Facilitating Positive Peer Interactions Among Handicapped and Non‐Handicapped Students

Legislation in U.S.A. mandates participation of handicapped students within the regular classroom to the maximum possible extent; however, research tends to substantiate the rejected status of these students. The purpose of this paper is to review programs and procedures which have been developed to modify peer acceptance of exceptional children in the regular classroom.     

Time‐Limited Counseling Outcome in a Nationwide College Counseling Center Sample

This study examined the dose‐effect relationship between the number of sessions and therapeutic outcome in a large, nationwide counseling center research consortium. A positive relationship was found between the outcome of counseling and the number of sessions attended. The results of this study support the effectiveness of brief psychotherapy.     

元数据与专业置标语言在数字图书馆中知识表述方面的功能

以处理文献资源为基本目的的元数据标准(如Dublin Core,IMS and LOM)和专业置标语言(如MatML,MathML,CML,GML)近年来都在以前所未有的速度向前发展,然而其发展和应用却缺乏相互沟通和操作。数字图书馆建设过程中通常会遇到在不同水平上对文献处理的各种格式和方法进行选择与应用、这些格式和标准如何进行互操作等问题。本文分析用于描述文献资源的元数据和面向专业的置标语言在数字图书馆中对知识进行表述的特点和功能,讨论其在对一个资源作结构上和语义上的分解时的作用,指出元数据与置标语言结合的必要性,并提出在同一数字图书馆中将两者结合起来使用的可行方法。     

The common denominators: A collaborative approach to teaching reasoning skills through literature and mathematics

At a highly technical institution, this interdisciplinary problem-solving course was designed for students who had been placed on probation or suspended. Two professors, with divergent backgrounds in mathematics and literature, collaborated in the research, planning and teaching. The course stresses the cross-disciplinary applications of tools such as analogy, using a variety of assignments in mathematics, logic and literature. The importance of both ill-structured and well-structured problems is discussed, as is the rationale for including oral presentations, group problems, and a formal debate in the curriculum. The article emphasizes the value of cross-disciplinary collaboration for studentsand faculty, as it presents an approach to teaching reasoning skills that could be applied to a variety of academic settings.She is currently Chairman of the Reading and Writing Department of the Learning Development Center at Rochester Institute of Technology where she also teaches courses in the College of Liberal Arts. She has given professional presentations on teaching interdisciplinary problem solving, using student research to examine ethical issues, and implementing writing across the curriculum. She has also reviewed several contemporary novels and written on the fiction of Henry James.She is currently an assistant professor in the Mathematics Department of the College of Science at Rochester Institute of Technology. She has given numerous presentations at regional and national conferences on interdisciplinary problem solving, mathematical problem solving, using writing to teach mathematics, art and mathematics, and math anxiety. She is Past-President of the New York College Learning Skills Association and a 1983 recipient of the Eisenhart Award for Outstanding Teaching at Rochester Institute of Technology.     

Publication Rates of Molecular Versus Non-Molecular Biologists: A Case Study of Seven Primarily Undergraduate Institutions

At many primarily undergraduate institutions, biology faculty members mentor student research collaborators. If publication is required for tenure and promotion, this research is expected to result in periodic publications; and publication rates are a common metric used to assess faculty productivity. However, we have uncovered a highly significant difference in the time required to publish articles based on biological sub-discipline. It takes, on average, twice as long for molecular biologists to publish articles than scholars from other sub-disciplines in biology. We believe that this analysis can be used to assess whether this phenomenon generalizes to other disciplines and/or other categories of institutions.