Contact and Interactivity: Social Constructionist Pedagogy in a Video-Based, Management Writing Course

In this study of a management writing course delivered via interactive television (ITV) and video streaming (VS), we examine the impact of video-based media on the instructor's pedagogy. Using grounded theory as a methodological lens, we arrive at two core categories, contact and interactivity, and four subcategories, presence, control, dialogue, and liveliness. After a careful analysis of these categories, we claim that video-based delivery deserves attention because it represents a promising component of distance learning writing instruction. Video allows an instructor to reintroduce talking as a means of learning into the arena of distance education, which tends to be dominated by text-heavy, Web-based methods of delivery. In fact, the emergence of liveliness as a category suggests that, for distant students, active learning occurs during spontaneous discussions made possible by video components. Video-based media that complement text-based interactivity can support social constructionist pedagogy in distance learning.     

Roles of visual and taste cues in ingestional neophobia: Response latency effects in chicks (Gallus domesticus)

Latency measures of starting to drink and of consummatory behavior were used to investigate ingestional neophobia to novel visual and novel taste cues in chicks. In Experiment 1 (N = 36), latencies to start drinking were reliably shorter to ingesta that appeared familiar from previous rearing or preexposure procedures. After drinking started, consummatory responding occurred reliably more rapidly to familiar taste cues than to novel ones. However, the presence of familiar visual cues reliably facilitated consumption of a novel taste. Experiments 2 and 3 (Ns = 144 and 180) were performed to evaluate, respectively, whether the ingestional effects of taste stimulus intensity, 0%–6% vinegar, and of visual stimulus intensity, 0%–1.0% concentrations of red food-coloring in water, changed during ontogeny for chicks 3, 5, and 7 days old. In Experiment 2, reliable direct effects of taste concentration on consummatory response latencies occurred immediately in 7-day-olds but were delayed in 3-day-olds. In Experiment 3, each age group immediately showed reliably slower starting and consummatory response times, the higher the concentration of red food-coloring. Intake performance in both experiments was consistent with the latency data. Experiments 1–3 showed that visual and taste cues of ingesta separately influenced approach and consummatory behaviors of the ingestive response sequence and that these influences depend on ontogenetic events.     

单宁对杨梅汁花色苷稳定性的影响

分析了单宁对增加杨梅汁花色苷稳定性的效果。在pH=4.5和pH=3.2时加入单宁使杨梅汁最大吸收波长和最大吸光度增大。在pH为1.0时单宁浓度增大导致杨梅汁最大吸收波长增大，但最大吸光度没有增加。单宁和杨梅汁花色苷的辅助色素反应为放热反应，其△H等于-8.481kJ/mol, △S为7.286J/mol。温度的升高促进辅助色素反应向分解方向进行。     

Factors Associated with Behavioral Competence at School Among Young Boys from Multi-Problem Low-Income Families

Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take.     

Predicting teacher referrals of emotionally disturbed children

The degree to which teachers' perceptions of a student can be distorted by characteristics indigenous to teachers, as well as students, were investigated to determine whether teachers would initiate a referral for special education. Sixty-five teachers volunteered for participation. Twenty-seven of them were experienced, having had their own classrooms in a public school. Thirty-eight were preservice student teachers who had not yet had their own classrooms. Teachers were evaluated to have had either an internal or external locus of control and were judged to have had either a high or low opinion of self according to either of two separate scales. After viewing two video tapes of two elementary-aged students (one student was severely emotionally disturbed [SED] and the other non-SED), teachers rated the children on several child characteristics and referral questions. Results revealed that the locus of control and self-esteem of teachers, in conjunction with teaching experience and a child's characteristics, can predict teachers' inclinations to refer children. Findings point to the need to place greater care in the initiation of referrals. © 1997 John Wiley & Sons, Inc.     

Model of affective learning for nonformal science education facilities

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.