Determination of water in petroleum emulsions     

E.W. Dean  W.A. Jacobs 《Journal of The Franklin Institute》1920,190(5):738

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A dual-route cascaded model of reading by deaf adults: evidence for grapheme to viseme conversion     

Elliott EA  Braun M  Kuhlmann M  Jacobs AM 《Journal of deaf studies and deaf education》2012,17(2):227-243

There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading.  相似文献   

Authors’ response to reviews of From inclusion to engagement: helping students engage with schooling through policy and practices     

Paul Cooper  Barbara Jacobs 《欧洲特需教育杂志》2013,28(1):135-137

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Imagining the flowers,but working the rich and heavy clay: participation and empowerment in action research for health   总被引：1，自引：1，他引：0  

Gaby Jacobs 《Educational Action Research》2013,21(4):569-581

Participation of the ‘target group’ is a key concept in working on empowerment in health education. However, it raises many questions and is not without struggle. I will discuss the findings from a study into the state of the art of empowerment in health education, which includes a literature review and the analysis of eight Dutch health‐promotion projects. An important finding is that participation is not an unequivocal concept. Professionals working in health education strongly disagree on the value, goals and meaning of participation. Moreover, in working on empowerment, a tension exists—between the ideal of participatory, ‘bottom‐up’ approaches on the one hand; and the ‘top‐down’ structure of health education programmes, on the other. I will argue for a ‘realistic approach’ in which the practice of health promotion is taken as the starting point to work on empowerment. After all, imagining the flowers is easy, but working the rich and heavy clay is the challenge.  相似文献   

‘Designing the plane while flying it’: concept co-construction in a collaborative action research project     

Alex Schenkels  Gaby Jacobs 《Educational Action Research》2013,21(5):697-715

In the field of collaborative action research (CAR), the quality of the collaborative partnerships between university researchers and practitioners has received much attention. Most accounts focus on three areas: the question how to organise and optimise the encounter of these ‘worlds’ of scientific and practical reasoning; the professional development and emancipation of practitioners; and the enhancement of the practical utility of a CAR-project. In this article, we look at CAR projects from a different angle and explore the question how theoretical concepts are co-constructed in CAR-projects, thereby acquiring both practical as well as scientific relevance. We have focused on the participatory process of conceptualization during a CAR project in primary education, in order to find out how a key concept in the considered project is co-constructed and operationalized in multidisciplinary communities of practices. Both the theoretical validity of the concept is evaluated as well as the validity of collaboration. An ‘hourglass’ model is introduced for analysing participation in CAR projects, holding a more relational and dialogic interpretation of participation than the ‘Participation Ladder’ model. Furthermore, a heuristic approach to conceptualization in CAR projects is proposed.  相似文献   

Integrated social and emotional guidance: what do secondary education teachers think?     

Karen Jacobs  Elke Struyf 《European Journal of Psychology of Education - EJPE》2013,28(4):1567-1586

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The extent to which teacher attitudes and expectations predict academic achievement of final year students     

Nicky Jacobs  David Harvey 《Educational studies》2010,36(2):195-206

Competition in the market is a perennial and ever‐increasing problem for independent schools. How schools can meet this pressure and find ways to attract (the best) students is a continuing question and one that will get more onerous as the government funding for education is, in relative terms, decreasing. One of the ways in which schools can show their worth is the attraction of the best teachers and being able to show potential clients how their staff contribute to the academic success of their graduating students. This study considers the relationship between teachers’ attitudes toward their work and the expectations and the extent to which their attitudes and expectations predict the academic achievements of their final year students. Results found that academic achievement is enhanced when school leadership provides an academically oriented context where values and expectations of high academic achievement are part of the school culture. Other teacher variables found to improve academic achievement are the teachers’ need for greater input into decision‐making at their schools; less formalisation of rules, procedures and process; and support through personnel, facilities, finances, equipment and resources.  相似文献   

Teacher and Worker     

Samuel Jacobs 《Clearing house (Menasha, Wis.)》2013,86(4):249-251

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Basic Factors in Program Making for a Local Church     

J. M. Artman  J. A. Jacobs 《Religious education (Chicago, Ill.)》2013,108(10):951-161

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The social position of retardates with brain damage associated characteristics     

J F Jacobs  M L Pierce 《Exceptional children》1968,34(9):677-681

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