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   

Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task   总被引：1，自引：0，他引：1  

de la Peña D  Murray NP  Janelle CM 《Journal of sports sciences》2008,26(12):1323-1331

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.  相似文献   

The Effects of citizenship dissimilarity and national pride on attitudes toward immigrants: Investigating mediators and moderators of intergroup contact     

Aleksandra Luksyte  Derek R. Avery   《Int J Intercult Relat》2010,34(6):629-641

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Crossing Ulster's Other Great Divide     

Sir  Derek Birley  Vice-Chancellor 《Higher Education Quarterly》1991,45(2):125-144

Following the report of the Lock-wood Committee (196S), the Northern Ireland government greatly expanded its higher education provision by creating two new institutions, the New University of Ulster, modelled on the English 'whitebrick' foundations of the period, and a direct grant institution for advanced further education, Ulster College. The first part of the article describes the reaction of the century-old Queen's University, Belfast and the new creations to the challenges of the Seventies, including the Ulster 'troubles', and to changing student demands and community needs.
NUU soon began to experience difficulties in recruiting students, both in quality and quantity, whereas UC, which became a polytechnic in 1975, succeeded beyond expectations. In 1982, after a review by the Chilver Committee but against its recommendation, the Westminster government decided, as an alternative to closing NUU, to merge it with the polytechnic to form the University of Ulster. The article discusses the merger, and the alternatives to it, seeking to distinguish between that which was accidental to the Ulster situation and that which might have more general application. It considers the problems of co-ordination, before and after the merger, including that of 'complementarity' between QUB and the University of Ulster. Finally it outlines the objectives of UU and the considerable progress made towards achieving them but sounds a cautionary note with regard to the social context in which it operates.  相似文献   

Resource-based learning in post compulsory education : by Pat Noble Kogan Page, London, 1980, 192 pp. Price £10.50 (hardback)     

Derek Rowntree 《International Journal of Educational Development》1981,1(2):94-95

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‘For older folks like me,these things are over us…’: The challenge of embedding tablet computers in everyday life within a geriatric hospital in Uruguay     

Alexander Castleton  Alejandro Cid  Derek Silva 《Educational gerontology》2020,46(4):167-181

ABSTRACT

Much research has focused on the introduction of information and communication technology (ICTs) into the lives of older people, but it has generally understood them as external factors who act as a sort of independent variable that impacts the seniors’ lives. There remains a dearth of empirical research into how aging and technology are co-constructed, namely, research that focuses on older people’s relationship to technology as a socio-technical network. We therefore contribute to this field by analyzing the development and establishment of a network in a geriatric hospital in Montevideo, Uruguay. Uruguay has been developing a one-tablet computer-per low-income-senior policy since 2015. In this research, we deployed a qualitative ethnographic research comprised of semi-structured interviews, jottings, and field notes where we explore the adoption of tablets within the corresponding actor-network. Our findings suggest that objectively, not only was the establishment of the sociotechnical network rife with complexities, disruptions, and fissures, but subjectively, seniors in the hospital were heavily influenced by their self-perception of the potentialities of ICTs.  相似文献   

Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course     

Nicolette S. Richardson  Derek Zwambag  Kristen McFall  David M. Andrews  Diane E. Gregory 《Anatomical sciences education》2021,14(5):605-614

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.  相似文献   

Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (6th edition). Peter McLaren. Boulder and London: Paradigm Publishers, 2014; 289 pp. $63.71 (paperback).     

Derek R. Ford 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):437-440

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Editorial          下载免费PDF全文

Derek C. Briggs 《Educational Measurement》2015,34(3):1-2

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