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11.
Despite the ubiquity and critical importance of science and technology in international affairs, their role receives insufficient
attention in traditional international relations curricula. There is little literature on how the relations between science,
technology, economics, politics, law and culture should be taught in an international context. Since it is impossible even
for scientists to master all the branches of natural science and engineering that affect public policy, the learning goals
of students whose primary training is in the social sciences should be to get some grounding in the natural sciences or engineering,
to master basic policy skills, to understand the basic concepts that link science and technology to their broader context,
and to gain a respect for the scientific and technological dimensions of the broader issues they are addressing. They also
need to cultivate a fearless determination to master what they need to know in order to address policy issues, an open-minded
but skeptical attitude towards the views of dueling experts, regardless of whether they agree with their politics, and (for
American students) a world-view that goes beyond a strictly U.S. perspective on international events. The Georgetown University
program in Science, Technology and International Affairs (STIA) is a unique, multi-disciplinary undergraduate liberal arts
program that embodies this approach and could be an example that other institutions of higher learning might adapt to their
own requirements. 相似文献
12.
13.
AbstractResearchers are often reluctant to rely on classification rates because a model with favorable classification rates but poor separation may not replicate well. In comparison, entropy captures information about borderline cases unlikely to generalize to the population. In logistic regression, the correctness of predicted group membership is known, however, this information has not yet been utilized in entropy calculations. The purpose of this study was to, 1) introduce three new variants of entropy as approximate-model-fit measures, 2) establish rule-of-thumb thresholds to determine whether a theoretical model fits the data, and 3) investigate empirical Type I error and statistical power associated with those thresholds. Results are presented from two Monte Carlo simulations. Simulation results indicated that EFR-rescaled was the most representative of overall model effect size, whereas EFR provided the most intuitive interpretation for all group size ratios. Empirically-derived thresholds are provided. 相似文献
14.
The Relationship between Parenting Types and Older Adolescents' Personality, Academic Achievement, Adjustment, and Substance Use 总被引:11,自引:0,他引:11
The purpose of the present study was to examine Baumrind's T3 conceptual framework using a multiple informant design and an older adolescent population. With 178 college students and their families as participants, the present study found many of the predicted relations between parents' child-rearing style (Authoritative, Democratic, Nondirective, Nonauthoritarian-Directive, Authoritarian-Directive, and Unengaged) and their adolescent children's behavior in the 4 domains assessed: personality, adjustment, academic achievement, and substance use. The differences between parenting types on the criterion measures were not as large as reported in Baumrind's study, and significant effects were predominantly due to the poor scores from children with Unengaged and Authoritarian-Directive parents. The results are discussed in terms of their implications for the Authoritative parenting type, the utility of using a typology, and areas for future research. 相似文献
15.
The interaction of opposing motivational states was measured within a design in which rats barpressed for food in one stimulus and to avoid shock in another. Tone and light discriminative stimuli (Sds) were counterbalanced over incentive conditions. Extinction eliminated responding when neither Sd was present. To minimize the influence of competing peripheral operants or reinforcer-elicited behaviors during appetitive-aversive interactions, contingency parameters were manipulated to generate similar rates and patterns of barpressing in both Sds and stimulus-compounding tests were administered in extinction. On these tests, rates in tone, light, and tone plus light (T+L) were equivalent. In contrast, when the same reinforcer (i.e., food or shock avoidance) maintained comparable training rates in tone and in light, in testing, T+L controlled double the rates of the single stimuli—strong additive summation. These results were strikingly similar to those of single-incentive experiments concerned with the contribution of excitatory and inhibitory incentive states to the results of stimulus compounding. Simultaneously presenting two Sds whose implicit stimulus-reinforcer (S-Sr) contingencies were arranged to make them, respectively, conditioned appetitive and aversive exciters (present experiment) produced test results comparable to those of two Sds whose implicit S-Sr contingencies were arranged to make them both conditioned inhibitors. Reciprocal antagonism between these two motive states more than neutralizes them. It appears to produce a negative (i.e., an inhibitory) motive state. 相似文献
16.
17.
Weiss MP 《Journal of learning disabilities》2004,37(3):218-223
The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about co-teaching for which there are few answers. 相似文献
18.
is a popular item fit index that is available in commercial software packages such as flexMIRT. However, no research has systematically examined the performance of for detecting item misfit within the context of the multidimensional graded response model (MGRM). The primary goal of this study was to evaluate the performance of under two practical misfit scenarios: first, all items are misfitting due to model misspecification, and second, a small subset of items violate the underlying assumptions of the MGRM. Simulation studies showed that caution should be exercised when reporting item fit results of polytomous items using within the context of the MGRM, because of its inflated false positive rates (FPRs), especially with a small sample size and a long test. performed well when detecting overall model misfit as well as item misfit for a small subset of items when the ordinality assumption was violated. However, under a number of conditions of model misspecification or items violating the homogeneous discrimination assumption, even though true positive rates (TPRs) of were high when a small sample size was coupled with a long test, the inflated FPRs were generally directly related to increasing TPRs. There was also a suggestion that performance of was affected by the magnitude of misfit within an item. There was no evidence that FPRs for fitting items were exacerbated by the presence of a small percentage of misfitting items among them. 相似文献
19.
The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment. 相似文献
20.
Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed. 相似文献