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31.
Schmalzer S 《Isis; an international review devoted to the history of science and its cultural influences》2007,98(3):571-583
In the 1970s and early 1980s, many Westerners wrote enthusiastically about science as practiced in socialist China. They applauded the mobilization of broad sectors of the population for science that truly "served the people." By the mid-1980s, revelations about the many horrors of the Cultural Revolution worked to discredit these early, optimistic accounts. At the same time, the post-Mao privileging of economic development over social revolution (which meshes well with dominant Western attitudes) now strongly colors almost all analyses of science in socialist China. This essay encourages historians to retrieve the largely discarded rosy accounts of earlier years. Such sources provide insight into the goals of historical actors and challenge us to recognize the specificity and contingency of our own values. Used in tandem with the later sources, they can help us achieve a critical understanding of science in both socialist China and our own historical context. 相似文献
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Twelve focus groups were conducted with African-American and Latino youth (age 14-19) in Washington, DC to inform the development of a program to postpone sexual involvement among younger teens (age 12-14). The study's objectives were to uncover the prime motivators for early sexual involvement, examine attitudes towards pregnancy and contraception, explore peer and family influences on sexual decision-making, and identify the youth's preferred sources of information and advice on sexual matters. The data suggest that sex is a peer norm for these youth and generally begins by age 15 or before. The prime motivator for early sex among the young women appears to be social pressures from boyfriends, peers and even older siblings. In contrast, young men seem to be more motivated by physical desire, and draw a clear distinction between relationships that are exclusively sexual and those that are more serious and romantic. Early pregnancy was universally viewed as undesirable, but not always as a hindrance to one's future. While motivation to avoid pregnancy appears to be less pronounced among the African-American youth, potential barriers to contraceptive use seem prominent in both groups due to strong negative opinions about the safety and efficacy of various methods. Condoms are viewed as being appropriate for casual sexual encounters, but not for longer, more established relationships. Parents received mixed reviews as sources of information and guidance on sexual matters. Latino youth were more likely than African-Americans to view parents as being influential in their sexual decision-making, but appear less likely to rely on them for information and advice. All youth preferred clinics to schools for sex education and related services. Overall, these data signal the need for interventions that generate peer support for delaying sex and pregnancy, correct misinformation about contraceptives, and encourage frank, open discussions between youth and their parents or other caring adults. 相似文献
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Sigrid Anderson Cordell 《College & Undergraduate Libraries》2017,24(2-4):350-363
ABSTRACTThis article takes as its case study the challenge of data sets for text mining, sources that offer tremendous promise for DH methodology but present specific challenges for humanities scholars. These text sets raise a range of issues: What skills do you train humanists to have? What is the library's role in enabling and supporting use of those materials? How do you allocate staff? Who oversees sustainability and data management? By addressing these questions through a specific use case scenario, this article shows how these questions are central to mapping out future directions for a range of library services. 相似文献
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Sigrid Hartong 《教育政策杂志》2013,28(6):747-760
During the last 30?years, a new model of transnational educational governance including a specific knowledge production regime has been implemented. Its increasing national impact has caused enormous change within the German educational system. Particularly, the Organisation for Economic Co-operation and Developments statistical reports and benchmarking procedures like the Programme for International Student Assessment have challenged the German system, which has usually been remarkably resistant to reform, and have pushed it towards fast and deep transformation. Demonstrated with the case of Lower Saxony, one of Germany’s largest states, effects of massive political uncertainty in terms of educational principles, rules of governance as well as school practice can be identified. They result in an increasing authorization of so-called agents of change who offer both knowledge production and education service to policy and school practice. In the case of Lower Saxony, the Bertelsmann Foundation has been such an agent of change. It supported school reform while heavily promoting the adoption of a new self-evaluation instrument called self-evaluation in schools, which not only measures school quality, but creates a new certainty by generating knowledge about what is perceived as being real within school practice. In the end, there seems to be evidence that both the teacher profession and the classroom practice are made susceptible – not only to this new reality, but also to a new leadership. 相似文献
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Lawrence M. Berger Sarah K. Bruch Elizabeth I. Johnson Sigrid James David Rubin 《Child development》2009,80(6):1856-1876
This study used data on 2,453 children aged 4–17 from the National Survey of Child and Adolescent Well‐Being and 5 analytic methods that adjust for selection factors to estimate the impact of out‐of‐home placement on children’s cognitive skills and behavior problems. Methods included ordinary least squares (OLS) regressions and residualized change, simple change, difference‐in‐difference, and fixed effects models. Models were estimated using the full sample and a matched sample generated by propensity scoring. Although results from the unmatched OLS and residualized change models suggested that out‐of‐home placement is associated with increased child behavior problems, estimates from models that more rigorously adjust for selection bias indicated that placement has little effect on children’s cognitive skills or behavior problems. 相似文献
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Univ.-Prof. Dr. Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2009,12(1):82-110
The basis of this study is a prognostic model derived from the theory of work and organizational psychology, from research about the selection of college students and from teaching and learning research. The model includes cognitive and psycho-motivational criteria for selecting students as well as objective and subjective indicators for study and job success. In a four-year longitudinal study with three measuring points, the prognostic validity of the selection criteria is tested (n?=?760). The basic hypotheses are that differences in the prognostic validity of the model for teacher training and subject-specific diploma students (both in the area of mathematics) exist, and that it is easier to predict study success than job success. Secondary school exit exam, classes in advanced mathematics, interest in mathematics, subject-specific study motivation and self-efficacy are the predictive indicators taken into account. Evaluative indicators for study success are study duration, intentions of dropping out, stress experiences, the results of university exit exam and students’ second state exam. Evaluative indicators for occupational success are the job status five years after graduation, job satisfaction and stress experiences. Bivariate correlations and regression analyses support the leading hypotheses. 相似文献
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Sigrid Nolda 《Zeitschrift für Erziehungswissenschaft》2007,10(4):478-492
Zusammenfassung Kurse der Erwachsenenbildung als zentrale Form organisierter Erwachsenenbildung werden von der Erwachsenenbildungsforschung
prim?r anhand von verbalen Interaktionen untersucht. Mit der inzwischen verbesserten Videotechnik besteht die M?glichkeit,
die bisherige Beschr?nkung auf logozentrische Analysen aufzuheben. Aufschlüsse über Dateneigenschaften und Auswertungsm?glichkeiten
bieten die videobasierte ethnographischen Soziologie, die ethnographische Schulforschung, die Unterichts(qualit?ts)forschung
sowie die gespr?chsanalytische Erforschung multimodaler Interaktion. Trotz des Fehlens einer ausgearbeiteten Methodologie
k?nnen prinzipielle, die Dimensionen Sequenzialit?t und Simultaneit?t und die verbale wie die visuelle Ebene berücksichtigende
Analyseformen von Videos bestimmt werden. Die m?glichen Ertr?ge für die Erforschung des organisierten Lernens Erwachsener
beziehen sich auf die Aspekte der um nonverbalen Aspekte vervollst?ndigten Interaktion, des Verhaltens der Gesamtgruppe sowie
der Trennung zwischen Haupt- und Nebenbühne, des Umgangs mit Artefakten sowie der r?umlichen Vorgaben und ihrer Aneignung.
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