ICTs in the Rush Hour of Life     

Valerie A. J. Frissen 《The Information Society》2000,16(1):65-75

In the Netherlands, many women have entered the labor market in the last two decades. This development - among other social changes - has resulted in substantial shifts in the time that Dutch people spend on paid labor and "caring tasks" on the one hand and leisure activities on the other hand. This task combination has caused serious time pressure and coordination problems among dual-income families with children. Therefore, it is not an exaggeration to label this stage of life as the "rush hour of life". In this article the findings of a small-scale qualitative case study among these "busy" households are presented. The objective of this study is to describe and analyze patterns of acceptance and use of information and communication technologies (ICTs), especially telecommunication technologies, in the context of the everyday life of these households. The question is raised whether ICTs can be a solution to time pressure and coordination problems. Theoretically, the research is rooted in a user-oriented perspective toward technological innovation, developed in the United Kingdom by Silverstone, Haddon, and others, which understands the incorporation of ICTs into the everyday life of households as a "domestication process". A paradoxical conclusion of this study is that ICTs are not explicitly perceived as solutions to the communication and coordination problems these households experience in everyday life, although they are being used for solving these problems. This ambiguity seems characteristic for the acceptance of ICTs in everyday life. The domestication concept is a useful concept to describe these ambivalent and paradoxical processes of (non)acceptance and use.  相似文献   

Fables of Empowerment: Myrtle Mae Borsodi and Back‐to‐the‐Land Housewifery in the Early Twentieth Century          下载免费PDF全文

Valerie Padilla Carroll 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):119-133

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Psychometric Properties of a Parental Questionnaire for Assessing Correlates of Toddlers’ Physical Activity and Sedentary Behavior     

Valerie Carson  Kylie D. Hesketh  Ryan E. Rhodes  Christina Rinaldi  Wendy Rodgers  John C. Spence 《Measurement in physical education and exercise science》2017,21(4):190-200

This study examined the psychometric properties of a questionnaire developed with the guidance of the socialization model of child behaviour to understand modifiable correlates of toddlers’ physical activity and sedentary behaviour. Findings are based on 118 parents (33.7 ± 4.9 years; 86% female) of toddlers (19.3 ± 2.7 months; 48% female) from Edmonton, Canada in The Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits study (PREPS). The PREPS questionnaire encompassed 21 variables across the constructs of the socialization model of child behaviour. Of the nine variables assessed for internal consistency reliability, eight had good (α ≥ 0.70) reliability. Of the 15 continuous variables assessed for 1-week test–retest reliability, 10 had moderate (intra-class correlation = 0.50–0.74) and 5 had good (intra-class correlation ≥ 0.75) reliability. Of the six categorical variables assessed for 1-week test–retest reliability, two had fair (К = 0.21–0.40), one had moderate (К = 0.41–0.60), one had substantial (К = 0.61–0.80), and two had almost perfect (К = 0.81–1.00) reliability. Of the 12 sedentary behaviour variables assessed for convergent validity, 7 were significantly correlated with children’s screen time, of which three were small (r ≤ 0.29), two were medium (r = 0.30–0.49), and two were large (r ≥ 0.50) effect sizes.  相似文献   

Factor structure of the Wechsler Intelligence Scale for Children-Revised,Peabody Picture Vocabulary Test,and Peabody Individual Achievement Test in a psychiatric sample     

James P. Culbert  Robert Hamer  Valerie Klinge 《Psychology in the schools》1989,26(4):331-336

This study analyzed the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Picture Vocabulary Test (PPVT), and the Peabody Individual Achievement Test (PIAT) in a psychiatric sample that ranged in age from 6 to 16 years (mean age = 11.1 years; SD = 3.0). The resultant factor structure of this sample was compared with patterns reported on normal and learning-disabled children. The subjects were 329 children under inpatient and outpatient care who had been referred for emotional disturbances. The results were similar to previous factor analytic studies of the WISC-R and PIAT, showing four factors: Verbal Comprehension, Verbal Achievement, Perceptual Organization, and Number Facility. The implications for the interpretation of these tests in a psychiatric sample and the appropriateness of a maximum likelihood technique in analysis of psychometric data are discussed.  相似文献   

