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561.
Volume Contents
Contents of Volume 31 2003 相似文献562.
The effects of within-session variations in the intertriai interval (ITI) and delay on pigeons’ memory for event duration were studied in delayed symbolic matching-to-sample tasks. Pigeons were trained to peck one color following a long (8 sec) sample and another color following a short (2 sec) sample. In the first three experiments, the baseline conditions included a 10-sec delay (retention interval) and a 45-sec ITI. During testing, the delay was varied from 0 to 20 sec, and the ITI that preceded the trial was varied from 5 to 90 sec. When the ITI and delay were manipulated separately (Experiments 1 and 2), the pigeons displayed a choose-short tendency when the delay was longer than 10 sec or when the ITI was longer than 45 sec, and a choose-long tendency when either the delay or the ITI was shorter than these baseline values. These effects occurred whether the sample was food access or light. When the ITI and delay were manipulated together, the pigeons showed a large choose-long error tendency when the short delay was tested together with a short ITI, and no systematic error tendency when the short delay was tested together with a longer ITI. A very large choose-short error tendency emerged on trials with a long delay and a long ITI; a reduced choose-short tendency was present when the long delay was presented together with a short ITI. In Experiment 4, the baseline conditions were a 0-sec delay and a 45-sec ITI. In this case variations in the ITI had a smaller and unidirectional effect: the pigeons showed a choose-long error tendency when the ITI was decreased, but no effect of ITI increases. Two hypotheses were proposed and discussed: (1) that pigeons judge sample durations relative to a background time composed of the ITI and delay, and (2) that the delay and ITI effects might arise from a combination of subjective shortening and proactive effects of samples from previous trials. 相似文献
563.
Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty
Fred Piercy Valerie Giddings Katherine Allen Benjamin Dixon Peggy Meszaros Karen Joest 《Innovative Higher Education》2005,30(1):53-66
We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy 相似文献
564.
Erin Rogers Kshipra Hemal Zangose Tembo Mulenga Mukanu Michael Mbizvo Benjamin Bellows 《American journal of sexuality education》2020,15(1):82-98
AbstractAdolescents in sub-Saharan Africa encounter high risks associated with sexuality and reproduction, yet face numerous barriers in obtaining appropriate health services and information. Mobile phones provide a unique opportunity to provide youth with this critical sexual and reproductive health information need. Designed from the United Nations Comprehensive Sexuality Education framework, the mobile-optimized app TuneMe aims to provide adolescents living in eight sub-Saharan African countries—Zambia, Malawi, Zimbabwe, Swaziland, Lesotho, South Africa, Botswana, and Namibia—with sexual and reproductive health information, and to promote uptake and use of sexual and reproductive health services. To assess the scope and appropriateness of TuneMe’s sexuality education content, we conducted a directed content analysis of the 299 articles published on the Zambia-specific TuneMe site between October 2015 and June 2017. Results from this analysis indicate that the greatest information provided by TuneMe was on sexual and reproductive health and HIV, followed by relationships, sexual rights, and citizenship. There was substantially less information that focused specifically on matters of pleasure, violence, diversity, and gender. Content was situated within relatable and culturally-relevant contexts, but gave mixed, and often problematic, depictions of gender norms. This assessment is central to understanding current and future mobile-based sexuality education programming. 相似文献
565.
不少摄影爱好者拍摄相片后,都习惯先用软件将数码相片作“后期改良”,然后才将经过“改良”的相片公布。大家熟悉的图像处理软件非Photoshop莫属,不过除了这个软件外,其实还可找到一些小工具,能替“色友”们进行特定的相片修改工作,使用起来很方便,比起那些大型软件来效果还毫不逊色,T3严重推荐! 相似文献
566.
Brian C. Nelson Benjamin Erlandson Andre Denham 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):88-100
In this paper, we take a designer's look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi‐Player Online Games (MMOG). In doing so, we examine the channels of evidence through which learning and assessment activities are derived in MMOGs, offering examples of how multiple evidence channels in operation through game‐based activities can be utilised to construct rich data trails for assessment. 相似文献
567.
The purpose of this conceptual paper is to analyze the potential for collaborative relationships in schools in Ukraine. In this paper, I examine the nature of teacher collaboration in schools within a framework of postmodernism as a constructive social theory. To better grasp the deep meaning of collaborative interactions in schools, I use cultural and micropolitical perspective. Further, I turn to the discussion of the potential for collaboration in Ukrainian schools, utilizing the notion of a collective that prevailed in Soviet society and system of education. Implications for establishing collaborative school cultures in Ukraine conclude the paper. 相似文献
568.
569.
Rhodri S. Lloyd Jon L. Oliver John M. Radnor Benjamin C. Rhodes Avery D. Faigenbaum Gregory D. Myer 《Journal of sports sciences》2015,33(1):11-19
The purpose of this study was to examine relationships between functional movement screen scores, maturation and physical performance in young soccer players. Thirty males (11–16 years) were assessed for maturation, functional movement screen scores and a range of physical performance tests (squat jump, reactive strength index protocol and reactive agility cut). Older players significantly outperformed younger participants in all tests (P < 0.05; effect sizes = 1.25–3.40). Deep overhead squat, in-line lunge, active straight leg raise and rotary stability test were significantly correlated to all performance tests. In-line lunge performance explained the greatest variance in reactive strength index (adjusted R2 = 47%) and reactive agility cut (adjusted R2 = 38%) performance, whilst maturation was the strongest predictor of squat jump performance (adjusted R2 = 46%). This study demonstrated that variation of physical performance in youth soccer players could be explained by a combination of both functional movement screen scores and maturation. 相似文献
570.
Benjamin Noël Philip Furley John van der Kamp Matt Dicks Daniel Memmert 《Journal of sports sciences》2015,33(1):1-10
Penalty takers in association football adopt either a keeper-independent or a keeper-dependent strategy, with the benefits of the keeper-independent strategy presumed to be greater. Yet, despite its relevance for research and practitioners, thus far no method for identifying penalty kick strategies has been available. To develop a validated and reliable method, Experiment 1 assessed characteristics that observers should use to distinguish the two strategies. We asked participants to rate 12 characteristics of pre-recorded clips of kicks of penalty takers that used either a keeper-independent or keeper-dependent strategy. A logistic regression model identified three variables (attention to the goalkeeper, run-up fluency and kicking technique) that in combination predicted kick strategy in 92% of the penalties. We used the model in Experiment 2 to analyse prevalence and efficacy of both the strategies for penalty kicks in penalty shoot-outs during FIFA World Cups (1986–2010) and UEFA Football Championships (1984–2012). The keeper-independent strategy was used much more frequently (i.e., 78–86%) than the keeper-dependent strategy, but successes did not differ. Penalty takers should use both the strategies to be less predictable. Goalkeepers can use the developed model to improve their chances to succeed by adjusting their behaviour to penalty takers’ preferred penalty kick strategy. 相似文献