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161.
Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. 相似文献
162.
163.
Lisa Tsoi Hoshmand Jared Kass 《International journal for the advancement of counseling》2003,25(4):205-213
An overview is provided on conceptual and action frameworks for peace, including contributions from different areas of psychology and several multidisciplinary perspectives. Approaches lacking in previous efforts, and some of the reasons for the limited success of peace work are identified. Two case examples are given to illustrate possibilities that have transformative potential, but are less often pursued by counseling professionals. Action research in communal dialogue and advocacy, and psychoeducation and mentoring in psychospiritual development are emphasized in promoting peaceful communities. Implications for our roles and functions as well as future theory, research and training are discussed. 相似文献
164.
Developmental trajectories of disruptive behavior problems in preschool children of adolescent mothers 总被引:1,自引:0,他引:1
Using hierarchical linear modeling (HLM), we analyzed individual developmental trajectories of disruptive behavior problems between ages 3.5 to 6.0 years for 183 children of adolescent mothers. We examined how the level of problem behavior (intercept) and the rate of change over time (slope) are influenced by child's sex, mother's depression/anxiety symptoms, and mother's use of negative control for regulating child behavior. On average, disruptive behavior decreased from age 3.5 to 6.0. Child sex and maternal depression/anxiety related to the level of behavior problems but not to the rate of change. Boys and children of more depressed/anxious mothers exhibited higher levels of disruptive behavior. Maternal negative control was associated with both level of disruptive behavior and rate of change, and negative control mediated the effects of maternal depression/anxiety. Greater negative control corresponded to higher levels of behavior problems and no reduction in their display over time. Child race moderated effects of negative control. 相似文献
165.
Kendahl M. Shortway Marissa DeStefano Arika Aggarwal Jared Hammond Neha Mistry 《Journal of College Student Psychotherapy》2020,34(3):228-239
ABSTRACT Counselors at university counseling centers (UCCs) should be prepared to provide services to sexual assault victims and survivors, as an estimated 23% of females and 5% of males are assaulted during college, with rates being higher for sexual and gender minority students. We surveyed doctoral interns (N = 49) at UCCs regarding interns’ training and educational experiences during their graduate programs, practicum, and internship placements, as well as the services that the interns and UCCs provide to recent victims. Among our findings, 96% of the sample had expected to work with a recent victim, 82% had already done so, and only 22% perceived themselves as fully prepared to provide such services. In addition, the majority of UCC interns had focused on sexual assault cases during case conferences, didactic trainings, and supervision. These results have implications for graduate programs and internship sites. 相似文献
166.
Students’ Perceptions of E‐learning in University Education 总被引:1,自引:0,他引:1
This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students. 相似文献
167.
Understanding perspectives and emotions in contract violation: development of deontic and moral reasoning 总被引:2,自引:0,他引:2
Children between the ages of 3 and 10 years were presented with a set of pictures representing a contract with bilateral cheating options between a parent and child (Study 1) and between 2 peers (Study 2). The children had to (a) evaluate which situations violated the contract when the relevant information was presented, (b) anticipate the feelings of the violator and the victim, and (c) infer possible contract violation from 2 different perspectives when relevant information was covered. Results show that logical inferences about contract violation differ according to the type of task. Negative feelings attributed to the violator were dependent on age and type of relationship, revealing a content-sensitive codevelopment of cognitive abilities and moral reasoning in young children. 相似文献
168.
Jared Russell Samuel R. Hodge Anna Marie Frank Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89
As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions. 相似文献
169.
Jared A. Lisonbee Jacquelyn Mize Amie Lapp Payne Douglas A. Granger 《Child development》2008,79(6):1818-1832
Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics. 相似文献
170.
Avery C. Edenfield Steve Holmes Jared S. Colton 《Technical Communication Quarterly》2019,28(3):177-191
Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication. 相似文献