Tolerance for Diversity of Beliefs: Learning about Tolerance and Liking It Too     

Sandra Wood  Kristina Thalhammer  John L. Sullivan  Karen Bird  Patricia G. Avery  Kate Klein 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):349-372

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Vocabulary Is Important for Some,but Not All Reading Skills     

Jessie Ricketts  Kate Nation  Dorothy V. M. Bishop 《Scientific Studies of Reading》2013,17(3):235-257

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development.  相似文献   

Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill     

Courtenay Norbury  Kate Nation 《Scientific Studies of Reading》2013,17(3):191-210

Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes.  相似文献   

Comments on Essays: Do students understand what tutors write?     

Kate Chanock 《Teaching in Higher Education》2013,18(1):95-105

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Continuous walking and time- and intensity-matched interval walking: Cardiometabolic demand and post-exercise enjoyment in insufficiently active,healthy adults     

Kate Francis  Tom Williamson  Paul Kelly 《Journal of sports sciences》2021,39(1):23-30

ABSTRACT

We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HR_max). For IW, participants alternated between 3 min at 80% HR_max and 2 min at 50% HR_max. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O₂ showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min^?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg^?1.min^?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults.  相似文献   

Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them?     

Kate Wilkinson  George Dafoulas  Hemda Garelick  Christian Huyck 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):761-777

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Indigenous knowledge and the knowledge commons     

Kate Joranson   《International Information and Library Review》2008,40(1):64-72

This paper studies the frameworks used to understand the commons, the knowledge commons, and indigenous knowledge. Discussion of enclosure, participation, rivalrous and non-rivalrous commons reveals that information and knowledge are resources that increase in value through use. The author examines current IK practices, focusing on documentation strategies and the role of the librarian. Studying IK practices in relation to the commons allows shared language to emerge. Challenging the frameworks, discourse and practices of both IK and the commons exposes and strengthens their connections to one another. This provides a platform for stronger advocacy for IK projects and the commons in general.  相似文献   

Textbook access and affordability through academic library services: A department develops strategies to meet the needs of students     

Melissa Eighmy-Brown  Kate McCready  Emily Riha 《Journal Of Access Services》2017,14(3):93-113

In the spring of 2015, the University of Minnesota Libraries formed the Content Services department, which is comprised of Interlibrary Loan, Publishing Services, and the Copyright Permissions Service. These three service points, as well as additional Library units, work together with campus partners to save students money on their course materials through a variety of programs and pilot projects. By employing multiple avenues to help faculty and students put affordable content into their existing workflows for providing and accessing required readings, the University of Minnesota Libraries are ensuring that there are many options available that support coursework and ultimately student success.  相似文献   

乐极生悲     

李游子 《海外英语》2003,(10):24-25

马拉德夫人患有心脏病。对她丈夫的死讯,个个都小心翼翼, 生怕她受到刺激。她妹妹约瑟芬嗫嗫嚅儒、半遮半掩地告诉了她这一噩耗。她丈夫的朋友理查德斯当时也在她身旁。铁路上发生惨案的消息传来时,理查德斯恰好在报社,看到布伦特利·马拉德的名字在“罹难者”中位居首位。他还发去一封电报确认情况属实,便匆忙赶了过来,防止哪个朋友考虑不周,冒冒失失就把噩耗告诉她。  相似文献   

Who Wears the Pants? The (Multi)Cultural Politics of The Sisterhood of the Traveling Pants     

Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200

Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage. Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia. Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult fiction, and multicultural children’s fiction.  相似文献