Perceptual completion in newborn human infants

Despite decades of studies of human infants, a still open question concerns the role of visual experience in the development of the ability to perceive complete shapes over partial occlusion. Previous studies show that newborns fail to manifest this ability, either because they lack the visual experience required for perceptual completion or because they fail to detect the pattern of motion. To distinguish these possibilities, newborns' perception of a center-occluded object was tested, using stroboscopic motion. Infants (mean age of 72 hr) perceived the object as a connected unit, providing the first evidence that the newborn is capable of filling in gaps in the visible surface layout when the relevant visual information can be detected by his or her immature visual system.     

金缕梅科(广义)的叶结构及分类

金缕梅科(广义)Hamamelidaceae包括29属，约140种。  此科的化石出现得较早，是双子叶植物中的一个比较古老的科。 本文的目的是系统研究此科透明叶的各种性状特征，并检验它们是否具有分类学意义。 本文研究了金缕梅科29属、60余种的叶的各种性状在科内的分布及演化趋势，并根据这方面的证据对此科的分类提出一些修正意见，系统描述部分介绍了金缕梅科各属叶的形态特征。     

The power of the instructor in the solo experience: An empirical study and some non-empirical questions

Abstract

The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on solo, at the end of their wilderness experience, and three and a half months following the program. Qualitative data indicated that the instructors do have an influence on the participants' perception of their solo experience through the (a) preparation for, (b) facilitation during and (c) discussion after the solo. Recommendations to enhance the use of the wilderness solo include: (a) understand student expectations prior to the solo, (b) provide a clear rationale for the solo and associated activities, (c) implement an optional instructor/student visit during solo, (d) provide a one-on-one discussion with students prior to a group debrief after the solo, and (e) carefully consider the impact of the solo on program events and group dynamics that follow.     

A Graduate Seminar on Teaching Procedures

Problem posing is a higher-order, active-learning task that is important for students to develop. This article describes a series of interdisciplinary learning activities designed to help students strengthen their problem-posing skills, which requires that students become more responsible for their learning and that faculty move to a facilitator role. Developing students’ problem-posing skills and allowing them to grapple with course content can lead to deeper levels of understanding and improved critical thinking. In turn, students are more likely to be able to move their newfound knowledge beyond the classroom.     

Volunteering for Museums: The Variation in Motives across Volunteer Age Groups

Abstract The value of volunteering is well documented, and though there is a readily available recruitment pool for volunteers, many come from an aging population that is also relatively affluent and has many more opportunities and demands for their free time in retirement. This paper examines the motives of older volunteers in a state museum in Australia with the aim of differentiating motivations within subsets of volunteering groups. The study undertook a census of 450 volunteers at the museum, using the Voluntary Functions Inventory (VFI). The findings reveal various levels of motivation within the older age groups. Such findings can assist volunteer agencies in enhancing the quality of their volunteers’ experience.