The abuse of the deaf children was also more serious. Very few cases were reported to parents, teachers, or authorities. CONCLUSIONS: Deaf children are at greater risk of sexual abuse than hearing children. The special schools for the deaf represent an extra risk of abuse, regardless of whether the deaf pupils live at home or in boarding schools.     

Measuring practical knowledge among prospective and current teachers of deaf and hard of hearing students

Research on teaching and teacher research has a long history. However, in the field of the education of deaf and hard of hearing students, this research is limited. The study addresses one particular area of research on teaching and teacher research: practical knowledge of teachers of deaf and hard of hearing students. Practical knowledge is defined as how educators think about their classroom practice. By means of a survey designed and tested by the researcher, four hierarchical groups (beginning education students, graduating education students, novice teachers, and experienced teachers) in the education of deaf and hard of hearing students were surveyed on their practical knowledge. Practical knowledge codified as images, rules of practice, and practical principles. Results were measured to demonstrate for categories and characteristics of practical knowledge storage among prospective and current teachers of deaf and hard of hearing students. The instrument was designed as an assessment tool to measure aspects of this knowledge, apply it to levels of pedagogical expertise, and expand research in this area.     

The impact of personal educational experiences and communication practices on the construction of deaf identity in Cyprus

The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings indicated that the type of school, and the academic and social experiences shared within the school between the participants and their classmates and teachers, played a crucial role in these deaf individuals' identity development. The findings have implications for curriculum development for deaf pupils, and for parents' counseling about their deaf children's development of healthy identities.     

The story so far: personal knowledge and the political

This paper looks critically at a number of forms of inquiry that are now developing in the field of teacher education. Narrative methods and starving are two associated genres that have emerged forcefully in the past decade as ways of seeking to represent the lived experience of schooling. It is because of the very potential of these methodologies to bring us closer to the experience of schooling that our scrutiny should focus sharply upon both the strengths and weaknesses of these methods. To help the process of identifying the cultural place of stories and narrative, the paper seeks to link the emergence of such genres inside teacher education with broader cultural patterns within contemporary societies. In particular, the use of personal stories in the global media is examined; and as a result, a series of questions is asked and issues are raised. Finally, some conclusions regarding the role of stories and narrative in educational research are provided. Here, some antidotes to the absence of historical and theoretical context are developed.     

Social interaction among deaf preschoolers. The effects of language ability and age

This study examined the relationship between deaf preschoolers' language abilities and their play behavior. Twenty-nine deaf children aged three to five years were observed during outdoor free play throughout the school year. Their language abilities varied widely and did not correlate with age. On the basis of two language tests, they were divided into three language ability groups--high, middle, and low. Language ability was found to be related to several aspects of play and social interaction. The children with high language ability were more likely than the other children to play with two partners at the same time (i.e., engage in triadic interaction), to interact with teachers, to prefer to play with children of similar language ability, to use language, and to receive language from their partners. Most of these effects seemed to be due solely to differences between the children with high language ability and those in the other two groups. Children in the low and middle language ability groups behaved similarly. Language ability was not related to any other aspect of peer relations. Thus, the impact of language ability seems limited. These results, in conjunction with past research, suggest that, for the most part, deaf preschoolers' language and social skills develop independently from each other.     

Vision problems among students in schools and programs for deaf children. A survey of teachers of deaf students.

Vision problems are more common among deaf people than among the general population. Eight percent of the students in schools and programs for deaf children can be expected to have vision problems. We sent questionnaires to institutions and programs for deaf children, requesting information about the extent of vision problems among their students and about their teachers' levels of preparation in the area of vision impairment. Responses were received from 490 teachers. The data confirm that significant numbers of deaf students also have vision problems, and that teachers do not receive adequate training and information to meet the needs of this population.     

Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students

ABSTRACT

This study aimed to explore the features of mobile learning behaviors among Chinese elementary school students, and relationships between mobile learning behaviors and personal characteristics in mobile learning environment. The current study designed and developed a game-based educational mobile environment and conducted an experimental research. Eighty-three elementary students participated in this study. The results revealed the features of elementary school students’ mobile learning behavior including: 1) the students had reasonable login frequencies and learning time duration with appropriate guidance from the teachers, and satisfying learning performance by self-learning; 2) higher grade, learning style with active information processing and higher test scores in the conventional Chinese subject course had positive impacts on the mobile learning behaviors, but no gender difference was found. Regrettably, students showed more digital consuming than digital creating in the current study. The results could provide necessary suggestions on mobile learning for young learners.     

五年制高职聋生特点分析及对策研究

高职聋生由于自身生理缺陷存在与他人不同的地方,使得聋生在生活、学习、工作等多方面异于常人。近年来高职院校不断加大扶持力度,着力提升聋生专业技能与综合素质,帮助其提升生存技能。本文以五年制高职聋生特点为研究重点,从四个方面进行分析研究,并且针对目前存的的问题提出了相关解决对策。     

Comparing practical knowledge storage of deaf and hearing teachers of students who are deaf or hard of hearing

Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing.     

