排序方式： 共有16条查询结果，搜索用时 15 毫秒
1.
Junko Takada 《Communication Research Reports》2013,30(3):177-184
This paper assessed the effectiveness of the application of the even-a-penny-helps strategy to recruiting volunteers by changing the wording to “even a few minutes would help.” The moderating, mediating, and direct impact of perspective taking and empathic concern were also investigated. Across conditions, the data (n = 55) were consistent with a model in which perspective taking leads to empathic concern, which in turn, leads to increased volunteering. Whereas more people volunteered (23%) in the even-a-few-minutes group than a direct request control group (14%), the difference was not statistically significant. The effectiveness of the even-a-few-minutes strategy, however, was moderated by perspective taking. The even-a-few-minutes strategy (50%) was substantially more effective than a direct request (5%) for individuals high in perspective taking but counterproductive (6% compliance vs. 33% in the control group) when used on people scoring low on perspective taking. 相似文献
2.
以《黄金率与五重对称》为开端,《物体的形状与黄金率》进一步阐述了现实生活中多边形结构占主要形式的理由（层次结构定理）,如,黄金率出现在许多建筑物和绘画作品中（美学定理）等。本文是前述研究的延续,目的在于揭示关于金字塔和其他神圣建筑物数据方面的许多错误推测。这里我们以同样的思想来诠释关于或者黄金率或者等极其美好的数据的错误推测。研究的成功在于仔细探求了许多金字塔的数据,而不只是研究最大的一个金字塔的数据。前半部分是不关联数,后半部分我们致力于二次域上的黄金分割率．并以一种简单易懂的方式,给出了许多代数数论中的记号和结果。我们认为读者具备（代数）数论的初步知识。有关这方面的详细内容,读者可参阅即将出版的书《数论与代数》。 相似文献
3.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
4.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
5.
6.
7.
8.
Junko Katayama Sermin Örnektekin S. Semahat Demir 《Environmental Education Research》2018,24(7):1017-1030
This research explores the current status of implementing policy in sustainable development related teaching in higher education in Turkey. Turkish higher education policy has included increased commitment to sustainable development in recent years. However, there has not been much research conducted on its implementation. Hence, this study involves assessing the current status of sustainable development in teaching at higher education institutions (HEIs) in Turkey. Regarding the research design, a systematic review of accumulated sustainable development related teaching in all 193 HEIs in Turkey (as of the 2015–2016 academic year) was carried out. The accumulated programmes are categorised by occupation concerning sustainable development for the future of Turkey, and the courses are presented within those categories. Whilst many programmes and courses related to sustainable development were identified, the data also reveals the following features: the repetition of same courses; disciplinary partiality, particularly on environmental engineering; disciplinary conservatism and the lack of interdisciplinary practice in general; and last but not least, the differences between what sustainable development means in the European higher education political initiative and what the state of practice is in Turkish higher education. 相似文献
9.
Katsushige Katayama 《Journal of Philosophy of Education》2003,37(2):325-338
Against the background of enormous interest in virtue ethics, a new trend in moral education has appeared. This new trend, called ‘the virtue approach to moral education’, faces a strong challenge. If virtues are rooted in and developed within practices of a particular tradition, how is moral relativism to be avoided? Ironically, Alasdair MacIntyre, the foremost proponent of virtue ethics, has drawn the pessimistic conclusion that a shared public system of moral education is impossible in a plural society like ours. This paper aims to challenge MacIntyre's pessimistic conclusion, and to explore the viability of moral education in virtues as a shared public practice. 相似文献
10.
Junko Yamashita 《Journal of Research in Reading》2002,25(1):81-95
The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency. 相似文献