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71.
Antenatal education is an important component of antenatal care in the developed world, but research indicates that it may not be meeting consumer needs. This article provides an overview of a needs assessment that aimed to determine the concerns and interests of expectant and new parents and how they prefer to learn during the periods of pregnancy and the early weeks of parenthood. The findings could be used to develop an innovative approach to antenatal education in order to prepare expectant and new parents for the birth experience and the early weeks of parenthood. The current study's results identified that expectant and new parents' concerns and interests during pregnancy, childbirth, and new parenting fall within five interrelated conceptual areas: 1) perceiving achievement or failure; 2) taking on risk; 3) riding an emotional roller coaster of joy, anxiety, and uncertainty; 4) needing to know...what is normal; and 5) needing help to perform well.  相似文献   
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To identify pathways to lower environmental impacts, this research examined the motivation and antecedents of motivation (autonomy, relatedness, competence), of environmentally active people. Previous research suggests that people with more self-determined motivation for pro-environmental behavior (PEB) should carry out more PEBs, and have lower environmental impacts, than people whose motivation is more externally regulated. Path analysis in Sample 1 (N = 261) confirmed that self-determined motivation was positively related to both easy and difficult PEB. The more participants judged that their needs for autonomy and relatedness were met in relation to performing PEB, the more self-determined their motivation. Higher perceived relatedness was also directly related to reporting more engagement in difficult PEB. Perceived competence was not related to self-determined motivation or PEB. The pattern of results was largely supported when re-tested with a sample (N = 320) who completed a ‘carbon footprint’ measure of environmental impact as well as the questionnaire completed by Sample 1. In this sample, autonomy, relatedness, and competence were related to self-determined motivation. The research is the first to our knowledge to examine and find a relationship between higher self-determined motivation and lower self-reported environmental impact. These findings point to new approaches to increasing PEB.  相似文献   
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Phil Cooke 《Research Policy》2005,34(8):1128-1149
This paper proposes to review and assess social scientific debate about the origins and nature of innovation in modern society. It focuses on three sub-sets of conceptualisation, critique and commentary that refer specifically to sub-national or regional innovation systems. Research in the latter field has grown enormously in recent years. Moreover, new perspectives from other disciplines than regional science have been promoted. One distinctive view of relevance in that it is focused on the role in innovation of specific ‘entrepreneurial universities’ in relation to industry and government is, of course, the ‘Triple Helix’ approach. This is reviewed and sympathetically critiqued. A second view, less sympathetically critiqued here, is one that itself attacks all so-called ‘new regionalism’ for stressing the importance of institutions, industry embeddedness and the micro-science of regional economic development. Dazzled by ‘Globalisation 1’ and the totalising power of ‘scale’ geographies, this rejection of the worth of spatial analysis at less than the global or national ‘scalar envelope’ is assessed for its potential insights into weaknesses of the regional innovation systems approach but found wanting in both technical accuracy and scholarly competence. Finally, the state of the art in regional innovation systems research is sketched by reference both to recent longitudinal findings and elaborations into specific technological fields, particularly but not only Bioregional Innovation Systems that help move us towards a newer theory of economic geography in the knowledge economy, based on ‘regional knowledge capabilities.’ The analysis conclusively proposes ‘Globalisation 2’, a ‘ground-up’ knowledge-driven evolution of the earlier ‘top-down’ multilateral trade institution and corporately driven ‘Globalisation 1.’  相似文献   
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Joseph McCabe (1867–1955) was one of the most prolific and gifted polymaths of the twentieth century. Long before such a thing was thought respectable, and almost a century before any university established a chair in the public understanding of science, McCabe made a living as a populariser of science and a critic of philosophical and religious obscurantism. Through the first half of the twentieth century he wrote countless cheap and widely distributed books and pamphlets for those whose thirst for knowledge exceeded the money or time they could devote to such pursuits. This article will detail, and give some assessment of, McCabe’s career as a populariser of science and expositor of evolutionary theory and its philosophical, religious and cultural ramifications.  相似文献   
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Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s, various mapping methods that use self- and peer ratings have been developed. They are based on (normalised) individual weighting factors, partial scaling of the group mark, inter-rater agreement corrections or parabolic functions. We show that no single existing method can be successfully applied to most practical peer assessment scenarios such as different marking scale interpretations, intra-group ranking errors, biased free-riders and marks exceeding 100%. We present a combined analytical mapping method that incorporates the benefits of existing mechanisms, but alleviates their weaknesses with minimum computational effort and tutor input. The robustness of the method is illustrated through problematic assessment examples and empirically evaluated in multiple group work environments involving a total of 243 students and five different disciplines.  相似文献   
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Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.”  相似文献   
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