耳语测试

随着年龄的增长,我发现自己与别人的模样不相同。生来就是一张豁嘴,心里十分痛苦。到了6岁开始上学读书,与同学坐在一起时, 我更感到自己是一个长得很难看的女孩:嘴唇畸形,鼻子歪扭,牙齿斜倾,说起话来口齿不清,词语走样。每当小伙伴们问起:“你的嘴唇怎么啦?”我总是告诉他们,是小时候不小心摔了一跤,嘴磕在一块锋利的玻璃上,给割破的。不管怎么样,说受伤总要比天生如此更容易被人接受,多得到一些理解和同情。我想,这个世界上除了家里人之外,再也没有谁会爱我这个“丑八怪”了。     

In practice: Enriching the student learning experience through community service learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at James Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.     

Research Issues in Systems Implementation, Risks and Tradeoffs

This article identifies open research issues in the management of electronic records in complex systems over time, with an emphasis on system development and implementation. The author proposes that it is necessary for archivists to address the issues at three levels: the organizational/professional level, the technological infrastructure level, and the system- and function-specific level. The paper discusses the technological factors which influence archivists' ability to manage electronic records currently being created, and goes on to recommend that archivists broaden their technological knowledge base, work toward influencing others in their organizations to gain buy-in, and develop models and success stories for positively influencing the development of electronic systems.     

Listening to Mothers II as a Catalyst

The Listening to Mothers II report is not only a document; it is a tool that is accessible to childbirth educators. By becoming familiar with its contents, educators can use the information to help expectant parents think about options available to them and inspire them to use evidence-based information as they make choices for the birth of their child.     

‘Here I come again’: the cost of success for higher education students diagnosed with autism

This qualitative study used Interpretative Phenomenological Analysis to consult with 16 autistic UK higher education (HE) students about their experiences of success. An in-depth participatory approach encouraged participants to become co-analysts of their data.

Participants offered counter-narratives to deficit-based interpretations of autism, giving accounts of making themselves ‘extra-visible’ as autistic in order to assert their rights. The autism diagnosis was perceived both as an aid to self-understanding and a cause of additional barriers. In raising awareness of their own needs, participants contributed to broader understandings of autism within their academic communities, inadvertently becoming educators and role models. The research highlights the extra effort required by autistic students to thrive within higher education and the barriers imposed by current requirements to both pursue formal diagnosis, and to disclose it in order to receive adjustments. The research was novel in its approach and in its focus on success, revealing original findings in relation to the challenges and barriers faced by high-achieving autistic students, and the implications for a more inclusive higher education curriculum and environment are considered.     

The analysis of eye-movement recordings from samples of underachieving secondary and primary students

Summary The graphing of eye movements during the reading act may prove to be a valuable tool for the reading laboratory director. It can be seen from the analysis of data from the initial samples tested that changes in eye graphs for fixations, regressions, and rate do occur as a result of training in reading; that consistent patterns of change occur for fixations, regressions, and rate; and that the pattern of correlations of eye graph data and standardized test scores is consistent although the correlations are too low to be considered predictive. The basic deficiencies in the present study are the number of eye graphs administered and the lack of standardized test data for comparison at the time of eye graph administration. Studies in progress at present will include data from a minimum of five graphs and standardized pre- and posttest results will be available.