Exploring the Potential of Computers to Enrich Home and Community-Based Services Clients' Social Networks     

Samuel Ofei-Dodoo  Louis J. Medvene  Kari M. Nilsen  Rachel A. Smith  Anthony DiLollo 《Educational gerontology》2015,41(3):216-225

Older persons receiving services in community settings, rather than Nursing Homes, are at risk of social isolation. Computer mediated communication offers technological resources that recipients of Home and Community-Based Services (HCBS) might use to reduce their social isolation. The present study involved personal interviews with 40 HCBS clients regarding their interest in communicating with members of their social networks and using computers. At the time of the interview, 30 of the 40 participants did not use computers and reported cost, lack of training, physical limitations, lack of interest and access, and fraud as the reasons for not using computers. After watching a videotape illustrating an easy-to-use computer interface that allows older persons to communicate with families and friends, 90% reported that it would be helpful for people like them. Participants said such a computer would be helpful because it would make communication with friends and family easy, it could accommodate visual and manual disabilities, and would be interesting. Eighty-five percent said they would use a system like the one they were shown if it were available to them.  相似文献   

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends     

Giordano  Amanda L.  Lundeen  Lindsay A.  Wester  Kelly L.  Lee  Jaewoo  Vickers  Samuel  Schmit  Michael K.  Kim  In Kee 《International journal for the advancement of counseling》2022,44(1):1-16

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...  相似文献   

Examining the effects of mixed and non-digital gamification on students' learning performance,cognitive engagement and course satisfaction     

Shen Qiao  Susanna Siu-sze Yeung  Zamzami Zainuddin  Davy Tsz Kit Ng  Samuel Kai Wah Chu 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):394-413

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Limited Fine Motor and Grasping Skills in 6‐Month‐Old Infants at High Risk for Autism     

Klaus Libertus  Kelly A. Sheperd  Samuel W. Ross  Rebecca J. Landa 《Child development》2014,85(6):2218-2231

Atypical motor behaviors are common among children with autism spectrum disorders (ASD). However, little is known about onset and functional implications of differences in early motor development among infants later diagnosed with ASD. Two prospective experiments were conducted to investigate motor skills among 6‐month‐olds at increased risk (high risk) for ASD (N₁ = 129; N₂ = 46). Infants were assessed using the Mullen Scales of Early Learning (MSEL) and during toy play. Across both experiments, high‐risk infants exhibited less mature object manipulation in a highly structured (MSEL) context and reduced grasping activity in an unstructured (free‐play) context than infants with no family history of ASD. Longitudinal assessments suggest that between 6 and 10 months, grasping activity increases in high‐risk infants.  相似文献   

De-colonising international collaboration: The University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme     

Michael Anthony Samuel  Hyleen Mariaye 《Compare》2014,44(4):501-521

This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. The Mauritian Institute of Education (MIE) aims to develop staffing capacities through engagement with doctoral studies, especially in the context of limited experience in doctoral supervision. The South African model of doctoral cohort supervision at The University of KwaZulu-Natal (UKZN) School of Education is a recent alternative model of delivery in the building of these student and staff capacities through shared ownership of the process and products of doctoral education and development. This paper highlights the expectations, constraints and enabling features of the setting up of the UKZN-MIE PhD programme across international boundaries, driven by mutual reciprocity through valuing of indigenous local knowledges, a non-colonising engagement and innovative methodologies for postgraduate education. Adapting the UKZN cohort model for the international context is the subject of this paper. The paper draws on the experiences of the designers and deliverers as well as users of this programme. The paper explores what drives this form of international collaboration for both contracting partners in the context of shifting conceptions of a teacher education institution.  相似文献   

Challenges of critical colleagueship: examining and reflecting on mathematics teacher study group interactions     

Lorraine M. Males  Samuel Otten  Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471

This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related to the development of this type of collegiality across the two different phases of this project. We end with a section in which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications this has with respect to her own practice as a facilitator.  相似文献   

Must philosophy be constrained?     

Anna Drożdżowicz  Pierre Saint-Germier  Samuel Schindler 《Metascience》2018,27(3):469-475

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Infusing Human Sexuality Content and Counseling in Counselor Education Curriculum     

Samuel Sanabria  Thomas L. Murray  Jr. 《American journal of sexuality education》2018,13(2):190-204

Human sexuality is a pervasive and universal part of being human and despite this, receives inadequate attention in counselor education curricula. Consequently, counselors may be ill-prepared to assist clients who present with sexuality issues. The authors provide support and recommendations for infusing sexuality content throughout counselor education programs.  相似文献   

Comparison of motor competence levels on two assessments across childhood     

Alessandro H. N. Ré  Samuel W. Logan  Maria T. Cattuzzo  Rafael S. Henrique  Mariana C. Tudela  David F. Stodden 《Journal of sports sciences》2018,36(1):1-6

This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence.  相似文献   

ACKNOWLEDGMENTS     

Samuel M. Taylor  Zahava D. Doering  Vani Hardev 《Curator: The Museum Journal》2002,45(4):333-334

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