The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.     

Opting for Science and Technology!

This study focuses on the shortage of graduates in science/technology in the Netherlands. First, the potential reserves of students in science/technology are mapped. Second, the effects of measures to mobilise the reserves are investigated in terms of size and cost effectiveness. Efforts aimed at solving the enormous shortage of higher education graduates in science and technology in the Netherlands should start by evaluating what is available in this area. Research shows that the country's vast resources include considerable reserves of science and technology talent. These reserves comprise students who, although having met the entry requirements, ultimately did not opt for a technical or science study programme. Several measures could mobilise these reserves; some are presented in this article along with the influence they are estimated to have. Although the effect of these measures seems to be substantial, they leave much to be desired in terms of cost effectiveness. Moreover, they are still simulations, and the measures have not (yet) been tested in practice. Therefore, additional (experimental) research on such policy measures continues to be desirable.     

Online Searching for Information on Medical Devices

Librarians located in a 560-bed, inner city academic medical center with 25,000 + admissions per year planned and opened a Patient and Family Education Center (PFEC) in the lobby of a new patient care pavilion. A review of use in the first 19 months revealed that expected needs were being met while a variety of unexpected needs were identified. Ongoing use continues to be monitored by a detailed log of patron visits maintained by library staff. This article describes the evolution of the Patient and Family Education Center, outreach to the hospital community, and plans for the future.     

达斡尔族网络语言生活与语言生活的层次自相似性

笔者运用混沌学的层次自相似性理论知识分析达斡尔族网络语言生活的现状。据初步调查,达斡尔族网络语言使用状况、语言态度与现实生活中达斡尔族语言使用状况及语言态度相吻合,但又不是单纯的部分加部分等于整体的叠加。在自相似性结构中,网络语言生活不可能包含达斡尔族语言生活的全部信息,表现出一定的非相似性。     

浅谈北方三少民族传统生态观

本文基于人类学视角,运用民族学的理论知识,主要从三少民族的自然崇拜、禁忌、习惯、民间文学着手论述其传统的生态观,并简要分析传统文化在保护生态环境方面的客观作用。对三少民族而言,生态保护是民族传统文化的重要元素,其传统文化体现了三少数民族生存方式中的生态智慧,体现了尊重和保护环境的朴素生态观。     

What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross‐country Analysis

The relationship between higher education and employment is commonly interpreted in terms of the extent to which the higher education sector is providing graduates with the knowledge and skills to match employment needs. It is assumed that a mismatch between working in a job and level or field of education limits the use of skills, with adverse effects on both productivity and earnings. This article examines this assumption on the basis of five countries from the European graduate survey (CHEERS data). Although the analysis shows that educational and skill mismatches are indeed related, mismatches by no means imply mismatches between available and required knowledge and skills. The results indicate that traditional approaches of mismatches have to be adapted to more flexible forms of relationships between higher education and work.     

Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers

This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.     

达斡尔族传统民间故事中的原始宗教因素

本文基于文学视角,运用民族学的理论知识,主要从自然崇拜、神灵崇拜、灵魂崇拜、萨满崇拜这4个方面着手分析研究,探讨这斡尔族原始宗教思想对达斡尔族民间故事的影响。可以说在达斡尔族的许多传统民间故事中都体现出其原始宗教的色彩,达斡尔族原始宗教对当时的达斡尔族民间故事产生了深远影响。此论题的研究,对于我们进一步认识、研究达斡尔族民间文学有积极意义,并能为此研究提供一个新的研究视角。     

TEACHING ABOUT OLDER PEOPLE WITH MENTAL RETARDATION: AN EDUCATIONAL MODEL

Extended lifespans and an increase in community‐based services have created an environment in which it is imperative that educational and service systems focus attention on older people with developmental disabilities. Although the cumulative effects of growing older with a lifelong disability create a unique set of issues and service needs, gerontology courses seldom include content on these elders. An insufficient educational focus translates into a service system inadequately prepared to meet critical individual needs. In this paper we describe an educational model used to prepare students to work with older people who have mental retardation. Students in the course described, part of the Interdisciplinary Leadership Training Program in Aging and Developmental Disabilities at the University of Georgia, are exposed to the ecological perspective as a way to examine various issues related to the aging population with mental retardation. Students explore issues relevant to older individuals with mental retardation and the various contexts in which these individuals function. The six units of the course are: overview of the older population with mental retardation, physiological issues, mental health issues, social support systems, service delivery networks, and legal and ethical concerns. Content from the course model can easily be infused into foundation gerontology courses to expose a greater number of students to the group of older people who have mental retardation.