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901.
Attenborough FT 《Public understanding of science (Bristol, England)》2012,21(2):211-225
How are secondary accounts of "bad" scientific practice constructed? How do they engage with the primary data produced by "bad" scientists? And what happens to those primary data as generations of secondary accounts purporting to describe them accumulate? This paper addresses such questions via a case study of Dr. Hong, a microbiologist accused of "bad" scientific practice by numerous secondary accounts of the 2003 SARS outbreak. Bringing Hong's own account of his own actions into dialogue with one of the most influential secondary accounts of his actions, the paper highlights the gross disparity between the two. Having argued that the rhetorical structuring of the secondary account is, ultimately, responsible for Hong's characterisation as a "bad" scientist, it then moves to explore how subsequent accounts developed their own characterisations. What becomes clear is that as secondary accounts began feeding off one another, references to Hong's account disappeared. Aided by the concepts of the "vanishing" and the "phantasm", the paper concludes with a consideration of how this process left Hong's work with a very peculiar form of existence. 相似文献
902.
A total of two hundred ninety-nine 4- to 9-year-old maltreated and nonmaltreated children of comparable socioeconomic status and ethnicity judged whether children should or would disclose unspecified transgressions of adults (instigators) to other adults (recipients) in scenarios varying the identity of the instigator (stranger or parent), the identity of the recipient (parent, police, or teacher), and the severity of the transgression ("something really bad" or "something just a little bad"). Children endorsed more disclosure against stranger than parent instigators and less disclosure to teacher than parent and police recipients. The youngest maltreated children endorsed less disclosure than nonmaltreated children, but the opposite was true among the oldest children. Older maltreated children distinguished less than nonmaltreated children between parents and other types of instigators and recipients. 相似文献
903.
Maternal smoking during pregnancy retards fetal growth and depresses infant birth weight. The magnitude of these effects may be moderated by fetal genotype. The current study investigated maternal smoking, fetal genotype, and fetal growth in a large population sample of dizygotic twins. Maternal smoking retarded fetal growth in a dose-dependent fashion. In a subsample of 497 twin pairs whose mothers smoked during pregnancy, a functional polymorphism in the NAD(P)H:quinone oxidoreductase gene ( NQO1 Pro187Ser; rs1800566) was significantly associated with fetal growth within families. The effect was strongest among moderate smokers. This is the first demonstration that fetal genotype for an enzyme involved in tobacco smoke metabolism influences intrauterine growth independent of maternal genotype. Future studies should conduct formal tests of Fetal Genotype × Maternal Smoking interactions. 相似文献
904.
Can reflective practice be taught? 总被引:1,自引:0,他引:1
905.
College and university leaders have paid an enormous level of attention to one domain of alumni involvement: charitable giving.
In light of the decline of state support for higher education and the shrinking ability of families to pay for college, such
emphasis is understandable. However, this emphasis has blinded scholars and practitioners to understanding the important non-monetary
support roles played by college alumni. Drawing on data from a research extensive university, this study employs a sequential
mixed method design (focus groups and confirmatory factor analysis) to demonstrate that non-monetary support behaviors are
best understood through the distinct, but interrelated domains of political advocacy and volunteerism. Political advocacy
behaviors include contacting legislators, the governor’s office, local politicians and serving on a political action team,
while volunteer behaviors include mentoring new alumni, recruiting students, and participating in special events. The study
breaks ground for future research on alumni support for higher education, including strategies to recruit alumni volunteers
and advocates. 相似文献
906.
Patrick Griffin Leanne Murray Esther Care Amanda Thomas Pierina Perri 《Assessment in Education: Principles, Policy & Practice》2010,17(4):383-397
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. 相似文献
907.
Catherine Beavis Thomas Apperley Clare Bradford Joanne O'Mara Christopher Walsh 《English in Education》2009,43(2):162-175
The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people's engagement in online digital culture in the world beyond school. 相似文献
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