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Sandra L. Bradley Anita De Bellis Pauline Guerin Bonnie Walters Alison Wotherspoon Maggie Cecchin 《Educational gerontology》2013,39(9):809-823
Healthcare practitioners have suggested that interpreting person-centered care for people who have dementia to undergraduate students requires guidance in practical application. This article describes the production of a written and digital interdisciplinary educational resource for tertiary students. It uses real-life case scenarios provided by healthcare practitioners to illustrate person-centered care in practice with people who have dementia. The resource provides students with the theoretical underpinning of person-centered care and dementia as well as reflective questions that relate to the reenacted case scenarios to guide their application of this theory in practice. 相似文献
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For many Americans today, the mention of earthquakes conjures up vivid memories of the damage and destruction wreaked by the recent Loma Prieta earthquake in the San Francisco area or the utter devastation caused by the Mexico City or the Armenian earthquakes. But for many Americans, these televised scenes of earthquake damage seem more threatening to Californians rather than residents of midwestern states such as Missouri, until recently, that is.Ellen N. Junn is Associate Professor and Diana Wright Guerin is Assistant Professor, Department of Child Development, California State University, Fullerton, CA. 相似文献
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Print exposure is an important causal factor in reading development. Little is known, however, of the mechanisms through which print exposure exerts an effect onto reading. To address this gap, we examined the direct and indirect effects of print exposure on silent reading fluency among college students (n = 52). More specifically, we focused on phonetic decoding and sight word reading efficiency as potential mediators of the indirect effects of print exposure on silent reading fluency. Silent reading fluency was chosen as the outcome given that the natural reading experience occurs predominately in the silent mode. Results showed that the direct effect of print exposure on silent reading fluency was significant. Sight word reading efficiency partially mediated the indirect effect of print exposure on silent reading fluency. Phonetic decoding efficiency also partially mediated the indirect effect of print exposure on silent reading fluency, but only when followed by sight word reading efficiency to form a serial and joint mechanism (i.e., print exposure → phonetic decoding → sight word reading → silent reading fluency). Present findings highlight two mechanisms through which print exposure exerts an effect onto silent reading fluency, both of which involve sight word reading efficiency. 相似文献
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Cally Guerin Vicki Xafis Diana V. Doda Marianne H. Gillam Allison J. Larg Helene Luckner 《Studies in Continuing Education》2013,35(1):65-81
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. 相似文献
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