Integrating climate,biodiversity, and sustainable land-use strategies: innovations from China     

Guido Schmidt-Traub  Harvey Locke  Jixi Gao  Zhiyun Ouyang  Justin Adams  Lin Li  Enric Sala  M Rebecca Shaw  Sebastian Troëng  Jing Xu  Chunquan Zhu  Changxin Zou  Tianxiao Ma  Fuwen Wei 《国家科学评论(英文版)》2021,8(7)

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Examining public acquisition of science knowledge from social media in Singapore: an extension of the cognitive mediation model     

Shirley S. Ho  Xiaodong Yang  Amber Thanwarani  Juliana M. Chan 《亚洲交流杂志》2017,27(2):193-212

This study extends the cognitive mediation model (CMM) by examining the role of social media in cultivating public science knowledge. A sample of 901 Singaporeans was collected through an online survey panel. The results showed that the CMM could be applied to a social media context with a focus on science literacy. Specifically, the findings indicated that people with higher levels of surveillance gratification and social utility motivations tended to pay more attention and to elaborate more about science news that they encounter on social media. Likewise, people with greater social utility motivation tended to engage in greater interpersonal discussions on social media. Notably, attention to news on social media had an indirect association with science knowledge through news elaboration and interpersonal discussion on social media. Implications for theory and practice for science communication were discussed.  相似文献   

A Collaborative Process Model for Promoting Successful Referrals in College Counseling     

Melanie M. Iarussi  Brian M. Shaw 《Journal of College Counseling》2016,19(3):261-275

The need to refer students to off‐campus mental health providers is common in college counseling. Such referrals can be challenging for college counselors who strive to meet students' counseling needs while adhering to ethical and center policy guidelines. In this article, the authors explore the nature and challenges of referral in college counseling settings and introduce a collaborative process model to enhance the likelihood of successful referrals. A case study is provided to illustrate the model.  相似文献   

Gender Differences in Teacher Response to School Inspection     

Nicola Brimblecombe  Michael Ormston  Marian Shaw 《Educational studies》1996,22(1):27-40

Teachers’ responses to inspection were investigated using a questionnaire survey of a random sample of 821 secondary school teachers who had undergone a full OFSTED inspection and in‐depth interviews with a further 35 teachers. The research found that inspection causes additional stress and that female teachers, regardless of level of seniority, felt more nervous about inspection than male teachers. Both male and female teachers felt more nervous when an inspector of a different gender to themselves was observing them in the classroom. Teachers’ affective responses to inspection alter their behavioural ones, thus affecting the resultant picture not only of the school itself but also of schools in this country‐‐a picture on which future advice and policy may be based. Explanations for gender differences are sought using the frameworks of stress and power differentials.  相似文献   

Accessing and Browsing Information and Communication, by Ronald E. Rice, Maureen McCreadie, and Shan-Ju L. Chang. Cambridge, MA: MIT Press, 2001. xiii + 357 pp., $45.00. ISBN 0-262-18214-9.     

Debora Shaw 《The Information Society》2002,18(5):417-418

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Computer assisted instruction with deaf children: panacea, placebo or poison?     

J P Braden  S R Shaw 《American annals of the deaf》1987,132(3):189-193

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An application of cluster analysis to the study of organisation in a College of Education     

K. E. Shaw 《Higher Education》1973,2(3):343-356

As part of a wider study of organisation in a large College of Education, fifty-seven established staff members were interviewed and completed an Osgood-type instrument. The data from this instrument was subjected to Principal Components Analysis, and cluster analysis was used on the distance matrix calculated from the resulting component specifications. It is concluded that the clusters of staff members thus empirically identified are meaningful and consistent with interview responses and observational data. If internal staff groupings can be satisfactorily identified in relation to major issues in the enterprise by the use of such techniques, a useful tool for organisational analysis has been achieved, which holds out the hope that the internal politics of enterprises may be brought within the bounds of empirical research.  相似文献   

Preadolescents'' Social-Emotional Adjustment and Selective Attrition in Family Research   总被引：2，自引：0，他引：2  

Daniel A. Weinberger  Steven K. Tublin  Martin E. Ford  S. Shirley Feldman 《Child development》1990,61(5):1374-1386

Researchers often ask subjects to commit considerable time and effort to completing tasks that are not especially enjoyable. In a multistage investigation of sixth-grade boys and their families, we hypothesized that boys who were prone to high levels of distress (i.e., anxiety, depression, low self-esteem, and low well-being) but only low or moderate levels of self-restraint (i.e., consideration of others, impulse control, suppression of aggression, and responsibility) would be particularly unlikely to agree to participate. Consistent with this hypothesis, boys from 33 classrooms who were nominated by their peers as high in distress and moderate or low in self-restraint were significantly less likely than other boys to take part in an in-class survey. In addition, the families of boys who scored high in distress and moderate or low in self-restraint on the Weinberger Adjustment Inventory (WAI) were less likely than other families to agree to an observation session in their homes and to a series of telephone interviews about daily events in the boys' lives. Across the 3 phases of the research, the cumulative attrition rate of these at-risk boys was approximately 80%, compared to only 50% for those low in distress and/or high in self-restraint. These results suggest that the children of greatest interest in studies of social competence and family interaction may often be among those least adequately represented.  相似文献   

Changes in Australian Society and the Education of Teachers     

Shirley N. Sampson 《Asia-Pacific Journal of Teacher Education》1977,5(3):176-181

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Measuring the Early Adulthood Outcomes of Young Adults with Disabilities: Developing Constructs using NLTS2 Data     

Karrie A. Shogren  Leslie A. Shaw  Todd D. Little 《Exceptionality》2016,24(1):45-61

Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed.  相似文献