Archiving the wild,the wild archivist: Bukit Brown Cemetery and Singapore’s emerging ‘docu-tivists’     

Natalie Pang  Liew Kai Khiun 《档案与原稿》2014,42(1):87-97

In recent years there has been growing interest in the discipline of computing in relation to cultural heritage, parallel with developments in greater user participation in archives and advances in documentation work. These trends are reflected in the case of a documentation project of an old Chinese cemetery in Singapore, Bukit Brown Cemetery. This case was characterised by tensions among the ‘wild’ array of emerging individual participants and archivists that took the momentum away from both more formal NGOs and government institutions in documenting, archiving and raising awareness of the heritage of the site when part of it was announced to be set aside for a new highway. The case presents a compelling need for participatory archives, facilitated by computing interventions encouraging public engagement and visits to the site. Being actively involved in the documentation process, the authors reflect on how conceptual frameworks of records may assist in designing new media innovations and informing the ways by which a cemetery may be documented. Through these reflections, the authors argue for the active participation of archivists and records professionals in documentation work, and demonstrate how, in the creation and keeping of records, they shape the collective imagination of the public and other stakeholders in heritage sites.  相似文献   

Measurement of hymenal diameter in pediatric sexual abuse exams     

N Hilton  J Williams  K Coulter 《Child abuse & neglect》1988,12(4):607-608

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How golden is silence? Teaching undergraduates the power and limits of RNA interference   总被引：1，自引：1，他引：0  

Kuldell NH 《CBE life sciences education》2006,5(3):247-254

It is hard and getting harder to strike a satisfying balance in teaching. Time dedicated to student-generated models or ideas is often sacrificed in an effort to “get through the syllabus.” I describe a series of RNA interference (RNAi) experiments for undergraduate students that simultaneously explores fundamental concepts in gene regulation, develops cutting-edge laboratory skills, and embraces student-directed learning. Students design a small interfering RNA (siRNA) against luciferase, add it to cells expressing this gene, and then quantitatively assess the siRNA's effect on both intended and unintended targets, using a luciferase assay and a DNA microarray. Because both RNAi and microarray technologies are relatively new, with no clear consensus on their analysis or limitations, students are encouraged to explore different approaches to the design of their reagents and interpretations of their data. The ability to creatively formulate a hypothesis-driven experimental approach to a scientific question and to critically evaluate collected data is stressed. Equally important, this experiment emphasizes how modern scientific ideas emerge, are debated, tested, and decided.  相似文献   

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools     

Kathleen Moritz Rudasill  Amy B. Gonshak  Patrick Pössel  Andrew Nichols  Natalie Stipanovic 《Journal of Education for Students Placed at Risk》2013,18(3-4):193-211

Students in residential treatment center (RTC) schools are likely to have histories of extreme or ongoing relational trauma (e.g., abuse and neglect by primary caregivers), have substantial interpersonal and relationship problems, and exhibit many high-risk behaviors. Accordingly, these students may have particular difficulty forming positive relationships with teachers, yet student–teacher relationship quality in RTC schools has not been empirically studied. This study examines links between RTC school students' assessments of their relationships with teachers and their perceptions of self and others. Participants were 113 students in 2 RTC schools from 5th to 12th grade. Results indicate that male and female RTC students' positive perceptions (of self and others) are linked to positive assessments of their relationships with teachers. However, for girls in RTC schools, negative perceptions of self are linked to less positive assessments of the teacher–student relationship. Implications are discussed.  相似文献   

There’s a creepy guy on the other end at Google!: engaging middle school students in a drawing activity to elicit their mental models of Google     

Christie Kodama  Beth St. Jean  Mega Subramaniam  Natalie Greene Taylor 《Information Retrieval》2017,20(5):403-432

Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths’ conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth after-school program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths’ conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them.  相似文献   

The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent–Child Interactions Predicts Narrative Abilities at 5 Years of Age     

Ingrid Vilà-Giménez  Natalie Dowling  Ö. Ece Demir-Lira  Pilar Prieto  Susan Goldin-Meadow 《Child development》2021,92(6):2335-2355

A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent–child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the children’s speech that accompany these gestures were also analyzed in a representative sample of 18 parent-child dyads, revealing that beats were typically associated with biased assertions or questions. These findings show that the early use of beats predicts narrative abilities later in development, and suggest that this relation is likely due to the pragmatic–structuring function that beats reflect in early discourse.  相似文献   

Comparison of computed tomography and chest radiography in the detection of rib fractures in abused infants     

Wootton-Gorges SL  Stein-Wexler R  Walton JW  Rosas AJ  Coulter KP  Rogers KK 《Child abuse & neglect》2008,32(6):659-663

PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants.  相似文献   

An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum‐based measures of writing skill     

Kristin A. Gansle  George H. Noell  Amanda M. Vanderheyden  Natalie J. Slider  Leila D. Hoffpauir  Ernest L. Whitmarsh  Gale M. Naquin 《Psychology in the schools》2004,41(3):291-300

Curriculum‐based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson‐Revised and curriculum‐based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson‐Revised Writing Samples subtest and alternate curriculum‐based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty‐five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry‐erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum‐based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock Johnson‐Revised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 291–300, 2004.  相似文献   

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations     

Brown  Scott W.  Boyer  Mark A.  Mayall  Hayley J.  Johnson  Paula R.  Meng  Lin  Butler  Michael J.  Weir  Kimberly  Florea  Natalie  Hernandez  Magnolia  Reis  Sally 《Instructional Science》2003,31(4-5):255-276

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.  相似文献   

Changing Minds With the Story of Adaptation: Strategies for Teaching Young Children About Natural Selection     

Natalie Emmons  Hayley Smith  Deborah Kelemen 《Early education and development》2016,27(8):1205-1221

Research Findings: Educational guidelines recommend a delayed, piecemeal approach to instruction on adaptation by natural selection. This approach is questionable given suggestions that older students’ pervasive misunderstandings about adaptation are rooted in cognitive biases that develop early. In response to this, Kelemen et al. (2014) recently showed that young children can learn a basic yet comprehensive explanation of adaptation by natural selection from a picture storybook intervention. However, this research was conducted in a laboratory-based setting with children from middle and higher socioeconomic backgrounds. To further explore the intervention’s efficacy, this investigation examined whether Kelemen et al.’s (2014, Experiment 2) findings extend to a more diverse sample of children tested in a more naturalistic setting, namely, after-school programs. After a 10-min picture storybook reading that described adaptation within a fictitious but realistic mammal species, 5- to 6- and 7- to 8-year-old children’s learning of adaptation was examined. Results revealed that younger and older children benefitted from the intervention; however, older children displayed pronounced learning and generalization. Practice or Policy: Findings confirm that children are capable of learning complex biological ideas and that comprehensive storybook interventions are simple but powerful teaching tools. Implications for instruction on natural selection are discussed.  相似文献