The Relationship Among Wellness,Psychological Distress,and Social Desirability of Entering Master's‐Level Counselor Trainees     

Heather L. Smith  E. H. Mike Robinson III  Mark E. Young 《Counselor Education & Supervision》2007,47(2):96-109

Two‐hundred and four entering master's‐level counseling students from 9 programs in 5 states participated in a study testing the only counseling‐based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle (J. E. Myers, R. M. Luecht, & T. J. Sweeney, 2004), for its relationship to 2 other constructs: psychological distress and social desirability. There was a statistically significant negative relationship between level of wellness and psychological distress; the relationship between level of wellness and social desirability was found to have no statistical significance; and there was a statistically significant negative relationship between level of social desirability and psychological distress. Implications for counselor education and clinical significance are included.  相似文献   

“Sex Hormones” in Secondary School Biology Textbooks     

Ross H. Nehm  Rebecca Young 《Science & Education》2008,17(10):1175-1190

This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term “sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called “sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones (one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.

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Ross H. NehmEmail:

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ACADEMIC VALUES AND SERVICE CONFLICTS     

Robert B. Young 《Higher Education in Europe》1993,18(1):12-18

This article examines relationships among the values of service, truth, freedom, justice, and community. Service is the most important purpose of higher education. Other academic values can cloud or clarify this purpose. The article is based on the premise that clarification is preferable to confusion and that congruence is better than conflict. If a professor's values and actions are in conflict with service, then he might be ineffective and unethical. The author concludes that professors should value truth as a means for service to society, not as an end in itself. Freedom, too, is not an end. It protects the search for truth, not individual enterprise. Justice eliminates the excesses of freedom; it protects everyone with fairness. If justice is the guide for resolving individual conflicts, then community is the glue that bonds the academy together. Community makes fair service more imperative than selfishness.  相似文献   

The development,validation and use of the Rural and Remote Teaching,Working, Living and Learning Environment Survey (RRTWLLES)     

Jeffrey Dorman  Joy Kennedy  Janelle Young 《Learning Environments Research》2015,18(1):15-32

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Post-primary school teachers’ knowledge and understanding of autism spectrum disorders     

Keith Young  Patricia Mannix McNamara  Barry Coughlan 《Irish Educational Studies》2017,36(3):399-422

Current national policy in the Republic of Ireland advocates for the inclusion of students with learning difficulties in mainstream schools. With Asperger’s syndrome (AS) specifically, it is essential that teachers understand the syndrome and are well versed in appropriate approaches to effectively create an inclusive environment for these students in the mainstream classroom. This paper explores teacher knowledge and understanding of AS while also exploring what affects their confidence in educating students diagnosed with the syndrome. Data collection pre-dated changes to the DSM-V and as such AS is used throughout this paper. A survey was distributed nationally to a random sample of qualified post-primary school teachers. The findings revealed that teachers did not appear to possess an adequate level of knowledge and understanding in relation to the syndrome. Continued professional development programmes in the area appeared to have minimal effect, with those completing programmes scoring only marginally better than those who did not (2.85%). These findings are of concern if these teachers are then expected to foster an inclusive environment, particularly when a high proportion of teachers have previously taught a student diagnosed with the syndrome and their knowledge remains limited.  相似文献   

Component skills of reading and their structural relations: evidence from three sub‐Saharan African languages with transparent orthographies     

Young‐Suk Grace Kim  Benjamin Piper 《Journal of Research in Reading》2019,42(2):326-348

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An analysis of ill-formed input in natural language queries to document retrieval systems     

Charlene W. Young  Caroline M. Eastman  Robert L. Oakman 《Information processing & management》1991,27(6)

We analyzed natural language document retrieval queries from the Thomas Cooper Library at the University of South Carolina in order to investigate the frequency of various types of ill-formed input, such as spelling errors, co-occurrence violations, conjunctions, ellipsis and missing or incorrect punctuation. The primary reason for analyzing ill-formed inputs was to determine whether there is a significant need to study ill-formed inputs in detail. After analyzing the queries, we found that most of the queries were sentence fragments and that many of them contained some type of ill-formed input. Conjunctions caused the most problems. The next most serious problem was caused by punctuation errors. Spelling errors occurred in a small number of the queries. The remaining types of ill-formed input considered, ellipsis and co-occurrence violations, were not found in the queries.  相似文献   

Hierarchical document categorization with k-NN and concept-based thesauri     

Sun Lee Bang  Jae Dong Yang  Hyung Jeong Yang 《Information processing & management》2006

In this paper, we propose a new algorithm, which incorporates the relationships of concept-based thesauri into the document categorization using the k-NN classifier (k-NN). k-NN is one of the most popular document categorization methods because it shows relatively good performance in spite of its simplicity. However, it significantly degrades precision when ambiguity arises, i.e., when there exist more than one candidate category to which a document can be assigned. To remedy the drawback, we employ concept-based thesauri in the categorization. Employing the thesaurus entails structuring categories into hierarchies, since their structure needs to be conformed to that of the thesaurus for capturing relationships between categories. By referencing various relationships in the thesaurus corresponding to the structured categories, k-NN can be prominently improved, removing the ambiguity. In this paper, we first perform the document categorization by using k-NN and then employ the relationships to reduce the ambiguity. Experimental results show that this method improves the precision of k-NN up to 13.86% without compromising its recall.  相似文献   

Cadaveric Dissection in Relation to Problem-Based Learning Case Sequencing: A Report of Medical Student Musculoskeletal Examination Performances and Self-Confidence     

Kristjan L. Thompson  Julian L. Gendreau  Jarred E. Strickling  Henry E. Young 《Anatomical sciences education》2019,12(6):619-626

Mercer University School of Medicine utilizes a problem-based learning (PBL) curriculum for educating medical students in the basic clinical sciences. In 2014, an adjustment was piloted that enabled PBL cases to align with their corresponding cadaver dissection that reviewed the content of anatomy contained in the PBL cases. Faculty had the option of giving PBL cases in sequence with the cadaveric dissection schedule (sequential group) or maintaining PBL cases out of sequence with dissections (traditional group). During this adjustment, students’ academic performances were compared. Students’ perception of their own preparedness for cadaveric dissection, their perceived utility of the cadaver dissections, and free-response comments were solicited via an online survey. There were no statistically significant differences when comparing student mean examination score values between the sequential and traditional groups on both multidisciplinary examinations (79.39 ± 7.63 vs. 79.88 ± 7.31, P = 0.738) and gross anatomy questions alone (78.15 ± 10.31 vs. 79.98 ± 9.31, P = 0.314). A statistically significant difference was found between the sequential group's and traditional group's (63% vs. 29%; P = 0.005) self-perceived preparedness for cadaveric dissections in the 2017 class. Analysis of free-response comments found that students in the traditional group believed their performance in PBL group, participation in PBL group and examination performance was adversely affected when compared to students with the sequential schedule. This study provides evidence that cadaveric dissections scheduled in sequence with PBL cases can lead to increased student self-confidence with learning anatomy but may not lead to improved examination scores.  相似文献   

Meaningful actions and motivated projects in the transition to adulthood: two case illustrations     

Richard A. Young  Sheila K. Marshall  José F. Domene  Matthew Graham  Corinne Logan  Laura Templeton  Anat Zaidman-Zait  Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158

A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources.  相似文献