Patterns of perceptual deficits in academically deficient juvenile delinquents

Patterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with a group of youthful offenders with adequate academic skills. Auditory perceptual deficits appeared to be a more significant factor in accounting for the severe academic deficiencies observed in the delinquent subjects than did visual-perceptual deficits. However, multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social maladaptation. The results indicate the potential ill effects of an undiagnosed and untreated learning disability on subsequent emotional development. Prevention of delinquency may begin with the preschool child who is at high-risk for developing behavioral problems in later years.     

数字仓储库的发展

综述数字仓储库的发展现状,归纳总结仓储库的类型和内容特点,详细分析仓储库建设过程中的典型用例,重点对出版商用例和多机构用例的数据处理、服务管理和效果进行归纳和分析,详细说明其建设过程和方法。并结合仓储库管理者的意见和仓储库目前存在的问题,提出下一步仓储库建设的重点和发展的方向。
     

Toward Identifying Pedagogical Knowledge for Mentoring in Primary Science Teaching

Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools.     

Beyond learning by doing: an exploration of critical incidents in outdoor leadership education

This paper argues that outdoor leader education and training is characterized by the development of procedural skills at the expense of crucial but usually ignored non-technical skills (e.g. contextualized decision-making and reflection). This risks producing practitioners with a potentially unsophisticated awareness of the holistic outdoor environment impeding the development of links between theory and practice. This paper analyses the application of critical incident theory to a study of undergraduates in a UK outdoor leadership degree programme in order to examine the processes of developing non-technical reflective skills in the students. The study examines a range of critical incidents in a purposive homogeneous sample of students who were asked to identify and reflect on critical incidents in practice settings of their own choice. These settings spanned from the United Kingdom to remote locations overseas. Qualitative data analysis was carried out using interpretative phenomenological analysis. The findings indicated that outdoor leadership programmes need to develop a broader and holistic skills base rather than concentrate on primarily physical and technical skills. A focus on the critical incident method early in education has the potential to equip practitioners with the holistic and complex set of skills required in the contemporary outdoor workplace.     

Perceived Training Needs of Regular and Special Education Student Teachers in the Area of Mainstreaming

The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed.     

How reinforcement context affects temporal production and categorization

The behavioral theory of timing assumes that timing is governed by a pacemaker whose pulses move organisms from one state to the next, and that the speed of the pacemaker covaries with the rate of reinforcement in the experimental context. The goal of the present experiments was to clarify just what constitutes that context. In Experiment 1, pigeons responded on signaled fixed-interval 20-sec and 40-sec schedules of food reinforcement that were presented randomly within sessions (alternating condition) or between sessions (isolated condition). In Experiment 2, pigeons categorized the duration of a short or a long set of intervals in the alternating or the isolated condition. Performance in both experiments was under strong control by the signals, with scalar timing between long and short sets, but no significant differences between the alternating and isolated conditions. The context of reinforcement that determines pacemaker period can thus be specific to a particular timing task and signal.     

The Flood of Film Books Continues

Peter Pollack, The Picture History of Photography (Abrams, $25.00)

David Simon, Fifty Classic Motion Pictures (Crown, $9.95)

David Essoe's The Films of Clark Gable (Citadel, $10.00)

John Springer's The Fondas (Citadel, $10.00)

Pola Negri's Memoirs of a Star (Doubleday, $7.95)

Alexander Walker's Stardom (Stein & Day, $10.00)

T.J. Ross, Film and the Liberal Arts (Holt, Rinehart, and Winston, price unknown)

Lewis Jacob's The Movies as Medium (Farrar Straus & Giroux, $8.95; or Noonday paporback, $3.95)

Benjamin B. Hampton, A History of the Movies, originally published in 1931 and re-issued now as History of the American Film Industry (Dover paporbacks, $4.00)

The Literature of Cinema

Don Slay, Conversations: Volume I (Kaleidoscope Press (Albuquerque, New Mexico), $10.00)

Raymond Durgnat, The Crazy Mirror: Hollywood Comedy and the American Imago (Horizon Press, $7.50)

Harry M. Geduld and Ronald Gottesman's edited collection Serge Eisenstein and Upton Sinclair: Tho Making and Unmaking of “Quo Viva Mexico” (Iniana University gross, $15.00)

Verne and Sylvia Carlson's Professional 16/35 mm Cameraman's Handbook (Hastings House, $15.00)

Julius Bellone's edited collection, Rennaisance of the Film (Collier paperbacks, $2.95)

Richard Randall's excellent Censorship of the Movies (University of Wisconsin Press, $7.95)