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81.
Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity.  相似文献   
82.
This study sought to examine (a) a mediational model of childhood abuse, adult interpersonal abuse, and depressive symptoms and (b) the impact of weight-related teasing on rates and correlates of childhood abuse. Charts of 187 extremely obese individuals seeking psychological clearance for bariatric (weight-loss) surgery were retrospectively examined. Among the participants, 61% reported a history of childhood abuse, 30.5% reported adult interpersonal abuse, and 15% reported clinically significant depressive symptoms. Initially, the relationship between childhood abuse and current depressive symptoms was significant (p < .001). However, the introduction of adult interpersonal abuse as a mediator in the model reduced the magnitude of its significance (Sobel's test p = .01). The associations between childhood abuse and adult interpersonal abuse and between adult interpersonal abuse and depressive symptoms were significant (p < .001 and p = .002, respectively), and the model showed a good fit across multiple indices. Finally, weight-related teasing was a significant moderator in the relationship between childhood and adult interpersonal abuse. Bariatric surgery patients report elevated rates of childhood abuse that are comparable to rates in psychiatric populations (e.g., eating disorders, depression), and higher than those in community samples and other medical populations. The relationship between child abuse and depressive symptomatology may be partially explained by the presence of adult interpersonal abuse; additionally, the relationship between childhood and adult interpersonal abuse was stronger for those who did not endure weight-related teasing than for those who did.  相似文献   
83.
The mission of research within The Magazine Group of the Children's Television Workshop is fourfold: (a) to ensure that each editorial product is comprehensible to and developmentally appropriate for its intended target audience, (b) to conduct formative and summative evaluations of editorial material for the Group's editors, (c) to keep all staff members of The Magazine Group apprised of the latest academic research in child development and education, and (d) to serve as an in-house advertising and market-research arm for the publisher. This article provides case studies of how research serves each of these functions and concludes with observations on how to optimize the effectiveness of print materials for children, parents, and elementary school teachers.  相似文献   
84.
The market for reading is expanding significantly, but the gains are seen almost entirely outside the prevailing supply chain. Fixed on the creation, management and sale of physical and digital objects, publishers view other forms of writing and reading as potential threats to their established markets. To take advantage of market growth, publishers need to rethink traditional models and develop an “architecture of collaboration”, exploring ways to engage with companies and communities to find new sources and uses of what was once just book content.  相似文献   
85.
86.
    
To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   
87.
Mayr has justifiably earned for himself the title “Darwin of the 20th century”. He declared himself Darwin's champion, and was particularly wont to point out that a most important consequence of the Darwinian revolution was the destruction of typological thinking. Mayr also repeatedly stressed that there were important differences between Darwinism and contemporary theories of evolution. Evolution as conceived by Darwin was not goal-directed, while contemporary theories were orthogenetic or aristogenetic in the sense that they believed in a predetermined progression of lower to higher forms. Furthermore, by focusing on individuals, Darwin destroyed the tyranny of typological thinking, which was a left over from the essentialism of Plato, who believed that groups of organisms were constructed according to certain homogeneities. By attacking the concept of essentialism, Darwin provided a mechanism by which individuals became both a focus and an essential ingredient in the evolutionary process. This was a paradigm shift and according to Mayr, a conceptual leap that constituted a true scientific revolution. Mayr's zeal in defending Darwin and in protecting organismal biology and evolution from the “non-believers” has formed the subject of this entire article, but it can also be seen in the titles of some of his recent books, e.g.One Long Argument. Charles Darwin and the Genesis of Modern Evolutionary Thought (1991),This is Biology—the Science of the Living World (1997), andWhat Evolution Is (2002).  相似文献   
88.
The reasons for sources of inactivity among older adults can be both physical and psychological. Fear of falling is a common psychological source of restricted activity. The efficacy of a group intervention to reduce fear of falling and associated activity restriction was established in a randomized controlled trial by the authors and their colleagues. The objective of this analysis was to investigate who was most likely to benefit from this intervention. Data from baseline and 12-month follow-up were used to identify predictors in change of two targeted attitudes - fear of falling and ability to manage falls - that were considered to precede change in activity level. The predictors of the two outcomes were similar. Subjects who reported less physical and social dysfunction, more concerns about falling, and greater self-efficacy in doing something about their concerns were most likely to benefit from the intervention. Men were more likely than women to achieve greater ability to manage falls. These findings can be used to target the intervention to persons in greatest need or to modify the intervention to better meet the needs of others.  相似文献   
89.
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.  相似文献   
90.
    
We investigate the stability and change of participation patterns in small groups by examining two longitudinal data sets at the individual and group levels of analysis. Rejecting the dichotomy between input and process models, we advance a view at the convergence of these two perspectives. We argue that stability in participation reflects input factors and that change emerges from process mechanisms. Study 1 analyzed discussion data from zero-history laboratory groups that worked on three similar tasks in succession, each with stable membership across the tasks. Results showed significant variation within participants and between groups, indicating that group members varied their participation as needed and that group-level factors influenced participation. Study 2 analyzed longitudinal data collected from the Australian Citizens' Parliament, where tasks and group membership varied over time. Study 2 replicated Study 1's findings, but analyses showed more complex patterns of both stability and change across groups and tasks. Taken together, results from the two studies support our position that both input and process mechanisms cause variation in participation. Our Conclusion examines how structural features and participation impact democratic group deliberation.  相似文献   
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