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Students in geology and earth science courses were not anxious about taking these courses as measured by the State-Triat Anxiety Inventory. Students in each course were split into two grade groups. It was shown that students whose grades were in the higher group had low anxiety, which continued to be reduced during the course. Students in the lower grade group had high anxiety, which increased during the course. There was no difference between anxiety scores of males and females. In general, students who planned to elect additional courses had lower state anxiety and higher grades than students who did not plan to elect additional courses in geology and earth science. 相似文献
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W. Ronald Salafia Richard W. Lambert Karen C. Host Nicolas L. Chiaia Julio J. Ramirez 《Learning & behavior》1980,8(1):85-91
In three experiments, the nictitating membrane response of rabbits was conditioned for 10 daily sessions at interstimulus intervals (ISIs) ranging from 48 to 125 msec, followed by a shift to 250 msec for 5 days. At tested ISIs shorter than 67 msec, there was no evidence of conditioning, and postshift performance revealed neither facilitation nor interference as a result of the first 10 conditioning sessions. Postshift performance of groups conditioned at preshift ISIs of 67 msec or longer revealed a gradient of increasing savings with increasing ISI. One of the groups in Experiment 1, initially conditioned at 250 msec ISI and then shifted to 48 msec, exhibited extinction of the previously well-conditioned response. Analysis of CR-onset latencies substantiated the absence of associative effects at very short ISIs. It was concluded that there is a temporal limit below which classical conditioning of the nictitating membrane response of rabbits employing forward CS-US pairing does not occur. 相似文献
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Tertiary Education and Management - The International Association of Universities (IAU) is the only inclusive global university association, its membership barriers are low, yet few universities... 相似文献
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Colette L. Ingraham Audrey Hokoda Derek Moehlenbruck Monica Karafin Caroline Manzo Daniel Ramirez 《Journal of educational and psychological consultation》2016,26(4):354-384
ABSTRACTThrough an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others. 相似文献
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ABSTRACT Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process. 相似文献
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This study examines usage patterns of psychology e-books and equivalent print titles held in Texas A&M University (TAMU) Libraries collections. The authors sought to determine how well PsycBOOKS, a specialized subject-based collection, serves users' needs. Results support evidence-based collection acquisition and management decisions of books in print and electronic formats. Major findings indicate that PsycBOOKS is a critical and cost-effective resource supporting the TAMU user community and that hybrid print and electronic collections should coexist to support a variety of user information needs. 相似文献
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David K. Carson Sachin Jain Sylvia Ramirez 《International journal for the advancement of counseling》2009,31(1):45-56
Outpatient counseling is a relatively new concept and form of clinical practice in India. This article provides an overview
of the need for and current status of counseling and family therapy in India. Examples of training programs are presented,
and future prospects for the counseling and family therapy professions are highlighted. The authors discuss therapeutic issues
that clinicians may need to consider when working with Indian clients, as well as some of the potential barriers to counseling
individuals, couples, and families in or from the Indian subcontinent. The future of these professions looks bright and parallels
India’s rapid development as a nation. 相似文献
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In this paper, we argue that, under a specific set of circumstances, designing and employing certain kinds of virtual reality (VR) experiences can be unethical. After a general discussion of simulations and their ethical context, we begin our argument by distinguishing between the experiences generated by different media (text, film, computer game simulation, and VR simulation), and argue that VR experiences offer an unprecedented degree of what we call “perspectival fidelity” that prior modes of simulation lack. Additionally, we argue that when VR experiences couple this perspectival fidelity with what we call “context realism,” VR experiences have the ability to produce “virtually real experiences.” We claim that virtually real experiences generate ethical issues for VR technologies that are unique to the medium. Because subjects of these experiences treat them as if they were real, a higher degree of ethical scrutiny should be applied to any VR scenario with the potential to generate virtually real experiences. To mitigate this unique moral hazard, we propose and defend what we call “The Equivalence Principle.” This principle states that “if it would be wrong to allow subjects to have a certain experience in reality, then it would be wrong to allow subjects to have that experience in a virtually real setting.” We argue that such a principle, although limited in scope, should be part of the risk analysis conducted by any Institutional Review Boards, psychologists, empirically oriented philosophers, or game designers who are using VR technology in their work. 相似文献