Influences on teacher education student attitudes toward youth who are HIV+

The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV⁺ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.     

Infant Proneness-to-Distress Temperament, Maternal Personality, and Mother-Infant Attachment: Associations and Goodness of Fit

66 mother-infant pairs were examined when the infants were 9 and 13 months. The purpose of this report was to examine relations between infant proneness-to-distress temperament, maternal personality characteristics, and mother-infant attachment. There were no main-effect relations between infant proneness-to-distress temperament as assessed at 9 months and infant attachment classification at 13 months. This was true whether security of attachment (A and C vs. B) or proposed temperament (A1-B2 vs. B3-C2) groupings of attachment classifications were examined. Infant proneness-to-distress temperament, however, was associated with maternal behavior and personality. Furthermore, security of attachment could be predicted by an interaction between maternal personality and infant proneness-to-distress. The importance of considering goodness-of-fit relations in predicting attachment security is discussed.     

深入研究 进一步做好“高职”专升本工作

高职专升本为专科毕业生进入本科院校继续深造提供了机会 ,本文通过对我院近几年高职专升本考试情况分析 ,认真总结经验 ,今后要加大教学改革力度 ,努力提高教学质量 ,使高职专升本再上新台阶     

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.     

基础会计教学中的思想教育

一．加强正面教育 在基础会计教学过程中．思想教育的内容十分丰富。我国会计历史悠久、成就辉煌。在西周时便出现了“会计”一词．为了满足当时的生产实践与经济管理对会计活动的需要．西周王朝设置了由“司会”领导的权力集中、规模庞大、分工细密的会计机构。利用式法、简册、籍书和日成、月要、岁会等核算方法，进行核算、监督和考绩。     

Can SARS-CoV-2-infected women breastfeed after viral clearance?

Journal of Zhejiang University-SCIENCE B -...     

A lexicon of inter-institutional cooperation

Recent studies have indicatedthat, while there is a great deal of interestamong both governments and institutions ininter-institutional cooperation, theterminology of cooperation is confused andimprecise. Mergers are sometimes characterizedas being an extension of inter-institutionalcooperation, sometimes they are regarded asseparate, unique, and situated on a plane orcontinuum different from that of suchstructures as federations and consortia. Yet,in generic terms, mergers share a number ofcharacteristics with other forms ofcooperation, and are often pursued for the samereasons. This study investigates the originsand motivations of inter-institutionalcooperation in order to show that the variousforms of cooperation, including merger, arepart of a single evolutionary continuum. Next,it develops a lexicon or taxonomy ofinter-institutional cooperation. Finally, itdiscusses the directions thatinter-institutional cooperation might take inthe future along that continuum.     

Improving the participation and engagement of Aboriginal and Torres Strait Islander students in business education

Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies.     

ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other.