Newborns' face recognition: role of inner and outer facial features   总被引：1，自引：0，他引：1  

Turati C  Macchi Cassia V  Simion F  Leo I 《Child development》2006,77(2):297-311

Existing data indicate that newborns are able to recognize individual faces, but little is known about what perceptual cues drive this ability. The current study showed that either the inner or outer features of the face can act as sufficient cues for newborns' face recognition (Experiment 1), but the outer part of the face enjoys an advantage over the inner part (Experiment 2). Inversion of the face stimuli disrupted recognition when only the inner portion of the face was shown, but not when the whole face was fully visible or only the outer features were presented (Experiment 3). The results enhance our picture of what information newborns actually process and encode when they discriminate, learn, and recognize faces.  相似文献   

Some Guiding Principles for the Curriculum of the Jewish School of Tomorrow     

Jacob S. Golub  Leo L. Honor 《Journal of Jewish Education》2013,79(3):150-173

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Quality Indicators of Online Programs     

Leo Hirner  Thomas Kochtanek 《Community College Journal of Research & Practice》2013,37(2):122-130

The continued growth of online programs in higher education has resulted in concerns about how institutions monitor the quality of their online programs. These concerns indicate a need for a process by which online programs may be evaluated and compared. They provided the impetus for this study, the goals of which were to identify quality indicators specific to community college online programs and to determine stakeholders' perceived importance of those indicators.

Categories of indicators were identified through a literature review, and these items were used to guide the development of a Delphi study to identify potential indicators. The results of the Delphi study were then used to create a three-part Stakeholder Survey designed to collect input on perceived levels of importance for each potential indicator using the magnitude estimation technique. The Stakeholder Survey was also used to validate the results of the Delphi. To refine the results of the Delphi study and Stakeholder Survey, a final survey was distributed to a group of distance learning experts, identified through their scholarly research and professional activity. The participants were asked to review the earlier results and classify each item as a factor, indicator, or other according to definitions provided.

The three research stages produced a set of potential data sources that a community college may want to pursue when assessing the effectiveness of its online programs and services. Each of the potential sources of data will be reviewed with a goal towards identifying specific indicators that may be used in developing future instruments.  相似文献   

The Impact of Gatekeeper Training for Suicide Prevention on University Resident Assistants     

Deborah J. Taub  Heather L. Servaty‐Seib  Nathan Miles  Ji‐Yeon Lee  Carrie A. Wachter Morris  Susan L. Prieto‐Welch  Donald Werden 《Journal of College Counseling》2013,16(1):64-78

Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group.  相似文献   

Critical moments in negotiating authority: grading,accountability, and teacher education     

Nathan D. Brubaker 《Teaching Education》2013,24(2):222-246

Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.  相似文献   

Negotiating authority through jointly constructing the course curriculum     

Nathan D. Brubaker 《Teachers and Teaching》2013,19(2):159-180

Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels.  相似文献   

Don’t stop make-believing     

Nathan Wildman 《体育哲学杂志》2019,46(2):261-275

ABSTRACT

How is it that we can rationally assert that sport outcomes do not really matter, while also seeming to care about them to an absurd degree? This is the so-called puzzle of sport. The broadly Waltonian solution to the puzzle has it that we make-believe the outcomes matter. Recently, Stear has critiqued this Waltonian solution, raising a series of five objections. He has also leveraged these objections to motive his own contextualist solution to the puzzle. The aim of this paper is to defend the Waltonian solution. The general upshot is that, contra Stear, a make-believe based solution to the puzzle is viable after all.  相似文献   

Muscle force characteristics of male and female collegiate cross-country runners during overground running     

C. Nathan Vannatta  Thomas G. Almonroeder  Thomas W. Kernozek  Stacey Meardon 《Journal of sports sciences》2020,38(5):542-551

ABSTRACT

Males and females demonstrate unique running mechanics that may contribute to sex-related differences in common running related injuries. Understanding differences in muscle forces during running may inform intervention approaches, such as gait retraining addressing muscle force distribution. The purpose of this study was to compare muscle force characteristics and inter-trial variability between males and females during running. Twenty female and 14 male collegiate cross-country runners were examined. Three-dimensional kinetic and kinematic data were collected during overground running and used to estimate muscle forces via musculoskeletal modelling. Principle components analysis was used to capture the primary sources of variance from the muscle force waveforms. The magnitude of the forces for the hamstrings, gastrocnemius, and soleus muscles were higher across the majority of stance in male runners regardless of footstrike pattern. Males also demonstrated greater inter-trial variability in the timing of the peak gluteus maximus force and the magnitude of local peaks in the gastrocnemius force waveform. Male and female collegiate cross-country runners appear to employ unique lower extremity muscle force characteristics during overground running.  相似文献   

On the Boundaries of Framing Terrorism: Guilt,Victimization, and the 2016 Orlando Shooting     

Nathan Walter  Thomas J. Billard  Sheila T. Murphy 《Mass Communication and Society》2017,20(6):849-868

The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition.  相似文献   

The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course     

Kirk C. Heriot  Ron Cook  Rita C. Jones  Leo Simpson 《Decision Sciences Journal of Innovative Education》2008,6(2):463-481

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.  相似文献