Academic Mentoring in College: The Interactive Role of Student’s and Mentor’s Interpersonal Dispositions     

Annie?BernierEmail author  Simon?Larose  Nathalie?Soucy 《Research in higher education》2005,46(1):29-51

This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed.  相似文献   

Die Evaluierung des Bildungswesens in historischer Sicht     

Hartmut?TitzeEmail author 《Zeitschrift für Erziehungswissenschaft》2002,5(4):552-569

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Syllabic Sructures in Typing: Evidence from Deaf Writers     

Guido?NottbuschEmail author  Angela?Grimm  Rüdiger?Weingarten  Udo?Will 《Reading and writing》2005,18(6):497-526

This study examined the time course of typing in prelingually and profoundly deaf as well as hearing individuals. Both groups of participants performed a written picture naming task and a written pseudoword task. Keystroke timing measurements from the written picture naming task revealed that the deaf as well as the hearing group were significantly delayed at syllable boundaries compared to identical within-syllable letter combinations. As the deaf are impoverished with respect to phonology based on spoken language experience, we postulate that syllabic segmentation is not crucially dependent on experience with spoken language. Furthermore, delays at syllable boundaries were not affected by word frequency in both groups, in contrast to the keys straddling a root morpheme boundary. Together with the finding that delays at syllable boundaries also occur in pseudowords, the experiments provide strong evidence towards post-lexical syllabification processes. Our results support previous findings which claim that (1) orthosyllables are autonomous and mode-specific entities, and (2) that the principles of syllabic organisation apply post-lexically.  相似文献   

Existence of a new force in colloidal systems —Hydrophobic attraction between macroscopic surfaces     

B.?Sudhir  Sanjeev?KumarEmail author 《Resonance》2002,7(4):67-81

Colloids play an important role in our modern lives. In this article, we briefly discuss various forces that are known to operate between colloidal particles and then take the reader through the discovery of a new, strong and long ranged force operating between hydrophobic particles/surfaces. Characteristics of the new force and some promising theories proposed in the literature to explain its origin are also discussed; the origin of the new force is not yet resolved, however.  相似文献   

Representation of time in time-place learning     

Matthew?J.?PizzoEmail author  Jonathon?D.?crystalEmail author 《Learning & behavior》2002,30(4):387-393

Ordinal, interval, and circadian mechanisms of solving a time-place task were tested. Rats searched for food twice in the morning and once in the afternoon (Group AB-C,n=5) or once in the morning and twice in the afternoon (Group A-BC,n=5) in a box with four food troughs. The location of the food depended on the time of day in a 12:12-h light:dark cycle. Acquisition was documented by foodsite inspections at the correct locations prior to food availability. On nonrewarded probes, the time of the middle search (B) was shifted late (for Group AB-C) or early (for Group A-BC). The rats visited Location B at chance, contrary to an ordinal mechanism. When the posttesting meal and light-dark transitions were omitted, the rats visited correct locations with impaired performance but at abovechance levels on nonrewarded probes. The results are consistent with interval and circadian representations of time.  相似文献   

Heterogeneous UV/Fenton catalytic degradation of wastewater containing phenol with Fe-Cu-Mn-Y catalyst     

郑展望  雷乐成  徐生娟  岑沛霖 《浙江大学学报(A卷英文版)》2004,5(2):206-211

The heterogeneous UV/Fenton process with the appropriate amount of Fe-Mn-Cu-Y as catalyst was developed and various operation conditions for the degradation of phenol were evaluated. The results indicated that by using the heterogeneous UV/Fenton process, the CODcr removal rate reached almost 100% for wastewater containing phenol. Compared with the homogeneous process, the developed catalyst could be used at wider pH range in the UV/Fenton process. Comparison of various heterogeneous process showed that heterogeneous UV/Fenton process was best. The heterogeneous UV/Fenton process with Fe-Mn-Cu-Y catalyst is highly efficient in degrading various organic pollutants.  相似文献   

From Research to Practice and Back: The Animation Tutor Project     

Stephen?K.?ReedEmail author 《Educational Psychology Review》2005,17(1):55-82

The Animation Tutor^TM is a curriculum project that uses software to supplement instruction in courses such as intermediate algebra. Its purpose is to ground mathematical reasoning in concrete experiences through the use of interactive animation and the virtual manipulation of objects. This article summarizes how the project has progressed from research to practice and back. The first section shows how research helped implement six instructional objectives: emphasize interactivity with reflection, integrate multiple representations, reduce cognitive load, facilitate transfer, replace ineffective static images with animated images, and provide domain-specific knowledge. The last section illustrates the reciprocal nature of research and practice by describing how formative evaluations of the Animation Tutor^TM program led to laboratory studies aimed at improving instructional materials and student strategies.  相似文献   

A New Way of Thinking about Social Location in Science     

Warren?SchmausEmail author 《Science & Education》2008,17(10):1127-1137

The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social location in terms of the density of her professional relationships with other scientists permits us to give a more precise characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing for their ideas, but also how scientific inquiry flourishes more in some societies than in others.

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Warren SchmausEmail:

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Warren Schmaus   is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh.  相似文献   

A Cultural Perspective on Professional Beliefs of Childcare Teachers     

Yeh?HsuehEmail author  Benjamin?K.?Barton 《Early Childhood Education Journal》2005,33(3):179-186

Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.

Yeh HsuehEmail:

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Geotechnical research on Jiangnan Tu-Dun tomb historical remains in China     

陆江 《浙江大学学报(A卷英文版)》2004,5(3):303-308

Geotechnical research on historical remains can provide new data and distinctive viewpoint for research on soil mechanics. Two Jiangnan Tu-Dun tombs historical remains were investigated by means of in situ and laboratory geotechnical tests. In the present paper the geotechnical properties of these man-made earthworks, especially ageing effect on consolidation and direct shear, and compaction properties of earth fill are discussed.  相似文献