Yer Doin’ it Wrong: How NOT to Interact with Vendors,Publishers, or Librarians     

Katy Ginanni  Anne E. McKee  Jenni Wilson  Linda A. Brown 《期刊图书馆员》2015,68(1-4):255-261

Three librarians who have extensive experience working in libraries or for publishers, vendors, or consortia presented an informal discussion on librarian–vendor relationships. The audience was encouraged to participate. Problems were articulated; speakers and audience members contributed suggestions for better approaches or behaviors when handling difficult situations.  相似文献   

#MeToo,sexual harassment: an article,a forum,and a dream for the future     

Robin Patric Clair  Nadia E. Brown  Debbie S. Dougherty  Hannah K. Delemeester  Patricia Geist-Martin  William I. Gorden 《Journal of Applied Communication Research》2019,47(2):111-129

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.  相似文献   

Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación     

Geoffrey B. Saxe 《Infancia y Aprendizaje》2015,38(3):473-508

This article sketches a framework for the study and analysis of culture-cognition relations that I present in my recent book, Cultural Development of Mathematical Ideas: Papua New Guinea Studies. Taking an historical approach, I focus on the reproduction and alteration of representational forms for number and the functions that representational forms serve in collective practices in and out of school. My key argument is that, in the context of their goal-directed communicative activities in collective practices in daily life, people unwittingly reproduce and alter representational forms and the functions that these forms serve. The process leads to continuities and discontinuities in form-function relations in communities over historical time. To provide evidence for this process and its role in the cultural development of ideas, I report selected findings from research conducted in 1978, 1980 and 2001 in Oksapmin communities; I focus on historical shifts in the forms and functions of the Oksapmin body part counting system over time. I then update that body of research with a sketch of a recent 2014 follow-up study. I close with reflections on the utility of my framework for the study of culture-cognition relations in other communities and on cognitive domains other than mathematics.  相似文献   

Intimate partner violence during infancy and cognitive outcomes in middle childhood: Results from an Australian community-based mother and child cohort study     

Priscilla Savopoulos  Stephanie Brown  Peter J. Anderson  Deirdre Gartland  Christina Bryant  Rebecca Giallo 《Child development》2022,93(4):e396-e411

The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development.  相似文献   

University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献   

The Nature of Scientific Explanation: Examining the perceptions of the nature,quality, and “goodness” of explanation among college students,science teachers,and scientists     

Sahar Alameh  Fouad Abd-El-Khalick  David Brown 《科学教学研究杂志》2023,60(1):100-135

Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations.  相似文献   

Braille     

Geoffrey Johnson 《The Educational forum》2013,77(2)

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The importance of reflection in experiential learning with community and youth workers for the learning age     

Mary Kenny  Sue Ralph  Marie Brown 《International Journal of Lifelong Education》2013,32(2):115-125

The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.

Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants.  相似文献   

An Intelligent Approach to Design     

Geoffrey Cantor 《Metascience》2007,16(2):299-302

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The Political Philosophy of Science Policy     

Brown  Mark B. 《Minerva》2004,42(1):77-95

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