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171.
Cindy Guyer 《Legal Reference Services Quarterly》2013,32(3):161-182
The American Bar Association requires that all law students receive “substantial instruction” in legal research. This article discusses a unique legal research program that meets this requirement by focusing on experiential learning. Two components of experiential learning, context and connections, are explained pedagogically and specifically as to legal research curriculum. 相似文献
172.
Predicting the Wind 预测风向To sell their energy, wind-farm operators need to predict when they can deliver the power, but wind is skittish(多变的)and unpredictable. Researchers are hoping that artificial-intelligence techniques will make wind-energy forecasts more accurate. A method developed at Northern Ireland' s University of Ulster assesses past wind-flow patterns to predict 相似文献
173.
Cindy Cruz 《International journal of qualitative studies in education》2019,32(2):136-150
In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis. 相似文献
174.
Rein De Cooman Sara De Gieter Roland Pepermans Cindy Du Bois Ralf Caers Marc Jegers 《International Journal for Educational and Vocational Guidance》2007,7(2):123-136
This article compares individuals already in teaching and non-teaching teacher graduates, and explores the motivation to pursue a teaching job based on job motives and work values. From the response of 241 recently graduated teachers it may be concluded that teachers consider intrinsic, altruistic and interpersonal features as strong job-specific motivators. Furthermore, teachers prefer altruistic and interpersonal work values, while non-teachers are more attracted by individualistic work values such as career opportunities and executive power. 相似文献
175.
ABSTRACTThis article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school. 相似文献
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178.
Electromagnetic Fields,Pulsed Radiofrequency Radiation,and Epigenetics: How Wireless Technologies May Affect Childhood Development
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Mobile phones and other wireless devices that produce electromagnetic fields (EMF) and pulsed radiofrequency radiation (RFR) are widely documented to cause potentially harmful health impacts that can be detrimental to young people. New epigenetic studies are profiled in this review to account for some neurodevelopmental and neurobehavioral changes due to exposure to wireless technologies. Symptoms of retarded memory, learning, cognition, attention, and behavioral problems have been reported in numerous studies and are similarly manifested in autism and attention deficit hyperactivity disorders, as a result of EMF and RFR exposures where both epigenetic drivers and genetic (DNA) damage are likely contributors. Technology benefits can be realized by adopting wired devices for education to avoid health risk and promote academic achievement. 相似文献
179.
Malcolm Bee 《Higher Education Quarterly》1991,45(1):78-90
This paper examines the long term pattern of starting and early-career salaries of U.K. university graduates relative to average non-manual earnings. Salary statistics collected by several university careers services are aggregated to create a new data-set which records starting salary trends at aggregate, faculty and subject levels, and data from the 1960,1970 and 1980 graduate cohort surveys are used to extend the investigation to later years. Considerable differences in remuneration across subjects are reported but the paper demonstrates that graduate starting salaries, generally, have been substantially below average non-manual earnings throughout the period since 1960. Further, graduates' relative position has deteriorated over time: whilst at the start of the period graduates six years into their careers could, in most subjects, expect to earn more than the average non-manual wage, by the end of the period, this was no longer generally so. The paper offers an explanation of graduate salary trends, viewing these as the result of changing demand and supply forces in the graduate labour market, and it concludes by addressing some of the key policy and planning issues to which an awareness of salary levels is relevant. 相似文献
180.
Belinda Bustos Flores Cindy M. Casebeer Mari Riojas-Cortez 《Journal of Early Childhood Teacher Education》2013,34(3):266-286
Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort. 相似文献