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21.
Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways 总被引:3,自引:1,他引:3
This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive"). 相似文献
22.
Maureen Woodhall 《Higher Education Quarterly》1989,43(2):142-159
Since the introduction of full-cost fees for overseas students in 1980 there has been a marked increase in marketing activities in British universities, polytechnics and in some other institutions of higher education. A survey of 33 universities and public sector higher education institutions in 1985 showed that 90 per cent undertook some form of marketing to attract overseas students, and 70 per cent reported that they had intensified their recruitment and marketing efforts since 1980. The British Council's Education Counselling Service, established in 1984, is now extremely active in certain countries, such as Malaysia, Singapore and Hong Kong. As well as increasing their publicity, many institutions have also strengthened their support services for overseas students and have developed new courses for the overseas market, particularly short courses at both undergraduate and postgraduate level. Although there have been some instances of institutions adopting a 'hard sell' approach, most recognise the need for 'responsible recruitment' policies, and many are now developing comprehensive strategies covering admissions, financial support, the structure and content of courses for overseas students and academic and pastoral support services, as well as marketing. Partly as a result of increased marketing activities, the number of overseas students, which fell sharply after 1980, has been rising steadily since 1983, and the number in universities is higher now than before the introduction of full-cost fees. It is estimated that spending by overseas students now exceeds £1 billion. 相似文献
23.
In the presentclimate libraries have to adopt a business approach to funding submissions; detailed managementinformation must be produced in support of expenditure and to ensure that the services are cost-effective. In addition to the grant from its parent body (the Faculty of Clinical Medicine,University of Oxford), the Cairns Library obtains funding from five other bodies, includingNational Health Service Hospital Trusts. The Cairns Library has introdu ies anduser education. The costs for each package have been apportioned to the funding bodies on thebasis of the number of registered users from each body. 相似文献
24.
This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching. 相似文献
25.
Frijters JC Lovett MW Steinbach KA Wolf M Sevcik RA Morris RD 《Journal of learning disabilities》2011,44(2):150-166
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming. 相似文献
26.
Grisham W Schottler NA McCauley LM Pham AP Ruiz ML Fong MC Cui X 《CBE life sciences education》2011,10(2):222-230
Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong. 相似文献
27.
Eugene R. Declercq Carol Sakala Maureen P. Corry Sandra Applebaum Ariel Herrlich 《The Journal of perinatal education》2014,23(1):17-24
To understand the experiences and views of childbearing women in the United States and trends over time, Childbirth Connection carried out the third national Listening to Mothers survey among 2,400 women who gave birth in U.S. hospitals to a single baby from mid-2011 to mid-2012 and could participate in English. A follow-up survey directed to the same participants explored postpartum experiences, in depth and well into the second year after birth; views about maternity care; and some additional pregnancy and birth items. Harris Interactive conducted the surveys using a validated methodology that includes data weighting to ensure that results closely reflect the target population. The follow-up survey was reported in Listening to Mothers III: New Mothers Speak Out. 相似文献
28.
Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
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