Mathematical models for academic webs: Linear relationship or non-linear power law?     

Nigel Payne  Mike Thelwall 《Information processing & management》2005,41(6):1495-1510

Previous studies of academic web interlinking have tended to hypothesise that the relationship between the research of a university and links to or from its web site should follow a linear trend, yet the typical distribution of web data, in general, seems to be a non-linear power law. This paper assesses whether a linear trend or a power law is the most appropriate method with which to model the relationship between research and web site size or outlinks. Following linear regression, analysis of the confidence intervals for the logarithmic graphs, and analysis of the outliers, the results suggest that a linear trend is more appropriate than a non-linear power law.  相似文献   

Illuminating lives     

Craig Sean McConnell 《Metascience》2002,11(3):306-309

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Profiling Younger Adults’ Communication About Aging     

Jessica Gasiorek  Craig Fowler 《Communication Studies》2016,67(2):163-182

According to the Communicative Ecology Model of Successful Aging (CEMSA), how people talk about age can have implications for how they cope with aging later in life. However, most research on communication and successful aging has focused on older adults. In this study, we use latent class analysis to profile how younger adults (age 18–39) communicate about aging and examine how these profiles relate to their attitudes toward aging (affect, efficacy, anxiety, and perceptions of successful aging). Consistent with past research on older adults, we found three distinct profiles of communication behavior (disengaged, engaged, and bantering). An engaged profile was clearly associated with the most positive attitudes toward aging, while a disengaged profile was associated with the least positive attitudes. These findings suggest that patterns of talk about aging may start early in life, underscoring the importance of studying communication about aging across the lifespan.  相似文献   

Professionals' adherence to mandatory child abuse reporting laws: effects of responsibility attribution, confidence ratings, and situational factors   总被引：1，自引：0，他引：1  

S C Kalichman  M E Craig  D R Follingstad 《Child abuse & neglect》1990,14(1):69-77

This study investigated the relationship between responsibility attribution and tendency to report child sexual abuse among practicing psychologists. Two hundred ninety-five licensed psychologists from two states completed vignettes in which the sex of the child and the father's admission or denial of alleged sexual abuse were systematically manipulated. Subjects assigned relative percentages of responsibility to the father, mother, child, and society for the abuse and indicated their tendency to report and their level of confidence that abuse was occurring. Results indicated a significant effect for responsibility to the mother which varied as a function of the father's response to the allegation of abuse. Mothers were blamed significantly more for the abuse when the father denied being abusive. Responsibility attribution did not predict reporting, while confidence in the occurrence of abuse did. Also, sex differences were found among participants where male subjects assigned significantly more responsibility to the abusive father than female participants, and the females blamed the mother more than the males. Results are discussed in the context of previous research on responsibility attribution in child abuse.  相似文献   

The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school     

Geraldine Scanlon  Yvonne Barnes-Holmes  Ciara McEnteggart  Deirdre Desmond  Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.  相似文献   

Poetry on the Pulse     

Nigel Clements 《Literacy》1994,28(2):18-22

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Homicidal commotio cordis: the final blow in a battered infant   总被引：2，自引：0，他引：2  

Baker AM  Craig BR  Lonergan GJ 《Child abuse & neglect》2003,27(1):125-130

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Affect and learning: An exploratory look into the role of affect in learning with AutoTutor     

Scotty Craig  Arthur Graesser  Jeremiah Sullins  Barry Gholson 《Learning, Media and Technology》2004,29(3):241-250

The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi's analysis of flow experiences.  相似文献   

Teaching and learning: participation and interaction     

Cheryl J. Craig 《Teachers and Teaching》2016,22(3):269-272

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GAP: a Graphics Authoring Package which produces BASIC from graphical input     

Nigel Oseland  Robert Collins  John Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(3):203-214

The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software.  相似文献