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Cynthia Duquette Smith 《Communication Teacher》2016,30(1):6-10
Courses: Rhetorical Criticism, Persuasion, Rhetoric and Architecture, Visual Rhetoric.
Objectives: This single class activity is designed to raise student awareness about the rhetorical nature of architecture and campus planning; to shift student perceptions away from taking their physical surroundings as “a given” and toward seeing them as the product of strategic human choices and decision making; to foster a spirit of curiosity about how buildings can influence our emotions and behavior; and to reduce student uncertainty about unfamiliar course content. 相似文献
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Scott D. Winnail Lynn M. Artz Brian F. Geiger Cynthia J. Petri Rebecca Bailey J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236
This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research. 相似文献
76.
Charles F. Flaherty Patricia S. Grigson Cynthia Coppotelli Colin Mitchell 《Learning & behavior》1996,24(1):68-81
Intake of a 0.15% saccharin solution was suppressed when it was followed by a 32% sucrose solution in brief daily pairings. With equal access durations to the two solutions, intervals of intermediate duration (2 or 3 min) produced a larger contrast than more extreme intervals (1 or 10 min). There was no evidence of inhibition of delay with the 10-min interval (Experiments 1A and 1B). When access times were asymmetrical, longer access time to the first solution reduced contrast, whereas longer access time to the second solution enhanced contrast (Experiment 2). Contrast was greater when the two solutions were presented at consistent and separate spatial locations than when location was changed randomly or when both solutions were presented in sequence at the same location. However, a degree of contrast occurred in all conditions (Experiment 3). Experiment 4, conducted with the solutions in opposite arms of a T-maze, showed that anticipatory approach to the location correlated with the 32% sucrose solution developed prior to lick suppression on the saccharin solution. However, within daily sessions, there was a reliable increase in contrast without correlated changes in anticipatory-approach behavior. Access-time effects were attributed to altered reward values, whereas spatial-separation effects suggest that goal-directed responses contribute to, but do not cause, anticipatory contrast. 相似文献
77.
Bensley L Ruggles D Simmons KW Harris C Williams K Putvin T Allen M 《Child abuse & neglect》2004,28(12):1321-1337
BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth. 相似文献
78.
This paper discusses the findings of a study on how prospective teachers respond to the social difference they encounter in educational discourse and in the public schools. Despite the pessimism of most research on the issue, this study argues that there are always some individuals who desire to implement multicultural social reconstructionist education (MSRE). This paper portrays 3 teacher candidates who range in their positions on 3 signposts indicative of support for MSRE: identification with social justice; support for critical pedagogy and MSRE, and; desire to learn more about the effects of social domination. The paper urges Faculties of Education to become more aware of prospective multicultural educators' positions and to encourage their development. 相似文献
79.
Cynthia Joan Patel 《Gender and education》2016,28(1):55-71
This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered. 相似文献
80.
The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade. 相似文献