ATTITUDES TOWARD EDUCATIONAL MEDIA: IMPLICATIONS FOR EDUCATIONAL GERONTOLOGY

This study was conducted to determine if there is or is not a difference in attitudes toward educational media between older adults and younger adults. Attitudinal information was gathered from the two groups utilizing an instrument entitled “Controversy in Academia” a 39‐item Likert‐type questionnaire. The questions from the instrument were divided into six groups, and six operational hypotheses were generated to effect testing. The results indicated that there were no basic differences between the attitudes toward educational media expressed by older adults and those expressed by younger adults.     

CHILDREN'S ATTITUDES TOWARD THE ELDERLY: EDUCATIONAL IMPLICATIONS

The CATE (Children's Attitudes Toward the Elderly) was administered to 180 children, 20 at each level from age 3 to age 11. Results suggest that children at all age levels have limited knowledge of and contact with older people. Few children gave positive responses about growing old themselves; most did not perceive being old as positive. Attitudes of children toward the elderly suggest a mixture of positive feelings of affect and either stereotypic or negative attitudes about the physical aspects of age. It was determined that children's concepts of age increase in accuracy as they increase in age. Educational implications include providing accurate information about the elderly and actual contact with older people, enabling children to assess their perceptions of the aging process and how aging affects them, and exposing children to an unbiased look at the attributes, behaviors, and characteristics of the elderly in a wide variety of roles in order to avoid or extinguish the formation of stereotypic, negative attitudes.     

THE IMPACT OF AN INSERVICE EDUCATIONAL PROGRAM ON THE GERONTOLOGICAL KNOWLEDGE AND ATTITUDES OF GERIATRIC RECREATIONAL SERVICE PROVIDERS

The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed.     

THE MEASUREMENT OF TEACHERS' ATTITUDES

As a result of group discussions with working class pupils from areas of high delinquency it was postulated that there were at least three broad and overlapping categories of pupils attending comprehensive schools in these districts. These were termed school‐orientated pupils, nonchalant pupils and anti‐school pupils. An attempt was then made to ascertain some of the main differences in attitudes towards school between offenders and non‐offenders. Generally speaking it was found that non‐offenders occupied the first and second of the above categories and offenders the second and third. Questionnaires were given to 120 pupils composed of a group of 60 non‐offenders and a group of 60 offenders. All the pupils were attending school but while all the non‐offenders were still at day school most of the offenders were in the care of their local authorities. The offenders were found to have presented more problems for the school authorities either through misbehaviour or truancy. On attitude items (Likert‐type scale) relating to school and lessons there were differences in responses from the two groups at a high level of significance. The remaining items (both concerning teachers) showed no significant differences.     

一种级数的维数

本文研究了Ｒａｄｅｍａｃｈｅｒ级数所产生的分形维数，得到精确的公式．     

软代数的一类主同余关系

软代数也称为Fuzzy格，它是Boole代数（或Boole格）的一种推广．这一推广具有很强的实际背景，它能使人们把分明现象与模糊现象进行统一的研究．这正好弥补了boole代数只能概括分明现象，而把普遍存在的模糊现象统统排斥在外的缺陷．模糊集论的引入给软代数的实际应用开拓了广阔的前景．我国以蒲保明、刘应明、王国俊、吴从炘为代表的一大批知名学者，在不分明拓扑、分子格、模糊拓扑线性空间方面的出色工作，带动了软代数理论的研究．而LAZadeh，JFBaldwin，YTsukamoto，RRYager以及我国学者刘叙华、吴望名等人在模糊逻辑、模糊推论…     

大数阶乘的计算问题

给出了在计算机内存允许的情况下,用TurboPascal语言编写的计算较大数阶系的递归程序。该程序可用于计算任意大的数的阶乘。     

ATTITUDES OF PARENTS AND DEVELOPMENT OF CREATIVITY

Biographical surveys of 65 inventors employed in the mining industry were contrasted with those of a control group of men of similar age, education and period of employment who had failed to display inventiveness in their work. The following variables were taken into account: family life; course of learning; origin and development of interests; financial status; health and physical fitness; course of professional work. It was shown that positive parental attitudes had influenced the development of certain features in theses people as children, which later resulted in their adult life in a creative approach to their professional work. In a similar way, negative parental attitudes were restrictive and made development of such features difficult.     

注视与倾听-对当代两种教育研究范式的思考

当前教育研究主要有两种范式 :自然科学范式与人文范式。它们在研究对象、真理及知识观上均有着不同的理解 ,在哲学上则是基于“注视”与“倾听”的不同取向。同时 ,在这两种教育研究范式中 ,研究者有着不同的成长内涵 ,自然科学范式关注研究者的理性、严谨客观态度的形成 ,而人文范式则促进研究者的精神性参与及对被研究者的理解与宽容态度     

ATTITUDES OF CHILDREN TOWARDS INTERNATIONAL AFFAIRS

Judgements made about the personal qualities of candidates for a Postgraduate Certificate in Education course were compared with similar judgements made about students later in the course and with their teaching competence as demonstrated on final teaching practice. Little correspondence was found. While very high initial ratings were usually confirmed by later good performance, teaching competence was generally not predictable from the initial judgements.     

DIMENSIONS OF SATISFACTION WITH COLLEGIATE EDUCATION

A sample of 2072 respondents In 176 courses from four different departments In a community college completed a questionnaire concerning their attitudes towards various aspects of their studies. Results showed that the factor structure of the responses from the different departments was almost Identical, In spite of differences In students' demographic background and the purpose of studies. A regression analysis on the general satisfaction with courses revealed the teacher as the major contributor and the Interpersonal relations between students as an additional factor. When the willingness to continue studying in the same college was analysed, the Interpersonal relations between students were the major factor when the analysis was based on individual scores, but not when it was based on class‐averages. In both cases the difficulty of the course and the general evaluation of its quality were significant additional contributors. It was concluded that in order to evaluate higher education courses accurately, a generally applicable tool can be devised, but that this tool should cover social aspects of the study‐situation not yet Included in currently used evaluation questionnaires.     

GERONTOLOGICAL KNOWLEDGE AND ATTITUDES OF STUDENTS OF RELIGION

Stereotypes about aging and the old, both negative and positive, have significant influence upon older people themselves. Often unknowingly, older people incorporate these stereotypes into their own thinking and self-perceptions. A literature search revealed four primary hypotheses about the manner in which these self-stereotypes impact older people: stereotype threat, comparison, externalization, and internalization. Anecdotal examples of the four hypotheses are drawn from an unrelated research study that the authors are currently undertaking. Among these hypotheses, four basic characteristics of self-stereotypes are identified: (a) stereotypes can be negative or positive; (b) stereotypes have significant power, particularly if they are self-relevant; (c) stereotypes can be operative without awareness and influence physical and cognitive outcomes; and (d) negative stereotypes can be countered by positive priming. Due to their ability to significantly influence the cognitive and functional well-being of older people, further research is essential to better understand how these self-stereotypes function.