Conversations about sexuality on a public university campus: perspectives from campus ministry students and leaders     

Charis R. Davidson  Gabrielle M. Turner-McGrievy  DeAnne K. Hilfinger Messias  Daniela B. Friedman  Alyssa G. Robillard 《Sex education》2017,17(1):103-118

Little is known about university campus religious organisations’ influence on students’ sexuality-related attitudes and behaviours. This study sought to better understand sexuality-related communication within the context of campus ministries by exploring students’ and campus ministry leaders’ conversational experiences at a public university in the south-east USA. Data sources included an online survey of undergraduates participating in student religious organisations (n = 57), focus groups with campus ministry students (n = 36), and individual interviews with campus ministry leaders (n = 19). Findings indicated student satisfaction with the focus and frequency of conversations about romantic relationships and sexual health within the context of campus ministries. However, both campus ministry students and leaders indicated discomfort in discussions of sexuality. Leaders acknowledged their need for better strategies to engage students; students focused on how to integrate religious messages about sexuality with messages from other sources. These findings suggest campus ministry leaders may benefit from focused training and support to communicate more effectively with college students about sexuality.  相似文献   

The role of social identification as university student in learning: relationships between students’ social identity,approaches to learning,and academic achievement     

Ana-Maria Bliuc  Robert A. Ellis  Peter Goodyear  Daniela Muntele Hendres 《教育心理学》2011,31(5):559-574

This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.  相似文献   

Science Letters: Quantification of Helicobacter pylori levels in soil samples from public playgrounds in Spain     

Leonardo Martín P 《Journal of Zhejiang University. Science. B》2010,11(1)

Helicobacter pylori are ubiquitous Gram-negative bacteria with a high estimated level of infection in the world populations, but a majority of the infected persons are asymptomatic. This pathogen has been classified by the World Health Organization as a class I carcinogen and recognized as the causal agent of most peptic ulcers and chronic gastritis that might lead to stomach cancer. Although not all the transmission pathways of these bacteria into humans have been properly identified, enough data have sugg...  相似文献   

Letters     

Benjamin Solomon  Louis Nieves  John Holt  Walter A. Harris 《The Urban Review》1969,3(3):2-3

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The communication flow of research projects results     

Daniela Luzi  Maria Castriotta  Rosa Di Cesare  Luciana Libutti  Mariaosaria Manco 《Publishing Research Quarterly》2004,20(1):13-24

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Looking for Information—A Survey of Research on Information Seeking, Needs, and Behavior     

Paul Solomon 《Information Retrieval》2003,6(2):284-288

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The integration of GL documents with the research information system on occupational safety and health     

Daniela?LuziEmail author  Maria?Castriotta  Mariarosaria?Manco  Renza?Mazzucco 《Publishing Research Quarterly》2005,21(1):27-43

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Les graphes de flux dans l'enseignement secondaire     

Emma Castelnuovo  Daniela  Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(1):467-492

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Giving and Taking across Borders: The Rockefeller Foundation and Russia, 1919–1928     

Krementsov  Nikolai  Solomon  Susan Gross 《Minerva》2001,39(3):265-298

Until recently, the links between Rockefeller philanthropies and Russianscience and medicine during the 1920s have been virtually ignored, both inofficial Foundation histories and in Soviet accounts of foreign scientificrelations. Materials from the newly-opened Russian archives and the Rockefeller Archive Center reveal dense and tangled connections between multiple Rockefeller givers and multiple Russian takers. Examining the `Russian matter' from the perspective of both `givers' and `takers', this article highlights the impact of domestic and international politics on giving and taking across borders, and reveals the range of meanings of`internationalism' in philanthropy.  相似文献   

Toward a post-modern agenda in instructional technology     

David L. Solomon 《Educational technology research and development : ETR & D》2000,48(4):5-20

“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum in need of acknowledgement” (Jencks, 1992b, p.6). Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism, an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism holds promise for guiding research and development in instructional technology.; however, its potential contributions to the field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30). David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing, and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can be reached.  相似文献