The effects of facial‐head cue combinations on interpersonal evaluations

Two experiments were conducted to examine the role of visual cues in interpersonal attraction and credibility. In the first study, 128 subjects viewed eight randomly ordered videotape segments of trained actors presenting a short speech accompanied by head nods, eyebrow raises, smiles, combinations of those cues, or no such cues. Ratings of the speakers on task and social attraction revealed that, as expected, the presence of any face or head cues produced more attraction than none; however, instead of the three combined cues producing the most attraction, the smiles‐head nod condition produced the greatest social attraction and the head nod only condition produced greatest task attraction; expected sex differences were largely supported. In the second study, face and head cues were performed by confederates during a live interview situation while subjects observed the interaction from behind a two‐way mirror. Results showed that smiles produced higher attraction and credibility ratings than did no smiles and nods, thus further substantiating the reward power of facial and head cues in social interaction.     

关于悬链线的一点注记

悬链线是微积分、微分方程、微分几何、变分计算及数值分析中的一个重要课题.本文通过一些诸如方轮自行车、旋转的最小面积等有趣的例子,计算悬链线和相应半圆下面的面积,证明悬链线到处都有,但并不是无处不在.     

A model for the effective engagement of all stakeholders in engineering education and its pilot implementation

Methodologies for engineering learning and teaching (MELT) approach aims to enhance the attractiveness of education through science, technology, engineering and mathematics (STEM) among young people, while promoting awareness of future careers in these areas. To this end, students’ expectations are considered within university programmes, aiming to an increased engagement in STEM careers. To accomplish these goals, a new and integrated approach (MELT) is presented, involving the main stakeholders in both scientific education and society. An education framework is presented, providing guidelines for an improved collaborative approach to STEM education in the future. Results from the pilot implementation of MELT are presented, from a small-scale education parliament prototype. From these initial stage and results, it is seen that there is a need for a proper alignment of expectations from all involved stakeholders, concerning the engineering education towards society’s demands.     

Sustainable support: a case of the role and deployment of teaching assistants implementing a unique early literacy intervention

The role and deployment of teaching assistants (TAs) (paraprofessionals) have changed significantly over the past decade; TAs in England hold greater responsibilities in terms of their wider role in classrooms and, specifically, in relation to their support for children with literacy difficulties in a primary school context. The impact of their role has been both questioned and challenged; nevertheless, in relation to literacy support, their role is widely valued by schools, and evidence exists that there is a positive impact on attainment. This paper reports on a case study of an early literacy intervention implemented by TAs which, it is argued, provides a positive model of TA deployment and literacy intervention implementation. It is also argued that this model of intervention offers a scaffold to the TAs themselves, who are then far better placed to scaffold the literacy learning of children with individual needs.     

On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice

In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice.     

Independence and Prescription in Learning: Researching the Paradox of Advanced GNVQs

This article outlines the context in which General National Vocational Qualifications (GNVQs) have been developed with particular reference to the independent learning dimension of their principles and practice. It provides an overview of the problems associated with the GNVQ approach from the literature and from a study by the authors of twelve post-16 institutions in the process of implementing Advanced GNVQ programmes. It analyses the dimensions of independent learning and argues that GNVQs provide a hybrid learner experience in which autonomy in the organisation of the individual learning process is mediated by a heavily prescribed GNVQ framework. The article concludes by locating this paradox in four central dilemmas characterising post-16 curricular policy in the UK.     

Promoting toddlers' self-regulation and healthy eating habits among families living in poverty: A randomized controlled trial of Recipe 4 Success

The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016–2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = .21–.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |.16–.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.     

Kuala Lumpur,July 2005

Abstract

This paper is a study of the impact of the Thai ‘Sixties’ on present day Thai politics, especially that of the ‘Peoples Movement’. In doing so, the study concentrates on looking at the influence of both political ideas and movements and the role of some important political actors from this period. Internationally, the Sixties Movement was characterised by a general rise in the struggle of oppressed groups on a global scale. Central to this struggle was the role of students and a new generation of activists in labour and peasant organisations. This took the form of movements against racism, sexual oppression and especially imperialism. Activists from this period are now to be found playing important roles in political systems throughout the world. However, their present day role is often in contradiction to their original beliefs during the Sixties. In Thailand, the ‘Sixties’ movement has helped to shape both the policies of the present Thai Rak Thai government and the nature of the Peoples Movement. Any understanding of the present Thai political scene has to include an examination of the mass‐movements that continue to struggle for democracy and social justice, together with the nature of various ruling class factions. Thai Rak Thai grew out of a need to deal with the effects of the 1997 Economic Crisis. Its Populist policies reflect a need to balance conflicting class interests in order to buy social peace. Many of the activists within Thai Rak Thai and those within the social movements are people of the October Generation who cut their teeth during the Thai Sixties. Their political beliefs and strategies reflect the events of the last 30 years in different ways. The Thai Sixties will continue to influence Thai politics and society in the years ahead.     

COLLABORATION FOR A CURRICULUM OF CARING: THE ZEITGEIST IS RIGHT

Recent catastrophic school shootings have drawn worldwide attention to issues of gun control and mental health. In the wake of these tragedies, more and more schools have begun to adopt school‐wide social and emotional learning (SEL) programs. However, we have few examples of what it looks like to integrate SEL skills into content curricula. What's more, teachers and support professionals are ill‐equipped to engage in the collaborative work necessary to effectively integrate the teaching of SEL into academic content. The collaboration described herein highlights an interdisciplinary collaboration among university faculty and graduate students from school psychology and English education to collaboratively design and evaluate standards‐based secondary English curricula that foreground SEL and themes of care.