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61.
62.
This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were consistently tied to HDI; the availability of formal and informal learning materials a little less so. Gross domestic product (GDP) tended to show a stronger independent relation with housing quality and material resources than life expectancy and education. Formal learning resources were independently related to the GDP and education indices, and informal learning resources were not independently related to any constituent indices of the overall HDI. 相似文献
63.
Cara Bradley 《European Journal of Engineering Education》2014,39(1):97-111
The need for twenty-first century information skills in engineering practice, combined with the importance for engineering programmes to meet accreditation requirements, suggests that it may be worthwhile to explore the potential for closer alignment between librarians and their work with information literacy competencies to assist in meeting accreditation standards and graduating students with high-level information skills. This article explores whether and how information use skills are reflected in engineering programme accreditation standards of four countries: Canada, the USA, the UK, and Australia. Results indicate that there is significant overlap between the information use skills required of students by engineering accreditation processes and librarians’ efforts to develop information literacy competencies in students, despite differences in terms used to describe these skills. Increased collaboration between engineering faculty and librarians has the potential to raise student information literacy levels and fulfil the information use-related requirements of accreditation processes. 相似文献
64.
The fundamental purpose of higher education is to expose the student to the theories, processes and literature of one or more fields of study. However, there is no doubt that thorough training in the applied aspects of that field will be of great help both to the student and the industry he plans to join. A thorough knowledge of broadcasting as an art, a business, and a profession should fit the student both for obtaining his first position and rising up the ladder with greater ease than someone without such training. Without slighting in any way the academic study of broadcasting, it is evident that any methods for obtaining practical experience to complement and supplement the classroom are worth consideration. 相似文献
65.
It has often been said that the commercial rating services are “the only game in town.” Thus far, the academic researchers usually have left it up to the operators of the “game” to test and refine their methods. The following article is one of the exceptions: an interesting methodological study of how people respond when queried in different ways about their viewing. Dr. Green‐berg is associate professor of communication at Michigan State University; Miss Dervin and Mr. Dominick are graduate students in the same department. 相似文献
66.
K. Bradley Frost 《Journal of Experimental Education》2013,81(3):20-23
In this study 24 fifth graders, 12 males and 12 females, were individually tested twice, once under frustrating conditions and once under non-frustrating conditions, in order to determine whether their creative expression would be affected by frustration. The frustrating condition consisted of being prematurely halted from completing a familiar task with the opportunity of receiving a reward upon its completion. The non-frustrating condition allowed the subject to finish the task and be rewarded. Changes in fluency, flexibility, originality, and elaboration as measured by the Torrance Tests of Creative Thinking, Figural Forms A and B, were investigated. On all components except originality, nonsignificantly higher scores were found under the frustrating conditions. Females scored higher than males on all four components. The only statistically significant interaction effect found was the sex X treatment interaction for elaboration. 相似文献
67.
68.
Bradley Alan Ermeling 《Quest (Human Kinetics)》2013,65(3):197-208
Past and contemporary scholars have emphasized the importance of job-embedded, systematic instructional inquiry for educators. A recent review of the literature highlights four key features shared by several well documented inquiry approaches for classroom teachers. Interestingly, another line of research suggests that these key features also characterized the process that UCLA's John Wooden used to systematically improve his teaching of basketball over a period of three decades. As educators and researchers work to build the case for inquiry-based models in classrooms, sports, and physical education, John Wooden's example provides a unifying and compelling illustration of the potential of the inquiry-based approach for any pedagogical context. It also provides an enduring image of the commitment required over time to achieve results. 相似文献
69.
Objectives
To measure the prevalence of maltreatment and other types of victimization among children, young people, and young adults in the UK; to explore the risks of other types of victimization among maltreated children and young people at different ages; using standardized scores from self-report measures, to assess the emotional wellbeing of maltreated children, young people, and young adults taking into account other types of childhood victimization, different perpetrators, non-victimization adversities and variables known to influence mental health.Methods
A random UK representative sample of 2,160 parents and caregivers, 2,275 children and young people, and 1,761 young adults completed computer-assisted self-interviews. Interviews included assessment of a wide range of childhood victimization experiences and measures of impact on mental health.Results
2.5% of children aged under 11 years and 6% of young people aged 11–17 years had 1 or more experiences of physical, sexual, or emotional abuse, or neglect by a parent or caregiver in the past year, and 8.9% of children under 11 years, 21.9% of young people aged 11–17 years, and 24.5% of young adults had experienced this at least once during childhood. High rates of sexual victimization were also found; 7.2% of females aged 11–17 and 18.6% of females aged 18–24 reported childhood experiences of sexual victimization by any adult or peer that involved physical contact (from sexual touching to rape). Victimization experiences accumulated with age and overlapped. Children who experienced maltreatment from a parent or caregiver were more likely than those not maltreated to be exposed to other forms of victimization, to experience non-victimization adversity, a high level of polyvictimization, and to have higher levels of trauma symptoms.Conclusions
The past year maltreatment rates for children under age 18 were 7–17 times greater than official rates of substantiated child maltreatment in the UK. Professionals working with children and young people in all settings should be alert to the overlapping and age-related differences in experiences of childhood victimization to better identify child maltreatment and prevent the accumulative impact of different victimizations upon children's mental health. 相似文献70.