DEVELOPING A CONFERENCE FOR THE ELDERLY AS PART OF A UNIVERSITY EDUCATIONAL GERONTOLOGY CLASS     

Janice K. Kauffman Ph.D. 《Educational gerontology》2013,39(6):651-656

The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming.  相似文献   

The decline in CUNY applications: Who and how come     

Mr. John M. Farago  Janice Weinman 《Research in higher education》1978,8(3):193-203

In the fall of 1976 applications for admission to the City University of New York (CUNY) had dropped sharply. In total number they were down by almost 13,000 from 1974, a drop of approximately 18%. Several hypotheses have been posited for the sharp decline in student applicants to the City University. Analysis of data drawn from the computer printouts of the City University's allocations indicates that the end of open admissions, for example, does not, in and of itself, explain the application drop. Similarly, the change in allocation formulas at CUNY seems not to explain the enrollment decline adequately. Finally, the imposition of tuition, or the perception about tuition, appears by no means the single most important factor in the enrollment drop. This paper attempts to determine the characteristics of the students not applying and to examine the reasons contributing to the sharp enrollment decline.  相似文献   

The 2006 Benjamin Franklin Medal in Life Science presented to Fernando Nottebohm, Ph.D. for demonstration of Central Neurogenesis in Adult Avians, with Concomitant Implications for the Theory of Memory and for the Future of Neurological Repair in Injury and Disease     

Janice Taylor Gordon 《Journal of The Franklin Institute》2010,347(4):708-718

Nottebohm is noted for his demonstration of Central Neurogenesis in Adult Avians, with Concomitant Implications for the Theory of Memory and for the Future of Neurological Repair in Injury and Disease.  相似文献   

Design as a Tool for Cultural Change: Glasgow’s Experience     

Janice Kirkpatrick 《The International Journal of Art & Design Education》1997,16(1):83-90

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Harnessing health information to foster disadvantaged teens' community engagement,leadership skills,and career plans: a qualitative evaluation of the Teen Health Leadership Program     

Alla Keselman  Einas A. Ahmed  Deborah C. Williamson  Janice E. Kelly  Gale A. Dutcher 《Journal of the Medical Library Association》2015,103(2):82-86

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Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading          下载免费PDF全文

Micaela E. Christopher  Jacqueline Hulslander  Brian Byrne  Stefan Samuelsson  Janice M. Keenan  Bruce Pennington  John C. DeFries  Sally J. Wadsworth  Erik Willcutt  Richard K. Olson 《Child development》2015,86(2):342-361

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming.  相似文献   

Patterns of participation in year 9 academic testing and factors predicting absence on the day of test     

Janice W. Y. Wong  Melissa O’Donnell  Donna Bayliss  Janet Fletcher  Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127

Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school.  相似文献   

From the archives     

Sokal MM  Goldblum JF 《Science, technology & human values》1985,10(2):24-27

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The Role of Text Memory in Inferencing and in Comprehension Deficits     

Anh N. Hua  Janice M. Keenan 《Scientific Studies of Reading》2014,18(6):415-431

Comprehension tests often compare accuracy on inferential versus literal questions and find inferential harder than literal, and poor comprehenders performing worse than controls. Difficulties in integration are assumed to be the reason. This research explores another reason—differences in memory for the passage information underlying the questions. Thirty-nine poor comprehenders and 39 controls were given multiple-paragraph passages, which they retold before answering questions. Retellings permitted assessing question accuracy as a function of memory for the text underlying each question. Inferential accuracy was poorer than literal, and the expected group effect was obtained. However, when text memory was perfect, group differences disappeared, indicating that poor comprehenders can generate inferences as well as controls, if they have the relevant information in memory. These findings show that text memory is crucial in distinguishing poor comprehension.  相似文献   

The conservation of a large-scale eighteenth-century Korean Buddhist painting on silk     

Mark Gilberg  Janice Schopfer  Soko Furuhata 《文物保护研究》2014,59(5):S219-S220

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