A little TLC (technology learning cycle) as a means to technology integration     

Rose?M.?MarraEmail author  Jane?Howland  Judy?Wedman  Laura?Diggs 《TechTrends》2003,47(2):15-19

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Imprinting in older ducklings: Some tests of a reinforcement model     

Stephen J. Gaioni  Howard S. Hoffman  Peter DePaulo  Valerie Newby Stratton 《Learning & behavior》1978,6(1):19-26

Ducklings (Anas Platyrhynchos domesticus) older than the so-called critical period (Days 1 and 2 posthatch) were exposed to an imprinting stimulus after various experimental histories. The first study found that in previously isolated 10-day-old subjects the stimulus exhibited the same capacity to reinforce an operant response and to generate a burst-like pattern of responding as in ducklings imprinted to it on Day 1. In Experiment 2, an imprinting stimulas exhibited reinforcing capacities in 5 to 10-day-old ducklings that had previously been imprinted to a different stimulus. Most of these ducklings came to prefer the second imprinting stimulus over the first. Experiment 3 revealed that in 5-day-old ducklings with a prior history of imprinting to a different stimulus, the otherwise neutral features of a new imprinting stimulus acquired the same kind of persistent control over distress vocalization that they acquire in younger, naive subjects. In all these studies, the only difference between imprinting in older vs. younger subjects was that in older subjects a novel imprinting stimulus initially evoked fear reactions rather than filial behavior. These findings contradict the traditional view of imprinting as an irreversible process that occurs only during a brief critical period, but are entirely consistent with a reinforcement model of imprinting.  相似文献   

Differentiation and its Problems: the views of primary teachers and curriculum support staff in Northern Ireland     

Brian McGarvey  Valerie Morgan  Stuart Marriott  Lesley Abbott 《Educational studies》1996,22(1):69-82

This paper identifies a range of problems associated with putting differentiation into practice. The opinions of head teachers, subject co‐ordinators, and teachers were sought, as well as those of the curriculum support staff in the Education and Library Boards on the extent to which these problems affected primary schools in Northern Ireland, and case‐studies illuminated these views. The results showed that the curriculum support staff regarded most problems in differentiation in a more serious light than the schools themselves did, but there was agreement on the acute lack of time to deliver a differentiated curriculum, on the shortage of human resources and on the difficulties with new assessment methods.  相似文献   

‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools     

Valerie Kastrup 《Sport, Education and Society》2016,21(7):963-984

As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal states in Germany for around 15 years, the prevailing practice even today, and documented in many empirical studies, is that so-called ‘male-oriented’ activities (e.g. games) predominate in PE classes while ‘female-oriented’ activities (e.g. dance, aerobics, gymnastics or health-related exercises) are scarcely ever taught. The purpose of this contribution is to examine (1) the extent to which male (as well as female) PE teachers actually make such a one-sided selection of activities; (2) the reasons they give for this practice and the way they perceive and judge it; and (3) how they communicate this selection to each other and to their pupils. Seventy-one PE teachers (of both sexes) were asked about these questions in problem-centred interviews. The main result of the study is that both male and female PE teachers almost exclusively do ‘male-oriented’ activities (like games and other competitive activities) in mixed-gender classes, although they give different reasons for doing so. By contrast, so-called ‘female activities’ are avoided. The observable implications are that PE lessons have increasingly become dominated by male patterns of physical activity and that a hierarchy is constructed between so-called ‘male activities’ and ‘female activities’ in PE. As a result, a key objective of ‘reflective co-education’ has not been achieved. Female PE teachers suffer considerably under these conditions. It can be observed that many of them are either planning to reduce their hours in, or even give up, teaching PE (or have already done so).  相似文献   

Stylish academic writing     

Valerie Clifford 《高等教育研究与发展》2013,32(5):866-867

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In the classroom and not at the sink: women in the National Council of Labour Colleges     

Valerie Yow 《History of education》2013,42(2):181-196

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