RELIGIOUS EDUCATION AND RACIAL ADJUSTMENT     

Samuel C. Mitchell LL. D. 《Religious education (Chicago, Ill.)》2013,108(4):316-323

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The fayette,no cost,no credit workshop     

Morris E. Mitchell 《Peabody Journal of Education》2013,88(1):412-416

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Geriatric Training Needs of Nursing-Home Physicians     

Emily Lubart  Refael Segal  Vera Rosenfeld  Jack Madjar  Michael Kakuriev 《Educational gerontology》2013,39(5):416-423

Medical care in nursing homes is not provided by board-licensed geriatricians; it mainly comes from physicians in need of educational programs in the field of geriatrics. Such programs, based on curriculum guidelines, should be developed. The purpose of this study was to seek input from nursing home physicians on their perceived needs for training in geriatrics. A mail questionnaire survey was sent to nursing home physicians regarding their opinion on the most needed subjects and preferred training methods. Of the 210 surveys mailed, 132 (63%) were returned. More than a quarter of the respondents had not had any kind of geriatric medical education. A desire for geriatric training was evident, preferably in the form of courses and periodic seminars. Use of medications, infectious diseases, depression, dementia and cardiac disorders were the most important topics indicated by the respondents. These data can be of help in preparing the curriculum for a continuous medical education program in geriatrics, preferably in the form of courses and periodic seminars.  相似文献   

Mediating Science and Society in the EU and UK: From Information-Transmission to Deliberative Democracy?     

Anwar Tlili  Emily Dawson 《Minerva》2010,48(4):429-461

In this paper we critically review recent developments in policies, practices and philosophies pertaining to the mediation between science and the public within the EU and the UK, focusing in particular on the current paradigm of Public Understanding of Science and Technology (PEST) which seeks to depart from the science information-transmission associated with previous paradigms, and enact a deliberative democracy model. We first outline the features of the current crisis in democracy and discuss deliberative democracy as a response to this crisis. We then map out and critically review the broad outlines of recent policy developments in public-science mediation in the EU and UK contexts, focusing on the shift towards the deliberative-democratic model. We conclude with some critical thoughts on the complex interrelationships between democracy, equality, science and informal pedagogies in public-science mediations. We argue that science and democracy operate within distinct value-spheres that are not necessarily consonant with each other. We also problematize the now common dismissal of information-transmission of science as inimical to democratic engagement, and argue for a reassessment of the role and importance of informal science learning for the “lay” public, provided within the framework of a deliberative democracy that is not reducible to consensus building or the mere expression of opinions rooted in social and cultural givens. This, we argue, can be delivered by a model of PEST that is creative and experimental, with both educational and democratic functions.  相似文献   

Achievement Motivation and Performance Among Second-Grade Boys and Girls     

Donna Mitchell Schell  Joseph Veroff  Robert E. Schell 《Journal of Experimental Education》2013,81(4):66-73

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Biodeterioration of Incralac used for the protection of bronze monuments   总被引：2，自引：0，他引：2  

Christopher J. McNamara  Margaret Breuker  Marie Helms  Thomas D. Perry  Ralph Mitchell   《Journal of Cultural Heritage》2004,5(4):361-364

Outdoor bronze sculptures are highly susceptible to corrosion in many environments and organic coatings are widely used for their protection. The purpose of this study was to determine the susceptibility of the commonly used coating Incralac to biodeterioration by microorganisms. A yeast was isolated from a bronze statue treated with Incralac and its ability to degrade Incralac was determined using growth curves, scanning electron microscopy (SEM), and electrochemical impedance spectroscopy (EIS). The organism grew slowly on Incralac in liquid culture, but SEM images demonstrated its ability to adhere to Incralac coated metal. Additionally, the yeast caused a rapid drop in the low frequency impedance of Incralac coated metal that was not observed under sterile conditions, indicating that the organism accelerated deterioration of the coating. The potential for microbial growth to accelerate deterioration of Incralac should be considered when developing a maintenance strategy for the protection of outdoor metal monuments.  相似文献   

Early Comprehension Instruction for Spanish‐Speaking English Language Learners: Teaching Text‐Level Reading Skills While Maintaining Effects on Word‐Level Skills     

Emily J. Solari  Michael M. Gerber 《Learning disabilities research & practice》2008,23(4):155-168

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.  相似文献   

The Assessment Skills and Knowledge Standards: Professionalizing the work of assessing student learning and development     

Gavin W. Henning  Alice A. Mitchell  Peggy L. Maki 《About Campus》2008,13(4):11-17

A new set of standards to guide professional development in assessment among student affairs professionals and faculty members is poised to revolutionize how educators learn to conduct this essential work.  相似文献   

Book Review Essay     

Coral Mitchell 《Education and Information Technologies》2003,8(2):217-221

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Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City     

Terrance L. Green  Joanna Sánchez  Emily Germain 《The Urban Review》2017,49(5):777-804

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