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This study investigates the relationship between concentrations of on- and off-premises alcohol outlets and rates of child abuse and neglect. Additionally, the study seeks to locate protective features of a neighborhood's built environment by investigating the potentially moderating role that access to substance abuse treatment and prevention services plays in the relationship between alcohol outlet density and child maltreatment. Using a cross-sectional design, this ecological study utilized data from 163 census tracts in Bergen County, New Jersey, on reports of child abuse and neglect, alcohol outlets, substance abuse treatment and prevention facilities, and the United States Census to investigate the linkages between socioeconomic structure, alcohol availability, and access to substance abuse service facilities on rates of child abuse and neglect. Findings indicate areas with a greater concentration of on-premises alcohol outlets (i.e., bars) had higher rates of child neglect, and those with easier access to substance abuse services had lower rates of neglect, controlling for neighborhood demographic and socioeconomic structure. Additionally, the relationship between on-premises alcohol outlet density and rates of child neglect was moderated by the presence of substance abuse service facilities. A greater concentration of off-premises outlets (i.e., liquor stores) was associated with lower rates of physical abuse. Findings suggest that the built environment and socioeconomic structure of neighborhoods have important consequences for child well-being. The implications for future research on the structural features of neighborhoods that are associated with child well-being are discussed. 相似文献
43.
Cory Tucker 《Library Collections, Acquisitions, and Technical Services》2013,37(1-2):19-33
The article provides details of a faculty citation analysis study conducted at the University of Nevada, Las Vegas. The citation analysis analyzed faculty citations for publications published from 2002 to 2010. The citation analysis was used for a collection assessment project and continues to be used, along with other data to help assist with collection management decisions. 相似文献
44.
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (a) literacy strategies with all students, (b) language support strategies with ELLs, (c) discourse strategies with ELLs, (d) home language support, and (e) home culture connections. 相似文献
45.
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners 总被引:1,自引:0,他引:1
Cory A. Buxton Martha Allexsaht-Snider Regina Suriel Shakhnoza Kayumova Youn-jeng Choi Bobette Bouton Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. 相似文献
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A. McKinzie Sutter Jenny M. Dauer Cory T. Forbes 《International Journal of Science Education》2018,40(9):1058-1075
One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students’ use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students’ surveyed value orientations were significantly related to students’ final decisions. These results may help inform teachers’ understanding of students and their use of a structured-decision making tool in a classroom, and aid researchers in understanding if these tools help students remain objective in their analyses of complex SSIs. 相似文献
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Social media provides athletes an efficient platform on which to build and maintain their online image. Applying the self-representation theory of Goffman (1959), this study explored the gendered differences between the self-portrayals of U.S. and Chinese athletes. Findings suggest that hegemonic gender norms still had a strong hold on Chinese athletes’ self-disclosure, whereas minimal gender differences emerged between male and female U.S. athletes. Results suggested that cultural background had a substantial impact on self-representation for all participants. Although athletes might claim agency when presenting themselves on social media, the practice of self-portrayal should be examined within specific cultural contexts. 相似文献
50.
In the following pages we discuss three historical cases of moral economies in science: Drosophila genetics, late twentieth
century American astronomy, and collaborations between American drug companies and medical scientists in the interwar years.
An examination of the most striking differences and similarities between these examples, and the conflicts internal to them,
reveals constitutive features of moral economies, and the ways in which they are formed, negotiated, and altered. We critically
evaluate these three examples through the filters of rational choice, utility, and American pragmatism, using the latter to
support the conclusion that there is no single vision of moral economies in science and no single theory—moral, political,
social—that will explain them. These filters may not be the only means through which to evaluate the moral economies examined,
but aspects of each appear prominent in all three cases. In addition, explanations for decisions are often given in the language
of these theories, both at the macro (policy) level and at the local level of the moral economies we discuss. In light of
such factors, the use of these frameworks seems justified. We begin with an attempt to define the nature of moral economies,
then move to a consideration of scientific communities as moral communities operating within material and other constraints
which we relate to wider questions of political economy and societal accountabilities.
Dr Atkinson-Grosjean is a Senior Research Associate in the WM Young Centre for Applied Ethics at the University of British Columbia where she leads several research projects focused on large-scale science and the ways in which novel institutional and organizational arrangements affect the production and translation of scientific knowledge. Current work focuses on the factors that affect scientists’ participation (or lack thereof) in the translational mandates attached to funding. The goal is to contribute to a more nuanced understanding within policy guidelines of what constitutes ‘translational science’. Cory Fairley is a research assistant on Dr Atkinson-Grosjean’s translational science project and a PhD student in the Department of History at the University of British Columbia, where he also obtained a Masters degree in Philosophy. His current research focuses on the social history of technology, particularly upstream impacts of market forces on biotechnology in the historical context of twentieth century. 相似文献
Cory FairleyEmail: |
Dr Atkinson-Grosjean is a Senior Research Associate in the WM Young Centre for Applied Ethics at the University of British Columbia where she leads several research projects focused on large-scale science and the ways in which novel institutional and organizational arrangements affect the production and translation of scientific knowledge. Current work focuses on the factors that affect scientists’ participation (or lack thereof) in the translational mandates attached to funding. The goal is to contribute to a more nuanced understanding within policy guidelines of what constitutes ‘translational science’. Cory Fairley is a research assistant on Dr Atkinson-Grosjean’s translational science project and a PhD student in the Department of History at the University of British Columbia, where he also obtained a Masters degree in Philosophy. His current research focuses on the social history of technology, particularly upstream impacts of market forces on biotechnology in the historical context of twentieth century. 相似文献