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161.
Editors’ introduction to Keeping cultures alive: Archives and Indigenous human rights 总被引:1,自引:1,他引:0
Keeping Cultures Alive investigates the relationship between Indigenous human rights and the archives through an interdisciplinary and comparative
lens, bringing together papers by Indigenous and non-Indigenous experts in Indigenous studies, human rights, law and archival
science. It explores Indigenous human rights in an international context with particular reference to the implications of
the international human rights agenda for current and future archival practice in Australia, Canada, New Zealand and the United
States. 相似文献
162.
Luke Vilelle 《College & Undergraduate Libraries》2014,21(1):37-55
This article presents and discusses a class-based approach to more closely tie together reference and instruction services, with the goal of addressing shortcomings of both the traditional reference and instruction models. This project entailed the provision of individual feedback for all students in selected first-year seminar classes and senior seminar classes, in which the librarian was an essential component of the research process. The project's effectiveness was evaluated via surveys of students who received librarian feedback through written comments on annotated bibliographies or reference consultations. 相似文献
163.
Cecilia Casanueva Mary Dozier Stephen Tueller Melissa Dolan Keith Smith Mary Bruce Webb T’Pring Westbrook Brenda Jones Harden 《Child abuse & neglect》2014
This study describes the extent of caregiver instability (defined as a new placement for 1 week or longer in a different household and/or with a new caregiver) in a nationally representative sample of infants, followed for 5–7 years. Data were drawn from the National Survey of Child and Adolescent Well-Being (NSCAW), a longitudinal study of 5,501 children investigated for child maltreatment. The analysis sample was restricted to 1,196 infants. Overall, 85.6% of children who were infants at the time of the index maltreatment experienced at least one caregiver instability event during their first 2 years of life. Caregiver instability was associated with the child having a chronic health condition and the caregiver being older than 40 years of age at baseline. The levels of instability reported in this study from infancy to school entry are extremely high. Children with more risk factors were significantly more likely to experience caregiver instability than children with fewer risk factors. The repeated loss of a young child's primary caregiver or unavailable, neglectful care can be experienced as traumatic. Some evidence-based programs that are designed to work with young maltreated children can make a substantial positive difference in the lives of vulnerable infants. 相似文献
164.
Current federal government policy initiatives in Aboriginal education and social welfare reform are based on assumptions about the relationship between increased attendance and increased student performance on standardized tests. There are empirical assumptions underlying these policy interventions and their accompanying public debates. Our aim here is to empirically explore the relationships between patterns of student attendance and patterns of student achievement in schools with significant cohorts of Aboriginal and/or Torres Strait Islander students at the school level. Based on an analysis of the publicly available data reported on the ‘MySchool’ website, we find that reforms and policies around attendance have not and are unlikely to generate patterns of improved achievement. Questions about the rationale and rhetoric of government policy focused at the school level as opposed to the need to focus on pedagogy and curriculum are discussed. 相似文献
165.
Jorge E. Gonzalez Sharolyn Pollard-Durodola Deborah C. Simmons Aaron B. Taylor Matthew J. Davis Melissa Fogarty Leslie Simmons 《Early childhood research quarterly》2014
This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed. 相似文献
166.
This investigation seeks to extend Wilson, Aleman, and Leatham's (1998) revision of Brown and Levinson's (1987) politeness theory by focusing on the relationship between face threat and refusals to requests. Results support that (a) when requests are refused, threats to the negative face needs of the requester are more prevalent than threats to the negative face of the refuser and (b) depending on the obstacle underlying the refusal, there are differences in type of threat present to the requester's positive face and the refuser's face needs. 相似文献
167.
Partisans are poor judges of news content, rating neutral content as biased against their views (the hostile media perception) and forgiving biased content when it favors their side. This study tests whether a short news media literacy public service announcement (PSA) appearing before political programming can influence credibility and hostility ratings of the program and program host. Our findings suggest that a media literacy PSA can be effective, but its impact depends on the position of the news program and on the political ideology of the viewers. In this case, the media literacy PSA only influenced conservatives’ evaluations of the political program, improving perceptions of a neutral or congruent (conservative) host while further depressing ratings of an incongruent (liberal) host. Liberals’ evaluations of the program were unaffected by the PSA. Implications for media literacy messaging and information processing are discussed. 相似文献
168.
ABSTRACT Given the many changes in our students and their study and research practices, libraries are finding it necessary to seek new ways to reach these students. The Undergraduate Library at the University of Illinois at Urbana-Champaign created a new model to do so. Librarian's Office Hours are a hybrid of reference and instructional services that fulfill the dual purposes of meeting the needs of term paper research counseling and library workshops. This article discusses the strategies involved in the creation and implementation of this service and examines suggestions for the future of such a service. 相似文献
169.
170.