Advances in Data Capture for Museum Collections

The article presents and compares three methodologies for the capture, or digitization, of data associated with specimens or artifacts in museum collections and describes the “grassroots” level application of computer technology. This approach of data capture is strategic and businesslike, uses the best tools available at the time, and is highly cost-effective. We suggest that the benefits are so significant that getting up-to-date equipment and training workers to use it should be given a high priority. Such equipment is frequently present, but is being used in a way that provides far less real benefit than is possible using the techniques described in this article.     

美国加州:阳光照耀的留学生活(三) 母语和韩国白领李尚美

与此女的认识过程显然要轻松许多,原因是我能够在一定程度上使用她的母语。除了课堂以外,和她一起工作的经历,也成了我宝贵的留学回忆。她便是赴美进修的韩国白领李尚美。     

Developing experience-based (tacit) knowledge through reflection

This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study.     

In practice: Engaging men in violence prevention

The University of South Carolina offers an innovative academic course about men's roles in violence prevention. Learn how Changing Carolina has successfully changed students' views on men, violence, and prevention.     

Overshadowing and CS duration: counteraction and a reexamination of the role of within-compound associations in cue competition

In the present experiments, we examined the role of within-compound associations in the interaction of the overshadowing procedure with conditioned stimulus (CS) duration, using a conditioned suppression procedure with rats. In Experiment 1, we found that, with elemental reinforced training, conditioned suppression to the target stimulus decreased as CS duration increased (i.e., the CS duration effect), whereas, with compound reinforced training (i.e., the overshadowing procedure), conditioned suppression to the target stimulus increased as CS duration increased. In subsequent experiments, we replicated these findings with sensory preconditioning and demonstrated that extinction of the overshadowing stimulus results in retrospective revaluation with short CSs and in mediated extinction with long CSs. These results highlight the role of the duration of the stimulus in behavioral control. Moreover, these results illuminate one cause (the CS duration) of whether retrospective revaluation or mediated extinction will be observed.     

Assurance of Learning in the MIS Program

This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical, communicative, and managerial. Key learning activities are embedded in major courses, resulting in clear and documented demonstrated abilities from the student. The work is based upon what is formally known about student outcomes assessment and input from our own Management Information Systems (MIS) program stakeholders and accrediting bodies. The results of the assurance of learning model can be, in turn, used to refine curriculum and to meet accreditation standards.