在国际合作背景下促进科普教育——科罗廖夫太空博物馆          下载免费PDF全文

维多利亚·切维塔克 《自然科学博物馆研究》2018,(1):77-79

乌克兰拥有约5000家博物馆。作为现代社会发展背景下的一种需求,博物馆能否对大众产生真正的吸引力？科罗廖夫太空博物馆作为乌克兰国内处于领先地位的太空博物馆,其作为教育和文化中心的发展战略恰能满足这一需求。科学教育能使博物馆,特别是科技博物馆与普通公众的联系更密切,并可以带给公众积极的影响。开展国际合作将有助于借鉴世界各地的经验,并能促进博物馆发展成为普及科学的中心。  相似文献   

A Comprehensive Model for Addressing Severe and Persistent Mental Illness on Campuses: The New Diversity Initiative     

James Michael Nolan  Stephanie J. W. Ford  Victoria E. Kress  Renee I. Anderson  Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179

In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided.  相似文献   

How to deal with low self-esteem: a 5-step,CBT-based plan for overcoming thoughts and eliminating self-doubt     

Victoria Walbrugh 《Educational Psychology in Practice》2016,32(3)

  相似文献   

The relationship between implicit theories of intelligence,attainment and socio-demographic factors in a UK sample of primary school children     

Frances Warren  Emily Mason-Apps  Sherria Hoskins  Victoria Devonshire  Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754

Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.  相似文献   

The Earlier the Better? Individual Participant Data and Traditional Meta-analysis of Age Effects of Parenting Interventions     

Frances Gardner  Patty Leijten  G.J. Melendez-Torres  Sabine Landau  Victoria Harris  Joanna Mann  Jennifer Beecham  Judy Hutchings  Stephen Scott 《Child development》2019,90(1):7-19

Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, M_age = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones.  相似文献   

Next Ten-Year Strategy: Evidence Review     

Victoria Barker 《Cultural Trends》2019,28(4):344-346

  相似文献   

Career Counseling for Reentry Dual Career Women: A Cognitive Developmental Approach     

Barbara Morgan  Victoria Foster 《Journal of Career Development》1999,26(2):125-136

  相似文献   

Utilization of process improvement to manage change in an academic library     

Victoria A. Nozero  Jason Vaughan   《The Journal of Academic Librarianship》2000,26(6)

Changing the way that academic libraries operate is necessary to accommodate increasing demands for resources with shrinking materials budgets. This article demonstrates how one library administration is managing change. It also shows that these methods can be adapted to fit the specific needs of other institutions.  相似文献   

Student computer attitudes,experience and perceptions about the use of two software applications in Building Engineering     

Esther Chiner  Victoria E. Garcia-Vera 《European Journal of Engineering Education》2017,42(6):1455-1466

The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research.  相似文献   

Does God Make It Real? Children’s Belief in Religious Stories From the Judeo‐Christian Tradition     

Vaden VC  Woolley JD 《Child development》2011,82(4):1120-1135

Four- to 6-year-old children (N = 131) heard religious or nonreligious stories and were questioned about their belief in the reality of the story characters and events. Children had low to moderate levels of belief in the characters and events. Children in the religious story condition had higher levels of belief in the reality of the characters and events than did children in the nonreligious condition; this relation strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. The authors conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story.  相似文献