Electronic reprints of freelance works: New York times v. Tasini     

Edward H. Freeman 《Publishing Research Quarterly》2001,17(3):50-55

Conclusion Freelancers provide unique resources for publishers. Because of their special expertise, unique viewpoints, and even geographical location, they provide publishers with customized materials in disciplines and locations where the expense of full-time writers would not be justifiable. They will continue to be an important factor in the publishing industry. Publishers will continue to write contracts that allow them to republish articles in all known and future formats. Problems still exist with articles published before 1995. Publishers will have to decide how they will respond to Tasini, whether that means some version of the PRC or deleting articles. It is hoped that a final agreement between authors and publishers, according to the decision of the Supreme Court, will result in minimum inconvenience to the research public. New technology presents many challenges, as well as many opportunities, for freelance writers. As technology evolves, copyright law must ensure that writers’ incentives to create are nurtured and that they are fairly compensated for their work. Authors whose work creates value should share in the revenue and opportunities created by those technologies.  相似文献   

From gentleman’s club to the marketplace: the library experience     

Eric Freeman 《Health information and libraries journal》1997,14(3):135-143

In March this year I retired after a library career spent almost entirely in one institution. From this limited experience I hope to draw examples of changes in the library world, and their consequences, which I believe have general application.  相似文献   

Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings     

Samantha E. Goldman  Carrie A. Glover  Blair P. Lloyd  Erin E. Barton  Maria P. Mello 《Exceptionality》2018,26(3):162-175

Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.  相似文献   

The Influence of Stigma on College Students' Attitudes Toward Online Video Counseling and Face‐to‐Face Counseling     

Matthew D. Bird  Graig M. Chow  Gily Meir  Jaison Freeman 《Journal of College Counseling》2019,22(3):256-269

The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma.  相似文献   

Association between early sexual abuse and adult HIV-risky sexual behaviors among community-recruited women.     

K M Parillo  R C Freeman  K Collier  P Young 《Child abuse & neglect》2001,25(3):335-346

OBJECTIVE: The first purpose was to determine whether sexual abuse involving penetration that occurred in childhood only, adolescence only, or both childhood and adolescence differently impacted whether community-recruited women had ever traded sex for money or drugs, their number of recent sex partners, and the number of times they had engaged in recent unprotected sex. The second purpose was to assess the mediating effects of adulthood rape, recent drug use, and recent sex with an injection drug user on these three HIV-risky sexual behaviors. METHOD: Women (n = 1,490) recruited from three US sites were questioned about their childhood and/or adolescent sexual abuse histories, adulthood rape experiences, recent drug use, and adult HIV-risky sexual behaviors via structured interviews. RESULTS: One-third of the women reported having experienced sexual abuse involving penetration in childhood and/or adolescence. Overall, regression analyses indicated a significant relationship between early sexual abuse and adult risky behaviors; rape in adulthood mediated this relationship for all three HIV-risky behaviors. Abuse that occurred in childhood only and abuse that occurred in both childhood and adolescence had a stronger impact on later risky behaviors than did abuse that occurred in adolescence only. CONCLUSIONS: Because childhood constitutes a critical period in individuals' sexual, social, and personal development, sexual abuse precipitated during this time may distort women's constructions of sex and sexuality. Women abused in childhood may therefore engage in HIV-risky sexual behaviors to a greater extent than women abused in adolescence as a result of these disruptions to their development. Rape in adulthood appears to intensify the effects of early sexual abuse,  相似文献   

Comparison of the General Ability Measure for Adults and the Kaufman Adolescent and Adult Intelligence Test with college students     

Kerry S. Lassiter  T. Darin Matthews  Nancy L. Bell  Carrie M. Maher 《Psychology in the schools》2002,39(5):497-506

Ninety‐four college students were administered the GAMA and KAIT. GAMA IQs were significantly and moderately correlated with KAIT Fluid, Crystallized and Composite IQs, supporting the convergent validity of this instrument. Although significant correlations between measures emerged and nonsignificant differences were found between mean scores across these instruments, GAMA IQ scores did not accurately predict KAIT Composite IQ scores when GAMA IQ scores were compared to KAIT Composite IQs. Similarly, when the sample was divided into two groups by ability level, GAMA IQs accurately estimated the intelligence for individuals of Average and Below Average intelligence, but underestimated the KAIT Composite IQ scores by 4 points for the Above Average group. Implications of the findings are discussed and suggestions for future research are provided. © 2002, Wiley Periodicals, Inc.  相似文献   

Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children's kindergarten cognitive abilities     

Hubbs-Tait L  Culp AM  Culp RE  Miller CE 《Child development》2002,73(1):110-131

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.  相似文献   

Learning with and from: positioning school students as advisors in pre-service teacher education     

Helen Cahill  Julia Coffey  Larissa McLean Davies  Jeana Kriewaldt  Elizabeth Freeman  Daniela Acquaro 《Teacher Development》2016,20(3):295-312

This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.  相似文献   

The Relative Effect of a Code-Oriented and a Meaning-Oriented Early Literacy Program on Regular and Low Progress Australian Students in Year 1 Classrooms which Implement Reading Recovery     

Yola Center  Louella Freeman  Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232

A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion.  相似文献   

The role of outdoor recreation in family enrichment     

Patti A. Freeman  Ramon B. Zabriskie 《Journal of Adventure Education & Outdoor Learning》2002,2(2):131-145

The family is the fundamental unit in society and perhaps the oldest and most important of all human institutions. Several studies have indicated a positive correlation between strong, successful families and family participation in outdoor recreational activities. This paper addresses the role of structured outdoor recreation programming in family enrichment. Findings from two studies based in the United States are presented: one on the effect of a one-day family outdoor adventure program on parental and child perceptions of family functioning and the other from a qualitative inquiry into the meaning of family residential camping experiences. The first study collected both quantitative and qualitative data from 24 families who participated in an 8-hour outdoor adventure program. The second study utilized structured interviews with 11 families participating in a residential camp experience. Findings from both studies demonstrate that structured outdoor family recreation programming has a strong positive relationship with family strength. Furthermore, findings indicate that the type of outdoor adventure activities being used in the treatment of dysfunctional and maladaptive families is also effective in providing family enrichment experiences.  相似文献