考研要花多长时间准备     

Renee 《中国大学生就业》2002,(7):12-13

刚动了考研念头的低年级同学对考研的整个过程和细节十分模糊,他们更多的是一种愿望,冲劲.由于对细节的认识不清楚,同学们经常会提一些不好回答的问题,最经常的在bbs上看到的是这样一条:各位大虾,我是一名刚上大学的新生,我想毕业时考研究生,但对此一无所知(或说知甚少),谁能给我一些建议吗(或谁能给我指点迷津)?  相似文献   

Using the results of a satisfaction survey to demonstrate the impact of a new library service model     

SE Powelson  RD Reaume 《Health information and libraries journal》2012,29(3):223-232

Background: In 2005, the University of Calgary entered into a contract to provide library services to the staff and physicians of Alberta Health Services Calgary Zone (AHS CZ), creating the Health Information Network Calgary (HINC). Objectives: A user satisfaction survey was contractually required to determine whether the new library service model created through the agreement with the University of Calgary was successful. Our additional objective was to determine whether information and resources provided through the HINC were making an impact on patient care. Methods: A user satisfaction survey of 18 questions was created in collaboration with AHS CZ contract partners and distributed using the snowball or convenience sample method. Results: Six hundred and ninety-four surveys were returned. Of respondents, 75% use the HINC library services. More importantly, 43% of respondents indicated that search results provided by library staff had a direct impact on patient care decisions. Conclusions: Alberta Health Services Calgary Zone staff are satisfied with the new service delivery model, they are taking advantage of the services offered, and using library provided information to improve patient care.  相似文献   

Editorial     

Sigrid J. Aarons  Renee R. Jenkins 《Sex education》2013,13(1):5-7

Twelve focus groups were conducted with African-American and Latino youth (age 14-19) in Washington, DC to inform the development of a program to postpone sexual involvement among younger teens (age 12-14). The study's objectives were to uncover the prime motivators for early sexual involvement, examine attitudes towards pregnancy and contraception, explore peer and family influences on sexual decision-making, and identify the youth's preferred sources of information and advice on sexual matters. The data suggest that sex is a peer norm for these youth and generally begins by age 15 or before. The prime motivator for early sex among the young women appears to be social pressures from boyfriends, peers and even older siblings. In contrast, young men seem to be more motivated by physical desire, and draw a clear distinction between relationships that are exclusively sexual and those that are more serious and romantic. Early pregnancy was universally viewed as undesirable, but not always as a hindrance to one's future. While motivation to avoid pregnancy appears to be less pronounced among the African-American youth, potential barriers to contraceptive use seem prominent in both groups due to strong negative opinions about the safety and efficacy of various methods. Condoms are viewed as being appropriate for casual sexual encounters, but not for longer, more established relationships. Parents received mixed reviews as sources of information and guidance on sexual matters. Latino youth were more likely than African-Americans to view parents as being influential in their sexual decision-making, but appear less likely to rely on them for information and advice. All youth preferred clinics to schools for sex education and related services. Overall, these data signal the need for interventions that generate peer support for delaying sex and pregnancy, correct misinformation about contraceptives, and encourage frank, open discussions between youth and their parents or other caring adults.  相似文献   

GROWING AS TEACHER EDUCATORS: Learning New Professional Development Practices   总被引：1，自引：0，他引：1  

Gail Zaiman Dorph  Susan S. Stodolsky  Renee Wohl 《Journal of Jewish Education》2013,79(1):58-72

This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to students in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical narratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chronological narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust.  相似文献   

Dump-and-Chase: The Effectiveness of Persistence as a Sequential Request Compliance-Gaining Strategy     

Franklin J. Boster  Allison S. Shaw  Mikayla Hughes  Michael R. Kotowski  Renee E. Strom  Leslie M. Deatrick 《Communication Studies》2013,64(3):219-234

Two field experiments were performed assessing the effectiveness of the dump-and-chase, a compliance-gaining technique employing strategic persistence. These two experiments demonstrate the effectiveness of the dump-and-chase relative to other known compliance-gaining techniques. Experiment 1 found the dump-and-chase more effective than pooled data from the door-in-the-face and placebic information technique. Experiment 2 found the dump-and-chase more effective than the door-in-the-face, placebic information, and foot-in-the-door. The dump-and-chase produced consistently higher compliance-gaining proportions across experiments. Moreover, because the contextual features of two experiments differed substantially, the effect was robust to important contextual differences.  相似文献   

Interpreting relational meanings: The influence of sex and gender‐role     

Renee Edwards 《Communication Research Reports》2013,30(1):13-21

This study addresses three types of sex differences in relational communication. Male and female respondents completed an assessment of gender‐role measuring agency and communion and read four scenarios with messages attributed to male and female sources. Respondents rated the relational dimensions of affiliation and dominance. Female sources are judged higher in affiliation. Sex and agency interact with situation for perceptions of affiliation. Situation and communion affect judgments of dominance. Individuals higher in communion perceive less dominance. The results provide insight into dominance and affiliation as competing frames for interpreting situations.  相似文献   

Expanded Markers of Success in Introductory University Physics     

Renee Michelle Goertzen  Eric Brewe  Laird Kramer 《International Journal of Science Education》2013,35(2):262-288

As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment [Brewe, E., Kramer, L., & O'Brien, G. (2009 Brewe, E., Kramer, L., & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102  [Google Scholar]). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102]. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners.  相似文献   

An Exploration of Oral Language Development in Spanish-Speaking Preschool Students     

Renee A. Neu 《Early Childhood Education Journal》2013,41(3):211-218

The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students’ responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students.  相似文献   

A Confirmatory Factor Analysis of the Life Orientation Test—Revised With Competitive Athletes     

Renee N. Appaneal 《Research quarterly for exercise and sport》2013,84(4):592-596

Current reviews outside of sport indicate that the Life Orientation Test-Revised (LOT-R) items load on two separate factors (optimism and pessimism) and, therefore, should be treated as independent constructs. However, researchers in the sport sciences continue to use the single composite score reflecting a unidimensional definition of optimism. Hence, I sought to explicitly examine the factor structure of the LOT-R with athletes. Results of this study support the two-factor structure, which is consistent with accumulating evidence outside of sport and exercise science. This contribution is an important first step toward continued examination of this instrument and future work on the influence of optimism (versus pessimism) on sport and exercise behavior.  相似文献   

Stephen Jay Gould: A view of life 1941–2002     

Renee M Borges 《Resonance》2002,7(11):2-5

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