Proceeding of stated meeting,held Wednesday evening,February 16, 1910     

James Christie 《Journal of The Franklin Institute》1910,169(3):240-241

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Book notices     

James Christie 《Journal of The Franklin Institute》1900,150(2):155-157

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Forty Years of Struggle and Still no Right to Inuit Education in Nunavut     

Derek Rasmussen 《Interchange》2011,42(2):137-155

In this article issues related to policy and education in the Canadian Arctic are critically put to question. The focus is on the struggle for Inuit education, language issues, and supporting minority rights, with pragmatic solutions proposed to the problems confronting Nunavut.  相似文献   

The Relationship between Traditional Mass Media and “Social Media”: Reality Television as a Model for Social Network Site Behavior     

Michael A. Stefanone Ph.D.  Derek Lackaff Ph.D.  Devan Rosen Ph.D. 《广播与电子媒介杂志》2013,57(3):508-525

Social cognitive theory suggests a likely relationship between behavior modeled on increasingly popular reality television (RTV) and user behavior modeled on social networking sites (SNSs). This study surveyed young adults (N = 456) to determine the extent to which RTV consumption explained a range of user behavior in the context of social network sites. Results show a consistent relationship between RTV consumption and the length of time spent on these sites, the size of users' networks, the proportion of friends not actually met face to face, and photo sharing frequency while controlling for age and gender.  相似文献   

Deciding How Much to Share in Class: A Study of the Experiences of Students of Color Enrolled in Multicultural Counseling Courses     

Derek X. Seward  Douglas A. Guiffrida 《International journal for the advancement of counseling》2012,34(4):286-296

This qualitative study investigated the experiences of Students of Color in multicultural counseling courses in relation to classroom participation. Results suggest several complex tensions that Students of Color experience when deciding whether and how much to participate in class. Implications for multicultural training are provided.  相似文献   

Reward and recognition for university teaching in STEM subjects     

Sarah Gretton  Derek Raine 《Journal of Further & Higher Education》2017,41(3):301-313

In recent years, universities have appointed an increasing number of ‘teaching-only’ or ‘teaching-dominant’ staff. While the balance of reward and recognition between teaching and research has been extensively considered for staff engaged in both, this is the first attempt to look at the situation of staff appointed on teaching–only contracts. Our survey reveals an enthusiastic workforce, which nevertheless feels undervalued by the system. This is an important issue for the development of higher education.  相似文献   

A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties     

Swanson E  Wanzek J  Petscher Y  Vaughn S  Heckert J  Cavanaugh C  Kraft G  Tackett K 《Journal of learning disabilities》2011,44(3):258-275

A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.  相似文献   

International Student Support Groups: Learning from Experienced Group Members and Leaders     

Nate Page  Derek Griner  Timothy B. Smith  Aaron P. Jackson  Klint Hobbs 《Journal of College Student Psychotherapy》2019,33(3):180-198

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.  相似文献   

A microfluidic platform for measuring electrical activity across cells     

Cédric Bathany  Derek L. Beahm  Steve Besch  Frederick Sachs  Susan Z. Hua 《Biomicrofluidics》2012,6(3)

In this paper, we present a microfluidic chip that is capable of measuring electrical conductance through gap junction channels in a 2-dimensional cell sheet. The chip utilizes a tri-stream laminar flow to create a non-conductive sucrose gap between the two conducting solutions so that electrical current can pass across the sucrose gap only through the cells. Using the chip, we tested the effect of a gap junction inhibitor, 2-APB, on the electrical coupling of connexin 43 (Cx43) gap junction channels in NRK-49F cells. We found that 2-APB reversibly blocks the conductivity in a dose-dependent manner. The tri-stream chip further allows us to simultaneously follow the conductance changes and dye diffusion in real time. We show that 2-APB affects both conductance and diffusion, supporting the interpretation that both sets of data reflect the same gap junction activity. The chip provides a generic platform to investigate gap junction properties and to screen drugs that may inhibit or potentiate gap junction transmission.  相似文献   

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties     

J Wanzek  C Cavanaugh 《Remedial and special education : RASE》2012,33(3):192-202

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.  相似文献