The impact of witnessing athletic injury: A qualitative examination of vicarious trauma in artistic gymnastics     

Melissa C. Day  Nina Schubert 《Journal of sports sciences》2013,31(8):743-753

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Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany     

Nadin Hermann  Susanne Menzel 《International Journal of Science Education》2013,35(18):3062-3094

Conservation efforts such as the restoration of European bison or the support of wolf immigration into Germany are often socio-scientifically controversial. In many cases, disputes are based on individuals’ threat perception and attitudes towards the animal involved. The herewith reported study provides qualitative insights into German adolescents’ (n?=?31, M_age?=?16.6 years) attitudes towards animal reintroduction, their threat and coping appraisal about wildlife and their knowledge of local endangered species. We found that students had rather limited knowledge of local endangered species. After Kellert's categories of animal attitudes, the adolescents showed a strong moralistic view on wildlife return. Naturalistic, ecologistic and utilitarian views were also strongly apparent. According to the Protection Motivation Theory, perceived threats could be identified as threats to animals on the one hand and threats to human interests on the other. Such threat perceptions often lead to a dilemma, which made it difficult to decide upon the priorities of wildlife protection versus protection of human interests. Coping mechanism to reduce threats to human interests as mentioned by the participants included restrictions of the animal as well as strategies that focused on responsibility by humans. Regarding coping mechanism to prevent the species’ extinction, participants showed a relatively superficial understanding. Furthermore, we found that participants from regions where wolves are currently immigrating or European bison are being reintroduced showed a more positive understanding of the respective animal. Our findings are discussed in the light of this topic's potential as an example of a real-life socio-scientific issue in classroom discussions.  相似文献   

Teaching Students with Learning Disabilities to Cope in Middle School     

Waseem Mazher 《Clearing house (Menasha, Wis.)》2013,86(4-5):155-167

The purpose of this article is to explore how to teach students with learning disabilities (LD) to cope effectively, so that they may develop self-determination (independence) skills in middle school. Teachers need to understand the definition of coping and what makes coping effective. They can then tailor instruction of students with LD with effective coping in mind. I describe the various ways in which the frame of instruction and specific methods can allow students with LD to cope effectively in school and hopefully, beyond it.  相似文献   

Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors     

Jennifer G. Cromley  Tony Perez  Theodore W. Wills  Jacqueline C. Tanaka  Erin McNamara Horvat  Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013

In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention.  相似文献   

电子资源许可协议核心条款的分析与风险应对     

向佳丽  庄玉友 《图书情报工作》2016,60(16):73

[目的/意义] 通过对电子资源许可协议核心条款的分析,指出其潜在法律风险,为图书馆提供应对策略,以降低图书馆的合同风险并维护其合法权益。[方法/过程] 通过对比和实例分析方法,对许可协议核心条款进行分析并提出应对策略。[结果/结论] 图书馆应全面考虑电子资源可能的授权使用者,尽量避免对授权使用行为进行过多限制;合理分配许可人与图书馆各自的合同责任;增加数据库商对许可资源的质量保证、权利保证和履约保证条款,慎重审查数据库商的责任限制和免责条款;争取将中国法律作为合同准据法或为中国法的适用埋下伏笔,并根据具体情况选择有利于图书馆的争议解决方式。  相似文献   

异质市场技术创新博弈     

袁文榜  赵新良  陈忠全 《研究与发展管理》2009,21(6)

技术作为厂商的一种生产要素,不仅影响着厂商的生产成本,而且还决定着厂商新产品开发及产品质量的改善和突破.在一个垂直产品差异的双寡头垄断市场条件下,技术创新会给生产不同质量水平的厂商带来不同的激励水平,特别是厂商进行产品创新时,生产低质量产品的厂商有可能通过创新而成为处于统治地位的高质量厂商.  相似文献   

师范院校大学生就业竞争力分析   总被引：1，自引：0，他引：1  

王品飞  孙侠 《通化师范学院学报》2009,30(11):61-63

文章从市场营销学中的SWOT分析法出发,对师范院校大学生的就业竞争力进行综合分析,使其清醒地认识自己的就业竞争实力,从实际出发,适应社会需求,寻求适合自己的理想就业岗位。  相似文献   

《梁书》、《陈书》不载《玉台新咏》考——兼论唐初人对待宫体诗的态度问题     

黄威 《哈尔滨学院学报》2009,30(12):76-79

《梁书》、《陈书》不载徐陵编撰《玉台新咏》一事,有学者认为是出于撰史者遗忘,更有把此作为否定《玉台新咏》为徐陵所编的证据。但结合《梁》、《陈》二书的写作背景及唐初人对待宫体诗的态度,可知此现象是姚思廉有意为徐陵避讳的结果。  相似文献   

宁波市中小学生学习成就动机调查   总被引：1，自引：0，他引：1  

陈斯君 《宁波教育学院学报》2009,11(4):36-40

成就动机被认为是学习动机中最重要的动机,对于学生的学习有着重要意义。人的成就动机由追求成功和回避失败两部分组成。通过对宁波市三所学校不同年级的学生进行抽样研究发现:中小学生学习的成就动机呈现不平衡,总体上更趋于追求成功;成就动机不存在性别上的差异;不同年级学生的成就动机差异显著;社会支持这一外部因素对学生学习的成就动机有影响作用。  相似文献   

Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure     

Jared M. Bartels  Susan Magun-Jackson 《Learning and individual differences》2009,19(4):459-463

Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students (N = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed.  相似文献