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101.
Janice Tovey 《Technical Communication Quarterly》2001,10(2):225-239
Using an established university level internship program, this article discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationships between education and training/workplace and academy. Evaluations by students and their supervisors reveal the significance of these issues for positive experiential learning. 相似文献
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In the early 1980s, following a decade of financial retrenchment in Canadian higher education, government policy statements and various scientific and research funding organizations began to articulate a new direction for universities. This new direction, referred to in this paper as the corporate agenda, heralds a new era of cooperation between universities and the corporate sector which, its proponents argue, will be mutually beneficial to both.These growing linkages between corporations and universities in Canada are transforming the structure and the mission of the university system. This paper focuses on economic, political and institutional changes that have affected the universities as public institutions. The development of this new agenda is influenced by what we refer to as third party networks, groups which are neither universities nor businesses. Our paper explores the process and discusses its effects on the organization of academic work, research and the emerging image of the university as a corporation. 相似文献
105.
Lorraine Wilgosh Janice T. Gibson 《International journal for the advancement of counseling》1994,17(1):59-70
This preliminary report examines the role of formal assessment in the counselling process from a cross-national perspective. Counsellors and counsellor-educators from twenty countries were surveyed to determine the extent to which they use formal assessment procedures in counselling and the types of assessment instruments being used. Results indicated that many, but not all, counsellors use assessment instruments. In non-North American countries, there is some tendency to use instruments developed in the North American context, with or without modifications to test content and norms. This preliminary study suggests a perceived need for development of culture-specific assessment tools, and the implications for counsellor training of developing counselling and assessment skills with cross-cultural relevance. 相似文献
106.
The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7; 35 boys, 15 girls) and 50 children without LD matched on grade, age, and gender. Children analyzed 4 social vignettes using Dodge's SIP model and completed 2 emotional recognition tasks (pictures and stories) and 4 emotional knowledge tasks, such as providing definitions and examples for 5 emotions (e.g., loneliness, pride, embarrassment). Study results demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions (love and hate) can be simultaneously experienced. We discuss the implications of such difficulties for the understanding of social competence in children with LD as well as their implications for social skills intervention. 相似文献
107.
Janice Porterfield Stewart 《Early education and development》1995,6(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
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The authors examined the relationship between self‐monitoring and pluralistic ignorance and self‐reported sexually aggressive behaviors by freshman and sophomore male college students. Results indicated that self‐monitoring style and level of pluralistic ignorance were correlated positively with sexual aggression. The authors review relevant literature, present research findings, and discuss implications of the findings for college counselors. 相似文献
110.
Minimal procedures for the demonstration of transitive inference (TI) in animals have involved the training of four simultaneous discriminations: for example, A+B?, B+C?, C+D?, and D+E?, followed by the demonstration of a preference for B over D on test trials. In Experiment 1, we found that TI in pigeons can be found with successive training involving A+B?, B+C?, A+C?, C+D?, D+E?, C+E?, and A+E?. In Experiment 2, we found that demonstration of TI did not require inclusion of experience with the nonadjacent stimulus pairs (A+C?, C+E?, A+E?). Experiment 3 provided a test of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). When pigeons were trained with stimulus pairs that did not permit the transitive ordering of stimuli, but did permit the differential transfer of value (e.g., A+B?, C?E+, C+D?, & A+E?), preference for B over D was still found. Analyses of the relation between direct experiences with reinforced and nonreinforced responding and stimulus preferences on test trials failed to support a reinforcement-history account of TI. 相似文献