Plato, Pascal, and the dynamics of personal knowledge

Abstract educational practices are to be based on proven scientific knowledge, not least because the function science has to perform in human culture consists of unifying practical skills and general beliefs, the episteme and the techne (Amsterdamski, 1975, pp. 43–44). Now, modern societies first of all presuppose regular and standardized ways of organizing both our concepts and our institutions. The explanatory schemata resulting from this standardization tend to destroy individualism and enchantment. But mathematics education is in fact the only place in which to treat the human subject’s relationship with mathematics. And that is what mathematics education is all about: make the human subject grow intellectually and as a person by means of mathematics. At first sight, mathematics, in its formal guise, seems the opposite of philosophy, because philosophy constructs concepts (meanings), whereas mathematics deals with extensions of concepts (sets). We shall, however, turn this problem into an instrument, using the complementarity of intensions and extensions of theoretical terms as our main device for discussing the relationship between philosophy and mathematics education. The complementarity of the “how” and the “what” of our representations outlines, in fact, the terrain on which epistemology and education are to meet.     

浅谈戒毒管理模式对人身自由权的影响

2008年6月1日《禁毒法》的正式颁布,标志着劳教戒毒成为历史。也意味着戒毒管理方式呈多样性发展,虽然目前立法方面仍有所不足,但现在更加注重对人身自由权的维护。本文主要通过论述强制戒毒管理模式和社区自愿戒毒戒管理模式对人身自由的限制,权衡利弊后促进我国的戒毒管理模式的完善。     

波兰尼的个人知识理论与教育思想探析

在波兰尼看来,所有知识都是个人的,都是默会的.波兰尼的知识理论虽然具有革命意义,但其教育观念却比我们想象得更为传统.他推崇文化权威,尊重教师权威,主张言传身授.反观当今教育领域的个人知识和默会知识,其内涵已与波兰尼个人知识理论迥异.由此而阐发的一些教育主张与波兰尼的教育思想也相去甚远.以此为例,我们得到一个启示:有什么样知识观就有什么样的教育观,这个流行的判断比看起来要复杂得多.     

The influence of phonological mechanisms in written spelling of profoundly deaf children

In the present study, the effect of phonological and working memory mechanisms involved in spelling Italian single words was explored in two groups of children matched for grade level: a group of normally hearing children and a group of pre-verbally deaf children, with severe-to-profound hearing loss. Three-syllable and four-syllable familiar words were presented to the two groups for spelling to dictation. Three conditions were used: simple spelling, concurrent articulation, and foot tapping. Verbal digit span was also assessed. Overall, the performance of deaf children tended to be lower compared to hearing children, but not significantly so. Concurrent articulation produced more errors than tapping in both groups. Regression analyses showed that the main predictor in all three tasks was school level, however the proportion of variance explained by this factor was much greater in the dual tasks, in particular in concurrent articulation. Qualitative analyses of errors showed a worse performance of deaf children, with a greater proportion of mixed errors compared to hearing children. They also showed a greater proportion of phonologically plausible errors compared to hearing children, presumably due to their deprived auditory representation, and/or to phonological representations that rely to a large extent on lip reading and kinesthetic and visual perception of articulatory gestures.     

The influence of prior knowledge and viewing repertoire on learning from video

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.     

Learned helplessness and level of underachievement among deaf adolescents

The purpose of this study was to investigate the effects of a helplessness experience on the subsequent performance of deaf adolescents functioning at mildly underachieving or severely underachieving levels. Sixty deaf adolescents meeting the experimental subject criteria were separated into mildly underachieving or severely underachieving groups of 30 each on the basis of the discrepancy between their individual IQs and 1976 achievement scores. Group members were then randomly assigned to one of three pretreatment situations: a solvable Block Design test; an unsolvable Block Design test; or no pretreatment. A 2 × 3 multivariate analysis of variance posttest only group design then examined the solvable posttest performance of all 60 subjects. Results indicated significantly high posttest error scores among severely underachieving deaf adolescents experiencing an unsolvable pretreatment situation. Recommendations are offered for the practical applications of this research in the classroom.     

The gap between guidelines, practice, and knowledge in interpreting services for deaf students

In this article, we examine the literature on educational interpreting for information related to optimal interpreting in school settings. this literature review is coupled with an examination of 15 guidelines for educational interpreters in school districts and programs for the deaf and hard of hearing across the United States. With this information, we then explore discrepancies between what guidelines recommend, what actually occurs in classrooms, and what research on the process of interpreting has found on the basis of three major areas of concern: the production of the message by the interpreter, the reception of the message by the student, and additional responsibilities required of interpreters working in school programs.     

知识经济对财务管理的影响

在知识经济时代,知识在资源配置中所起的作用越来越大,为企业创造的财富越来越多,物质资本与知识资本的地位发生重大变化,物质资本的地位相对下降,而知识资本的地位相对上升。     

Resilience and success among deaf high school students: three case studies.

Case studies are presented of deaf high school students who were identified as "outstandingly successful" in a national survey. In the analysis of case histories, a subgroup of students had achieved success despite numerous stressful circumstances. Students who would have been expected to do poorly were nonetheless achieving. Although from different sociocultural, linguistic, and educational backgrounds, these students appeared to have one attribute in common: a high level of resilience. The study explores resilience and how three deaf students were able to overcome many obstacles to achievement.