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Higher education is being encouraged to provide the graduates needed by commerce and industry in order to ensure economic development and enhance competitiveness. Throughout Europe and America, recent findings indicate that employers show a preference for teamwork, communication, and self-skilIs above knowledge, degree classification, intelligence, and reputation of the institution the graduate attended. Progressively less emphasis on traditional degrees and more on the validation of competence is clearly discernible. But the question persists: Are our higher education institutions meeting the challenge? Employing a large-scale extensive questionnaire, this study explores student and academic staff views within a higher education institution in the U.K. Results indicate that while staff and students ascribe equal importance to key generic skills, they differ in their views of the extent to which a number of such skills are currently being developed through course content. It is time for higher education to address explicitly the issue of the place of transferable skis in the curriculum. This problem is not unique to Europe. Indeed, the need for a concerted effort by teachers and policymakers in higher education to help rebuild American workforce competence has been repeatedly highlighted. Development work in this area should be a priority. 相似文献
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Psychometric Properties of the Parenting Stress Index in a Sample of Low-Income African-American Mothers of Infants and Toddlers 总被引:1,自引:0,他引:1
Examined the psychometric properties of the Parenting Stress Index (PSI) in 191 low-income, urban African-American mothers of infants and toddlers recruited from a primary health care facility. The subscales of the PSI had acceptable levels of internal consistency and stability over six months. Concurrent validity, examined through self-report and observational measures, revealed high convergence with mothers reporting consistent levels of stress across measures. Factor analysis suggested a 3-factor solution including parent, child, and parent-child interaction factors. In comparison with the nonnative sample, mothers reported elevated levels of stress on three of the seven parent subscales and all of the child subscales. These findings support the consistency of the psychometric properties of the PSI across samples that vary in ethnicity and socioeconomic status. 相似文献
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Maryanne Wolf Alyssa Goldberg O'Rourke Calvin Gidney Maureen Lovett Paul Cirino Robin Morris 《Reading and writing》2002,15(1-2):43-72
An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed. 相似文献
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Steven Holiday Matthew J. Lewis Rachel Nielsen Harper D Anderson Maureen Elinzano 《Visual Communication Quarterly》2016,23(3):175-187
Photographic self-portraits have existed since the mid-19th century, but the emergence of digital photography and social media as tools that facilitate rapid visual communication have contributed to a surge of self-photographs, or selfies, and the practice has become a ubiquitous part of today's culture. This exploratory research employed a Q-method analysis to quantitatively and qualitatively identify what archetypal motivations exist among individuals who take and share selfies. The findings largely validated past scholarship on the uses and gratifications of photography, new media, and visual rhetoric individually, but also identified that the motivation to take and share selfies is a complex balance of preservation, communication, and entertainment for most individuals who engage in the practice. 相似文献
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Cirino PT Rashid FL Sevcik RA Lovett MW Frijters JC Wolf M Morris RD 《Journal of learning disabilities》2002,35(6):525-538
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed. 相似文献