相关概念和影响因素

为在普通教育和职业教育问建立创新性的关系,欧盟采取了包括从课程开发到教育体系改革等多种方法.作为西方工业界的一部分,欧洲国家在提升职业教育与培训的吸引力和质量方面面临一些相似的挑战.     

The Health Information Literacy Research Project

Objectives:

This research studied hospital administrators'' and hospital-based health care providers'' (collectively, the target group) perceived value of consumer health information resources and of librarians'' roles in promoting health information literacy in their institutions.

Methods:

A web-based needs survey was developed and administered to hospital administrators and health care providers. Multiple health information literacy curricula were developed. One was pilot-tested by nine hospital libraries in the United States and Canada. Quantitative and qualitative methods were used to evaluate the curriculum and its impact on the target group.

Results:

A majority of survey respondents believed that providing consumer health information resources was critically important to fulfilling their institutions'' missions and that their hospitals could improve health information literacy by increasing awareness of its impact on patient care and by training staff to become more knowledgeable about health literacy barriers. The study showed that a librarian-taught health information literacy curriculum did raise awareness about the issue among the target group and increased both the use of National Library of Medicine consumer health resources and referrals to librarians for health information literacy support.

Conclusions:

It is hoped that many hospital administrators and health care providers will take the health information literacy curricula and recognize that librarians can educate about the topic and that providers will use related consumer health services and resources.

Highlights

• Health care providers responded positively to a health information literacy curriculum offered by librarians and to related resources and services, namely MedlinePlus and the information referral system known as Information Rx.
• Participation in a curriculum increased health care providers'' knowledge of health information literacy, awareness of available consumer health information, and referral of patients to the library for additional assistance.
• Librarian involvement in health information literacy increased the profession''s visibility and perceived value.

Implications

• Consumer health information services and resources offered by librarians can improve the health information literacy skills of health care providers and their patients.
• Training by librarians can increase knowledge of the importance of health information literacy and usage of MedlinePlus and Information Rxs.
• Hospital-based administrators and health care providers can be champions in support of health information literacy and consumer health information services offered by libraries.

     

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research.     

Participation,financial support and the marginal student

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.

How do parenting concepts vary within and between the families?

How do parenting concepts vary within and between the families? The present study regards parenting as a complex family process by considering three concepts of parenting: styles, differential treatment and coparenting consistency. A main question was addressed: whether and how these parenting concepts vary within the families towards siblings or between the two parents, and between the families according to the child's, the parent's and the family's characteristics? The parenting concepts were computed from the EPEP questionnaire (Meunier &; Roskam, 2007) in a sample of 101 non-divorced families: 101 mothers and 101 fathers of two siblings from 6- to 12-years-old. The parenting concepts were found to vary within the families towards two siblings and between the mother and the father. They were also found to vary between the families according to the child's age and personality traits as well as a function of the parent's educational level and the number of siblings.     

The effects of mood,cognitive style,and cognitive ability on implicit learning

In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both tasks, but this effect on SRT was mediated by cognitive ability. SRT, but not AG learning was significantly correlated with Math and English scores on the ACT. These findings confirm and contradict previous research. The association of negative mood and rational cognitive style with AG confirms that AG learning is facilitated by systematic, bottom-up processing. However, the lack of converging evidence for the SRT task suggests that the tasks involve different aspects of implicit processing. Theoretical explanations and suggestions for future research are discussed.     

Setting free the spirit of English in the Brecon Beacons: The value of learning outside the classroom

In this paper, I draw on interviews with two colleagues, student comments and my own experiences of leading and developing a two day residential course for A Level English Language students at the beginning of Year 12 to explore the role that out-of-school learning can have in 'setting free the spirit of English'. I argue that not only is it possible to use creative and imaginative approaches to learning in English within the constraints of the curriculum but also that these approaches are valuable experiences which can underpin and enhance pupils' learning.     

The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination

This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable’s role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing, mode or place of articulation, or syllable structure. Results suggest that DY children underperform controls with a ‘speed-accuracy’ deficit. However, DY children exhibit some similar processing than those highlighted in controls. As in CA and RL controls, DY children have difficulties in processing two sounds that only differ in voicing, and preferentially process obstruent rather than fricative sounds, and more efficiently process CV than CCV syllables. In Experiment 2, we used a modified version of the Colé, Magnan, and Grainger's (Applied Psycholinguistics 20:507–532, 1999) paradigm. Results show that DY children underperform CA controls but outperform RL controls. However, as in CA and RL controls, data reveal that DY children are able to use phonological procedures influenced by initial syllable frequency. Thus, DY children process syllabically high-frequency syllables but phonemically process low-frequency syllables. They also exhibit lexical and syllable frequency effects. Consequently, results provide evidence that DY children performances can be accounted for by laborious phonological syllable-based procedures and also degraded phonological representations.     

A Developmental Neuroscience Study of Moral Decision Making Regarding Resource Allocation

Distinguishing between equity and equality is essential when making social and moral decisions, yet the related neurodevelopmental processes are unknown. Evaluations of contextually based third‐party distributions incorporating recipient need and resource importance were examined in children and adolescents (N = 82; 8–16 years). Spatiotemporal neurodynamic responses show distinct developmental profiles to viewing such distributions. Event‐related potentials (ERPs) differentially predicted real‐life behaviors based on age, where older children's (8–10 years) evaluations were related to a fairly rapid, automatic ERP component (early posterior negativity), whereas adolescent and preadolescent (11–16 years) evaluations, first‐person allocations, and prosocial behaviors were predicted by later, cognitively controlled ERP components (P3 and late positive potential). Together, these results reveal age‐related changes regarding the neural responses that correspond to distributive justice decisions.