Personality characteristics of engineers     

H. T. Van Der Molen  H. G. Schmidt  G. Kruisman 《European Journal of Engineering Education》2007,32(5):495-501

The objective of the current study was to investigate the personality characteristics of a group of engineers with a variety of years of experience. It was executed to remedy shortcomings of the literature concerning this issue and to produce suggestions for a postgraduate training programme for engineers. A total of103 engineers were tested with the five-factor personality inventory (FFPI), a ‘big five’ personality test of Dutch origin. The engineers were shown to score lower on the factor agreeableness, and higher on the factors extraversion, conscientiousness, emotional stability, and autonomy than a national comparison group. The older the engineers, the more conscientious and autonomous they were. In addition, engineers with lower degrees were more conscientious than engineers with higher degrees. A practical implication of the findings for the postgraduate training of engineers is that more attention should be paid to the development of interpersonal skills.  相似文献   

The use of speech feedback by normal and disabled readers in computer-based reading practice     

Victor H. P. Van Daal  Pieter Reitsma 《Reading and writing》1993,5(3):243-259

Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring.  相似文献   

IJEVG and CDQ Editors’ Joint Statement on the Special International Issues     

Raoul Van Esbroeck  Jerry Trusty 《International Journal for Educational and Vocational Guidance》2005,5(2):83-84

Editorial

IJEVG and CDQ Editors’ Joint Statement on the Special International Issues  相似文献   

An alternative to foster care for victims of child abuse/neglect: a university-based program     

M J Van Meter 《Child abuse & neglect》1986,10(1):79-84

Two central forces dominated the conception and development of the Parents and Children Together (PACT) project: the need for provision of an in-home alternative to foster care for abuse and/or neglect families and the prevention of further abuse and/or neglect in the family. Wayne State University in Detroit is the site for Parents and Children Together (PACT) project, a contractual service of the Michigan Department of Social Services (DSS). Graduate students provide in-home services to referred families who, due to child abuse or neglect, would otherwise have their child(ren) removed from the home. This family-based work is a one-year cooperative education experience for students interested in professions in the human services. This report discusses the PACT project as a grant operated through the university, the specification of course work associated, and the attraction of students to graduate study with "hands-on" experience. All of these program attributes, as well as the resource of the project for research, make it an important effort for the university. Further, the university has an additional meaningful role with community residents. Beyond university and student opportunities, the DSS and its clients benefit by having broad-based expertise brought into homes on a weekly basis. Annual success rates of keeping children out of foster care are cited along with cost effectiveness. The university's role in levels of prevention in a highly coordinated community effort is indicated.  相似文献   

Towards a general model of quality assessment in higher education   总被引：7，自引：2，他引：7  

Frans A. Van Vught  Don F. Westerheijden 《Higher Education》1994,28(3):355-371

In this article a number of elements of a general model of quality assessment in higher education are presented. On the one hand these elements are put in a historical context of quality assessment in Medieval universities and, on the other hand, deduced from the recent experiences with quality assessment in both North-American and Western European countries. With respect to the historical context a distinction is made between the intrinsic and the extrinsic values of higher education. Two types of quality assessment related to these values are also distinguished. Concerning the recent experiences with quality assessment systems, the practices in the U.S.A., Canada, France, the Netherlands and the United Kingdom are explored. In the final section the general mode of quality assessment is discussed in the context of the distinction between the intrinsic and the extrinsic values of higher education.  相似文献   

The (in)convenience of care in preschool education: examining staff views on educare     

Katrien Van Laere  Michel Vandenbroeck 《Early Years: An International Journal of Research and Development》2018,38(1):4-18

It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place.  相似文献   

Cultural factors in the origin and remediation of alternative conceptions in physics     

Gerard D. Thijs  Ed Van Den Berg 《Science & Education》1995,4(4):317-347

Over a wide range of subject areas students exhibit persistent conceptions contrary to the prevailing scientific concepts. The same alternative conceptions in physics are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of physics. What is the reason for these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common-sense theories, in what way then are cultural factors still important in the teaching-learning process? The influence of cultural factors will be discussed on the basis of literature available on this topic. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions some of which may be universal and some dependent on culture. The same distinction is made regarding ways of reasoning and epistemology. It is suggested that the effectiveness of methods for the remediation of alternative conceptions is strongly influenced by cultural aspects of the teaching-learning process.  相似文献   

Risk on Elder Abuse and Mistreatment - Instrument: Development,psychometric properties and qualitative user-evaluation     

Liesbeth De Donder  Nico De Witte  Sofie Van Regenmortel  Sarah Dury  Eva Dierckx  Dominique Verté 《Educational gerontology》2018,44(2-3):108-118

Prevalence data of elder abuse from social and health services only present a tip of the iceberg. A large amount of situations of abuse is left undetected. Professionals often lack knowledge and skills on the topic of abuse. Consequently, this paper focuses on supporting professionals to prevent and assess elder abuse by developing and testing the Risk on Elder Abuse and Mistreatment Instrument (REAMI), using a mixed method design. Quantitative data from a widespread screening among 1920 older clients of home care are analysed with exploratory and confirmatory analysis. In addition, 24 professionals who have used the REAMI have been qualitatively interviewed about their practical experience and critical reflection on the instrument and its use. These interviews were transcribed and content analysed. Findings provide evidence of good internal reliability and internal validity of the REAMI and its three dimensions: 1) risk factors of the older person, 2) risk factors of the environment, 3) signals of abuse and mistreatment. Users report an increase of knowledge and awareness among staff, satisfaction with the possibilities for prevention and the user-friendliness and brevity of the REAMI. However, some users are missing a follow-up protocol: what to do when risks are assessed? In the discussion, the argument is developed that the REAMI can be used to examine risk at elder abuse, although an overarching protocol to support prevention and intervention which embeds the detection instrument is needed.  相似文献   

Avoidant coping as a mediator between self-reported sexual abuse and stress-related symptoms in adolescents     

Bal S  Van Oost P  De Bourdeaudhuij I  Crombez G 《Child abuse & neglect》2003,27(8):883-897

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Perceived Local Job Prospects and School Connectedness in a Struggling Rural Economy: A Life-Course Perspective     

Karen T. Van Gundy  Cesar J. Rebellon  Eleanor M. Jaffee  Nena F. Stracuzzi  Erin Hiley Sharp  Corinna Jenkins Tucker 《Peabody Journal of Education》2016,91(2):224-245

Late in first decade of the 2000s, the closing of pulp and paper mills in the rural northeastern United States contributed to economic decline in the region and to rising concerns about population decline due to out-migration among local emerging adults in search of occupational or educational opportunities. In this context, and drawing on a life-course framework, the present study used four waves of panel data from the population of 7th- and 11th-grade public school students in a rural northeastern U.S. county to explore whether the county unemployment rate was related to perceived local job prospects; school connectedness was related to subsequent perceived job prospects; and the effects of county unemployment and school connectedness on perceived local job prospects varied by age cohort. Initially, changes in respondents’ perceptions about local job prospects paralleled shifts in local unemployment similarly for both cohorts; yet after the older cohort respondents had completed high school, their perceived local job prospects fell sharply, while perceptions among the younger cohort respondents, who were still in high school, remained stable. Among the older cohort respondents only, school connectedness was associated with subsequent positive perceptions about local job prospects net of relevant controls. Same-age cohort comparisons, evaluated when each cohort was in 12th-grade, showed no differences in the short-term effects of school connectedness on perceived local job prospects, despite variations in the age-linked timing of the most dramatic rise in unemployment during the study. The results highlight the lasting importance of school connectedness for teens raised in struggling rural economies.  相似文献