The non‐fiction reading habits of young successful boy readers: forming connections between masculinity and reading     

Susannah Smith 《Literacy》2004,38(1):10-16

The reading experiences of six young successful boy readers were studied over a two‐year period. In this article, their non‐fiction reading is analysed and ways in which the boys make positive connections between masculinity and reading are identified. The boys' non‐fiction reading centres on typical boy interest areas and hobbies (for example, football, space, dinosaurs) and, through their reading, they have become experts on these areas. This has earned them respect from their peers, particularly other boys, and a high status, hegemonic masculine identity in the classroom. Thus, for this group of boys, unlike many other boys, masculinity and reading are compatible; in this particular version of masculinity, reading is a desirable pursuit.  相似文献   

Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course     

Treacy DJ  Sankaran SM  Gordon-Messer S  Saly D  Miller R  Isaac SR  Kosinski-Collins MS 《CBE life sciences education》2011,10(1):18-24

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students' skills in critical thinking and analysis, and has promoted interest in basic research in biology.  相似文献   

Visual stress in adults with and without dyslexia     

Chris Singleton  Susannah Trotter 《Journal of Research in Reading》2005,28(3):365-378

The relationship between dyslexia and visual stress (sometimes known as Meares‐Irlen syndrome) is uncertain. While some theorists have hypothesised an aetiological link between the two conditions, mediated by the magnocellular visual system, at the present time the predominant theories of dyslexia and visual stress see them as distinct, unrelated conditions, a view that has received some support from studies with children. Studies of visual stress in adults are rare, yet recent reports of a high incidence of this phenomenon amongst university students with diagnosed dyslexia call for further investigation of the issue. This study sought to clarify the relationship between visual stress and dyslexia by comparing the reading performance of dyslexic and non‐dyslexic adults with, and without, colour. Degree of susceptibility to visual stress was determined by means of a symptom rating scale. Optimal colour was determined using an Intuitive Colorimeter, which was also employed to assess reading speed under the two experimental conditions. Only the dyslexic students with high visual stress showed significant gains in reading speed when using optimal colour. The use of response to treatment (rather than symptomatology) as a diagnostic criterion for visual stress is questioned, especially when applied to adults, as this may give misleading findings. On the basis of reported symptomatology, students who experience high levels of visual stress are more likely to show improvements in reading rate with optimal colour if they also have dyslexia than if they do not have dyslexia. Although not establishing an aetiological link, these findings imply an interaction between the two conditions with major implications for theory, diagnosis and treatment.  相似文献   

Beneficial effect of enriched air nitrox on bubble formation during scuba diving. An open-water study     

Anne-Kathrin Brebeck  Andreas Deussen  Ursula Range  Costantino Balestra  Sinclair Cleveland 《Journal of sports sciences》2018,36(6):605-612

Bubble formation during scuba diving might induce decompression sickness.

This prospective randomised and double-blind study included 108 advanced recreational divers (38 females). Fifty-four pairs of divers, 1 breathing air and the other breathing nitrox28 undertook a standardised dive (24 ± 1 msw; 62 ± 5min) in the Red Sea. Venous gas bubbles were counted (Doppler) 30–<45 min (early) and 45–60 min (late) post-dive at jugular, subclavian and femoral sites.

Only 7% (air) vs. 11% (air28®) (n.s.) were bubble-free after a dive. Independent of sampling time and breathing gas, there were more bubbles in the jugular than in the femoral vein. More bubbles were counted in the air-group than in the air28-group (pooled vein: early: 1845 vs. 948; P = 0.047, late: 1817 vs. 953; P = 0.088). The number of bubbles was sex-dependent. Lastly, 29% of female air divers but only 14% of male divers were bubble-free (P = 0.058).

Air28® helps to reduce venous gas emboli in recreational divers. The bubble number depended on the breathing gas, sampling site and sex. Thus, both exact reporting the dive and in particular standardising sampling characteristics seem mandatory to compare results from different studies to further investigate the hitherto incoherent relation between inert gas bubbles and DCS.  相似文献   

Publication Patterns of Counselor Educators at Comprehensive Universities     

Gregory Hatchett  Hallie Sylvestro  Susannah Coaston 《Counselor Education & Supervision》2020,59(1):32-45

The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts.  相似文献   

The affective lives of doubled-up Latinx youth: Influences of school experiences,familism, and ethnic identity exploration     

Lorena Aceves  Amanda M. Griffin  Michael L. Sulkowski  Griselda Martinez  Kyler S. Knapp  Mayra Y. Bámaca-Colbert  Hobart H. Cleveland 《Psychology in the schools》2020,57(12):1878-1895

Doubled-up Latinx youth experience many daily challenges associated with ethnic minority status and residential instability. Doubled-up youth share housing with noncustodial caregivers such as friends and/or extended family members primarily because of economic hardship and a breakdown in available parental support. Using data from baseline and 10 days of twice-a-day surveys, this study examined how in-school positive experiences, familism (i.e., a perspective that gives precedence to the family), and ethnic identity (i.e., affirmation, exploration, and resolution) influence after school positive (e.g., feeling joyful/happy) and negative (e.g., feeling stressed/anxious) affect among doubled-up Latinx youth (70% female; M_age = 16.5). Results indicate that in-school positive experiences were associated with more after school positive affect and less after school negative affect. In addition, youth with higher levels of familism reported experiencing less after school negative affect. However, gender moderated the relation of ethnic identity exploration and experiences of after school positive affect. Specifically, females with higher levels of ethnic identity exploration reported relatively lower levels of after school positive affect compared with males. Overall, study findings highlight the importance of both person-level and varying contextual influences on the affective lives of doubled-up Latinx youth.  相似文献   

Outlines of paint technology,based on Hurst's “painters' colours,oils, and varnishes”: by Noel Heaton,B.Sc., F.C.S., Hon.A.R.I.B.A., 400 pages,plates, 16 × 23 cms. London,Charles Griffin & Company,Ltd., Philadelphia,J. B. Lippincott Company, 1928. Price $8.00     

T.K. Cleveland 《Journal of The Franklin Institute》1934,218(6):779-780

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The methods of organic chemistry. A laboratory manual: By C. W. Porter,T. D. Stewart and G. E. K. Branch,Members of the Faculty of the College of Chemistry in the University of California,iv-311 pages, 8vo., illustrated. Boston,Ginn and Company, 1927. Price, $2     

Theodore K. Cleveland 《Journal of The Franklin Institute》1928,206(1):120-122

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Faraday: 113 pages, 8vo. London,The British Electrical and Allied Manufacturers Association. 1931     

T.K. Cleveland 《Journal of The Franklin Institute》1931,212(4):526-527

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School achievement differences among Chinese and Filipino American students: acculturation and the family     

Sothy Eng  Kirti Kanitkar  Harrington H. Cleveland  Richard Herbert  Judith Fischer  Jacquelyn D. Wiersma 《教育心理学》2008,28(5):535-550

The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed.  相似文献