How Perceived Persuasive Intent and Reactance Contribute to Third-Person Perceptions: Evidence from Two Experiments

In two experiments, this study presents a process model that explains third-person perceptions (TPP) as a function of perceived persuasive intent and reactance. Using two nonstudent samples, findings were internally replicated for two topics. The study shows that media messages evoking perceptions of persuasive intent also activate reactance, which in turn predicts TPP topic-independently. Remarkably, half of the total stimulus effect on TPP could be explained through reactance, which offers new implications for existing theoretical explanations of strong TPP after undesirable messages but weak effects after, for example, prosocial messages.     

Mechanochemistry

Nano-sized molecular motors, which consume chemicals and do mechanical work are ubiquitous in nature. One of the most powerful such motors is the viral packaging motor, which consumes ATP and packages the viral DNA into the procapsid (the protein shell) of the virus. A pulling force applied to the loose end of the DNA can slow down the rate of packaging, thus showing that a mechanical force can slow down a chemical reaction. In this article we describe this packaging process and what is known about the mechanochemistry of the motor. K L Sebastian is a Professor in the Department of Inorganic and Physical Chemistry, Indian Institute of Science, Bangalore. His areas of interest is theoretical chemistry.     

CO2-Einsparpotenziale des Energietr?gers Erdgas

Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung, die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und die Auswirkungen auf die CO₂-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO₂-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet. Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO₂-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO₂-Aussto? j?hrlich um 1,9 % gesenkt werden.

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Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution in this regard. Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future. Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions. The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020. For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will be reduced by 1.9 % per year.

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Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg     

在工作过程中学习工作过程知识

通过讨论在工作过程中学习的直接原因和个人动机,说明了工作中学习的主要内容是工作过程知识,指出工作过程中学习的方式是隐性的。从不同角度对焦点意识和背景意识进行了区分,帮助正确理解职业教育的学习内容有着重要的意义。     

Visual Learning and the Brain: Implications for Dyslexia

ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.     

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.     

Investing in high quality preschool: lessons from an urban setting

Abstract

Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation findings that document its positive impact on school readiness. Lessons learned are discussed in terms of the impact of political and economic shifts, as well as state policy changes, on this local program. The program’s planned expansion and enhancements to program design and evaluation are also described.     

Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal data from 6 low-income, predominantly Latino community schools, this case study investigated whether students' participation in community-school programming influenced their attendance and achievement. Multilevel models indicated that youth who participated in extended learning programs or whose families were involved in family engagement opportunities exhibited greater attendance rates and achievement in math and English language arts, when compared to their nonparticipating peers. Findings provide promising evidence on the value of a comprehensive and integrated system of school supports that address the myriad needs of vulnerable student populations.     

Nonlongitudinal Estimation of Growth Curve Parameters: The Cohort Growth Model

The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research.     

Perceptions of diverse educators regarding ethnic-minority deaf college students, role models, and diversity

IN A QUALITATIVE STUDY, the researchers documented the perceptions of deaf and hearing ethnically diverse university faculty and staff regarding issues related to the education of ethnic-minority deaf college students. These experienced educators commented on the importance of ethnic-minority role models for deaf college students, the academic preparedness of ethnic-minority deaf students, these students' level of comfort on campus, and the success of institutional efforts to increase awareness regarding ethnic diversity. The insightful reflections of these diverse educators can be informative in improving the educational experience of ethnic-minority deaf students.