Systematic Desensitization as an Instructional Module

This article reports on the development and evaluation of an instructional module for teaching systematic desensitization. As the module makes use of widely available published materials, it requires little classroom time or work for the instructor. Furthermore, the module gives the student an evaluated quasiclinical experience with desensitization. Physiological and self-report data reflecting changes in client fear levels were gathered in an attempt to determine whether the instructional module is effective.     

亚洲大学和研究图书馆的藏书补充方针和实用指南

在文献载体类型不断发展,新技术的应用和检索手段在网络环境日益完善的情况下,传统的信息资源的更新、补充手段也面临许多新情况、新变化。 本文是美国ＥＢＳＣＯ公司信息部亚洲地区负责人戴维德在总结了美国和亚洲地区一些大学和研究图书馆面临网络环境下藏书补充采取的新的方针和手段的基础上,提出了一些建议供我们参考。 戴维德先生希望他的这篇论文能在本刊发表,考虑到其论文涉及新技术条件下的藏书补充问题,我们拟将其论文按原稿发表。作为一种尝试,请读者对此提出意见。     

The Effect of Visitors ‘ Agendas on Museum Learning

It has been argued that visitors' pre-visit “agendas” directly influence visits. This study attempted to directly test the effects of different museum visit agendas on visitor learning. Two new tools were developed for this purpose: (1) a tool for measuring visitor agendas; and (2) a tool for measuring visitor learning (Personal Meaning Mapping). Visitor agenda was defined as having two dimensions: motivations and strategies. Personal Meaning Mapping is a constructivist approach that measures change in understanding along four semi-independent dimensions: extent, breadth, depth, and mastery. The study looked at 40 randomly-selected adults who were visiting the National Museum of Natural History's Geology, Gems and Minerals exhibition. Visitor agendas did significantly impact how, what, and how much individuals learned. Results are discussed in terms of the current debate about education vs. entertainment.     

Staffing intelligence services: a survivor's guide

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Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe

Since the 1980s and early 1990s, much attention has focused on the position of students as stakeholders in the process of higher education. The importance of student evaluation is now widely recognised; in many countries, the move toward fee‐based funding has increased the power of students as ‘consumers’ of their education. At the same time, it is often asserted that students are reluctant to participate in university life, concerned primarily (sometimes exclusively) with obtaining their formal qualification and less with wider aspects of higher education. The views and attitudes prevalent in the student population and within institutions themselves on such issues vary widely. This debate is an international one, but is especially relevant in the rapidly changing higher education systems of Central and Eastern Europe.     

Designing a telematic learning environment in a social constructivist paradigm

The authors of this paper are engaged in designing and developing telematic learning environments to assist in programmes of initial teacher training. Two aspects have been supported by European Union (EU) funded programmes: the Telematics for Teacher Training (T3) and Reflect projects. Telematics is a term describing the combined use of information technology and telecommunications. The authors are not searching for a pedagogy of telematics but are seeking ways in which telematics can assist pedagogy. Their work specifically addresses the question of whether it is possible to design such environments in a social constructivist paradigm and the evaluation of their work regularly returns to the theoretical model of learning central to their training programmes. The authors will show that whereas the aspect of video-conferencing keeps faith with their view of the nature of learning, the design of the website is raising some issues that have, as yet, to be resolved