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121.
This article considers the processing of the born-digital archive of the English poet Wendy Cope, deposited at the British Library in 2011. Using the Cope Archive as a template, the authors set out a six-part workflow to acquire, preserve, process and make it accessible. The Cope Archive, which contains several types of digital media, presented various problems. The authors, however, were able to successfully apply their workflow and outline the various software and methods used at each stage. They conclude that, though each born-digital archive presents a unique set of issues, the proposed workflow is a successful framework that would be applicable to most. 相似文献
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123.
Eleanor Denny 《Higher Education Quarterly》2021,75(1):113-145
This paper examines students’ perspectives on the main transitional challenges experienced when commencing higher education. It explores which students are most affected by the transition and is the first paper to provide an overview of student recommendations to help improve the transition in an Irish context. The study involves large‐scale surveys and focus groups across four higher education institutions and explores a range of transitional challenges (including academic, social and course‐specific aspects). Over 1,100 student suggestions to improve transition are analysed and many of these recommendations could be easily implemented beyond Ireland. Ten overall recommendations are made which include, among others, specific supports for mature students and those with longer commuting distances, course‐specific introductory skills modules to be given by current students, a first year ‘starter’ pack with course‐specific orientation materials, and the introduction of a student‐shadowing programme for prospective students. 相似文献
124.
Arts enrichment provides varied channels for acquiring school readiness skills and may offer important educational opportunities for students from diverse backgrounds and with diverse needs. Study 1 examined achievement within an arts enrichment preschool that served low-income children. Results indicated that students practiced school readiness skills through early learning, music, creative movement, and visual arts classes. Students who attended the preschool for 2 years demonstrated higher achievement than those who attended for 1 year, suggesting that maturation alone did not account for achievement gains. Across 2 years of program attendance and four time points of assessment, students improved in school readiness skills, and there were no significant effects of race/ethnicity or developmental level on achievement growth. Study 2 compared students attending the arts enrichment preschool to those attending a nearby alternative on a measure of receptive vocabulary that has been found to predict school success. At the end of 1 year of attendance, students in the arts program showed greater receptive vocabulary than those at the comparison preschool. Results suggest that arts enrichment may advance educational outcomes for children at risk. 相似文献
125.
Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods. 相似文献
126.
Cluster analytic methods were used to create 4 theorized ethnic identity statuses (achieved, foreclosed, moratorium, and diffused) among 940 African American adolescents (13-17 years old), college students (18-23 years old), and adults (27-78 years old). Evidence for the existence of 4 identity statuses was found across the 3 age groups. The distribution of individuals differed by age group, with the older participants disproportionately occupying the more mature statuses. Identity status was related to identity content such that achieved individuals reported higher levels of racial centrality and private regard. Finally, there was a significant interaction between developmental age group and identity status for depressive symptoms such that diffused college students reported higher symptoms than achieved college students. No status differences were found for the other 2 age groups. 相似文献
127.
Stephen J. Frost Nicole Landi W. Einar Mencl Rebecca Sandak Robert K. Fulbright Eleanor T. Tejada Leslie Jacobsen Elena L. Grigorenko R. Todd Constable Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97
Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the
segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6
to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech
tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior
temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending
on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend
the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers
and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on
the path toward successful literacy acquisition.
相似文献
Stephen J. FrostEmail: |
128.
Singer Eleanor; Schaeffer Nora Cate; Raghunathan Trivellore 《Int. Journal of Public Opinion Research》1997,9(3):277-285
Because of the high cost of the 1990 census and the continuedundercoverage of some population subgroups, it has been suggestedthat administrative records be used to supplement or replaceconventional census-taking activities. Very little informationexists concerning public knowledge and attitudes on this topic.The most extensive information to date comes from questionsasked on several IRS surveys of taxpayers. In late 1993 an opportunitypresented itself to add a small number of questions about datasharing to national telephone surveys conducted by the WisconsinLetters and Sciences Survey Center. Here we report on an analysisof these data. 相似文献
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130.
Academic librarians with teaching responsibility have traditionally delivered training in discovering and organising information. However, in recent years, there has been an increased emphasis on supporting researchers through all stages of the research lifecycle. While librarians are ideally placed to provide training in writing for publication and presentation of research, very few in the United Kingdom appear to be doing so. However, there are clear benefits to teaching these subjects. Based on feedback from faculty on user needs, the University of Cambridge Medical Library’s training programme was expanded to include training and support in the publication and presentation of research outputs. This article recounts the process by which the new courses were developed, and the techniques used by the library’s teaching staff to gain understanding of conventions and requirements of forms of written communication with which they were unfamiliar. It also evaluates the impact of the new courses, discusses next steps and provides advice for other librarians wishing to develop similar courses. D.I. 相似文献