Reexamining Fear Appeal Models from Cognitive Appraisal Theory and Functional Emotion Theory Perspectives

Recognizing inconsistencies between the extant fear appeal theories and emotion literature, this research integrated cognitive appraisal theory and functional emotion theory into a fear appeal literature and proposed a model that describes a process through which both fear and anxiety can contribute to adaptive responses. Findings from an experiment (N = 927) supported the predictions. Fear and anxiety emerged as distinct constructs. Perceived susceptibility was a stronger predictor of anxiety than fear, while perceived severity was a stronger predictor of fear than anxiety. In addition, greater fear and anxiety led to greater response efficacy through increased motivation to obtain protection-related information and heightened attention to such information, thus mediating the threat and coping appraisal processes. The SEM model testing the predictions showed that perceived susceptibility had the strongest total effects on protection intention, followed by anxiety, perceived severity, and fear.     

Using a Blended Group Learning Approach to Increase Librarians’ Motivation and Skills to Publish

While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers.     

The Effect of Increasing Conceptual Challenge in Primary Science Lessons on Pupils' Achievement and Engagement

This paper reports research into the effect on 11‐year‐old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children's enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in thirty‐two English primary schools as part of a project “Conceptual Challenge in Primary Science”. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched‐school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2–17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability.     

Human Resource Development and Personnel in a Post-Katrina/Rita Environment

This article provides a pre- and post-Katrina snapshot of issues in the human resource arena with emphasis on resilience, persistence, and the overwhelming need for effective planning.     

Morning and afternoon sessions in the nursery,do they have equal status? With particular reference to storytime

The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences.     

公共文化服务大数据集成架构设计研究

[目的/意义]针对当前各图书馆、文化馆等公共文化服务机构的多源异构数据,设计出一套行之有效的集成架构。[方法/过程]在充分分析公共文化大数据资源的基础上,对公共文化服务大数据的类型与分布进行分析,结合公共文化服务大数据的应用场景,设计公共文化大数据集成的架构。[结果/结论]提出一个由数据来源层、系统集成层、数据融合层、存储层、应用层五个层次构成的公共文化服务大数据集成架构,并对其中的采集、存储等关键技术进行研究。     

Student revision with peer and expert reviewing

In a previous study we found that students receiving feedback from multiple peers improve their writing quality more than students receiving feedback from a single expert. The present study attempted to explain that finding by analyzing the feedback types provided by experts and peers, how that feedback was related to revisions, and how revisions affected quality. Participants were 28 undergraduates who received feedback from a single expert (SE), a single peer (SP), or multiple peers (MP), thus forming three groups, respectively. The MP group received more feedback of all types. Non-directive feedback predicted complex repairs that the MP group made more than both other groups. Complex repairs were associated with improved quality.     

Learning about Interface Design through Peer Assessment

Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human-computer Interaction, peer-assessment offers a unique opportunity for students to be exposed to a wide range of different designs in an environment that ensures that they reflect on these designs. However, it is important that the marking criteria are well specified and unambiguous. This paper reports on the use of peer-assessment as an effective learning activity for revealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design principles. The successful implementation of this scheme demonstrates its benefits both as a learning activity and as an opportunity for student reflection.     

Assimilation, Faith and Identity: Educational Implications of Change and Continuity

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.