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Myra C. Y. Lee Mary McMahon Mark Watson 《International Journal for Educational and Vocational Guidance》2018,18(3):257-277
Research regarding the support of career decision-making for international Chinese doctoral research students has been scarce and has assumed the homogeneity of international students. Offering insights to career practitioners, this article investigates the support for career decision-making experienced by international Chinese doctoral research students based in Australia from pre-sojourn up to their preparation for graduation. Arising from a thematic analysis of interviews with ten PhD students across three Australian universities, the findings reveal a desire for learning and career advancement that transcends national borders, underpinned by support that reinforces self-reliance and the formation of virtual and real-life social networks. 相似文献
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In this study, we wished to determine whether the changes in metabolism observed during exercise in the cold are associated with changes in interleukin-6 (IL-6) and/or its soluble receptors. Eight healthy male participants performed 1 h of cycling exercise at 70% VO2max in a control (20 degrees C) and cold (0 degrees C) environment. Plasma concentrations of IL-6, soluble IL-6 receptor (sIL-6R), and sgp130 were measured before exercise, at 30 and 60 min of exercise, and 60 min after exercise. Substrate oxidation was estimated through measures of pulmonary gas exchange recorded between 50 and 55 min of cycling. Exercise in the cold resulted in an increase (P < 0.05) in carbohydrate oxidation (mean 2.58 g.min(-1), s = 0.49 at 20 degrees C vs. 2.85 g.min(-1), s = 0.58 at 0 degrees C) and a decrease (P < 0.05) in fat oxidation (0.55 g.min(-1), s = 0.17 at 20 degrees C vs. 0.38 g.min(-1), s = 0.16 at 0 degrees C) compared with the control trial. Interleukin-6 concentrations were elevated (P < 0.05) after 60 min of exercise in both the cold and control trials, with no differences between trials at any instant. Neither sIL-6R nor sgp130 was affected by exercise or the environment. The alterations in carbohydrate and fat utilization during 1 h of exercise in the cold are not paralleled by changes in plasma concentrations of IL-6 or its soluble receptors. 相似文献
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Myra W. Isenhart 《Journal of Applied Communication Research》2013,41(1-2):35-52
This study investigates interpersonal communication in a high tech organization to determine whether practices are more Eastern or Western. Information gathered from organizational practice and participant observations comprise the data. The organization emerges significantly Western on seven of nine categories. The external environment, organizational mission, and life cycle stage are offered as explanations for these findings. Results suggest that this organization would not be a suitable candidate for Japanese management practices. 相似文献
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The esteem historically attributed to the teaching profession in Japan is eroding, and some Japanese teachers who identify with the ideal of being a ‘life educator’ are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment have been researched from a Western perspective, little is known about the work-related stress and anxiety experiences of Japanese teachers. Thus, this grounded theory qualitatively details the teaching experiences of 14 Japanese high school teachers. The findings reveal that whereas only two teachers within the present study had actually achieved a ‘space in their heart’ where they were able to create a balance between the negative and positive forces operating within their teaching careers and home lives, this was a position that many other teachers strove toward. 相似文献
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In many European languages, the words ‘assessment’ and ‘evaluation’ are synonymous, but in English the two terms are used differently. Educational ‘assessment’ is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational ‘evaluation’ is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning ‘assessment for learning’ and ‘assessment for accountability’ for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as ‘intelligent accountability’ and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved. 相似文献
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Myra Barrs 《Changing English: An International Journal of English Teaching》2017,24(4):345-358
This article introduces the new translation by Stanley Mitchell of a very well-known Vygotskyan text, which has become the locus classicus for Vygotsky’s concept of the ‘zone of proximal development’ (ZPD). It outlines the history of Vygotsky’s text and compares Mitchell’s new translation with the version found in Chapter 6 of Mind in Society (a collection of Vygotsky’s articles edited by Cole, John-Steiner, Scribner, and Souberman in 1978). It indicates the main points of difference between the two translations and considers their significance for our reading of this key text. Chief among these points of difference is the emphasis given to pedagogy in Mitchell’s translation; it is clear from this version that the role of pedagogy in the mental development of children is a major focus for Vygotsky throughout the paper. Mitchell’s translation is nearly 2000 words longer than the 1978 translation and includes several passages which were cut from the original text; in particular, a section relating to ‘pedology’, an interdisciplinary movement sometimes called ‘child science’. This article discusses some of these cuts and finally considers Vygotsky’s vision of the potential of the ZPD concept for the study of teaching and learning, and its value in the sciences of pedagogy and pedology. 相似文献
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Bruce F. Pennington Dianne L. Lefly Guy C. Van Orden Myra O. Bookman Shelley D. Smith 《Annals of dyslexia》1987,37(1):62-89
A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important
early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this
assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific
predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional
design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote,
whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling
performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that
dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close
the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls
on measures of phonological coding skill should be observed early rather than late in development.
None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop
in nondyslexics until adulthood. It accounted for a substantial (32–53 percent) portion of the variance in reading and spelling
performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion
of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic
coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA])
controls in phonological coding skill only in adulthood.
This research was supported by the following grants to the first author: A NIMH RSDA (MH00419-05) and project grants from
NIMH (MH38820-04), NICHD (HD19423-02) and the March of Dimes (12-135). Author Smith’s work was supported by a project grant
from NICHD (HD 19423-02). 相似文献