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This paper reviews the career and legacy of William (Bill) Goffman, who served as a researcher, Professor, Dean and Emeritus at Case Western Reserve University, Cleveland, Ohio, from 1959 to 2000. Goffman pioneered mathematical information science broadly and in several key areas. First, he applied disease epidemiology concepts to model accurately the spread of knowledge and the formation of knowledge systems and their ecologies, including the dynamics of scientific discovery. Second, he proposed significant improvements in information retrieval through the deployment of multi-valued logic, appropriate file ordering, effective and efficient retrieval measures, and simplified retrieval approaches, including early work in citation-based searching. Third, Goffman applied Bradford-like distributions to model effective core research literature collection development and usage. Fourth, he developed original epidemiology models, and was an early contributor in biomedical informatics. His mathematical contributions have stood the test of time and will continue to be applicable indefinitely. 相似文献
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Objectives
The present investigation reports on the development and initial validation of a new analog task, the Parent-Child Aggression Acceptability Movie Task (P-CAAM), intended to assess respondents’ acceptance of parent-child aggression, including both physical discipline and physical abuse.Methods
Two independent samples were utilized to develop and evaluate the P-CAAM: an undergraduate sample to initially pilot the task and a separate sample of normative parents for additional assessment of validity. Scores from the P-CAAM were compared to related measures, including measures of self-reported disciplinary attitudes, child abuse potential, harsh parenting style, and use and escalation of physical discipline practices on another analog parenting task.Results
Across the studies, the P-CAAM demonstrated acceptable internal consistency and construct validity, evidencing mild to moderate associations with both self-report and analog measures. Participants demonstrating increased acceptance of physical discipline and physical abuse on the P-CAAM analog task also reported greater approval of physical discipline, greater use of and escalation of physical discipline, harsher parenting styles, and higher child abuse potential on two separate measures.Conclusions
The P-CAAM analog appears to offer a promising alternative and/or supplement to conventional self-report measures, assessing attitudes regarding the acceptability of parent-child aggression in a way that is less likely to be influenced by social desirability. Suggestions for future evaluations with alternative samples, as well as possible implications of the data for disciplinary reactions are discussed.Practice implications
The development of alternatives to self-report measurement may lead to clarification of theoretical models of abuse in ways that lead to improvements in intervention programming; analogs may also provide a useful means to assess intervention programming outcomes. 相似文献44.
William E. Francois John M. Phelan Harvey L. Zuckman Martin J. Gaynes Margaret Harmon Walter Fox 《Communication Booknotes Quarterly》2013,44(11):127-129
William E. Francois, Introduction to Mass Communications and Mass Media (Columbus, Ohio: Grid Publishing Co., 1977—$9.95, paper) John M. Phelan's Mediaworld: Programming the Public (New York: Seabury Press, 1977—$8.95) Harvey L. Zuckman and Martin J. Gaynes' Mass Communications Law in a Nutshell (St. Paul, Minn.: West Publishing Co., 1977—price not given but under $10.00, paper) Communication Abstracts (Beverly Hills, Calif.: Sage Publications, quarterly beginning Spring 1978/$30.00 for individuals; $54.00 for institutions, and these are introductory rates) Margaret Harmon, ed. Working with Words: Careers for Writers (Philadelphia: Westminster Press, 1977—$7.95) Walter Fox's Writing the News: Print Journalism in the Electronic Age (New York: Hastings House, 1977—$8.95/4.50) Lee Finkle's Forum for Protest: The Black Press During World War II (Ruthorford, N.J.: Fairleigh Dickinson University Press, 1975—$12.50) Lucien Febvre and Henri-Jean Martin's The Coming of the Book: The Impact of Printing 1450-1800 (Atlantic Highlands, N.J.: Humanities Press [London: NLB], 1976—$27.00) George Seldes' Even the Gods Can't Change History: The Facts Speak for Themselves (Secaucus, N.J.: Lyle Stuart Inc., 1976—$10.00) Denis McQuail's Review of Sociological Writing on the Press (London: IIMSO, 1976—£16 or about $2.00, paper, including postage) 相似文献
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Derek J. Harmon Stefanie M. Attardi Malli Barremkala Danielle C. Bentley Kirsten M. Brown Jennifer F. Dennis Haviva M. Goldman Kelly M. Harrell Barbie A. Klein Christopher J. Ramnanan Joan T. Richtsmeier Gary J. Farkas 《Anatomical sciences education》2021,14(2):132-147
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic. 相似文献
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Rodwell Chitiyo Stephen W. Harmon 《Educational technology research and development : ETR & D》2009,57(6):807-830
In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education,
this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school
teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction,
and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data
collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing
Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies
were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration
tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized
by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a
hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration
policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus
of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice
and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional
technology integration in “developing” and/or low-income countries like Zimbabwe. 相似文献
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In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle). 相似文献
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