排序方式： 共有25条查询结果，搜索用时 125 毫秒
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Stefanie C. Gilbert Dominicus So Tina Maria Russell Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority. 相似文献
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This paper details findings from an evaluation of a gender-transformative sexual and reproductive health and rights group education programme facilitated with young men aged 15–24 years in South Africa. A total of 475 young men participated in the group education programme. A self-administered pre- and post-questionnaire survey was conducted with a sample of the participants, and focus group discussions were facilitated. A total of 265 young men completed both the pre and post-questionnaires. Findings from the surveys as well as the focus group discussions showed positive changes in gender equitable attitudes, contraception and condom use. Results indicate that the young men who participated in the group education learned to identify harmful gender norms and actively questioned these constructs both within their personal lives and in the broader community. The intervention enabled some participants to envision alternative versions of masculinity and femininity, thus enabling them to adopt a new way of being, with transformed attitudes concerning household and gender roles. 相似文献
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Abstract The problems of this study were to investigate the interrelationship of selected functional and body form measures, and to examine the differences between groups varying in activity levels. The volunteers for the study, 35 college women, were placed in activity groups termed “most active” and “least active” according to their response on an activity history-recall questionnaire. Functional measures included strength and flexibility. Strength was measured with a cable tensiometer and followed the procedures outlined by H. H. Clarke. Flexibility was measured using a Leighton Flexometer. Body form measures included height, weight, percent body fat, fat free body weight, specific gravity, and ponderal index. The range, mean, and standard deviation were computed for all parameters. The Pearson product-moment correlation was employed to determine interrelationships of all variables. Equality of variances among selected parameters was determined by the F test; Cochran-Cox and two sample t tests were used to determine the equality of means among selected parameters in the activity groups. Significant differences at the .05 level were found between the means of weight, fat free body weight, trunk extension flexibility, with the most active group exhibiting higher values. The least active group showed significantly greater shoulder extension flexibility, shoulder inward rotation flexibility, and ankle flexion flexibility. 相似文献
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Janet A. Wessel Richard Nelson Eva Lou Dillon 《Research quarterly for exercise and sport》2013,84(3):523-533
Abstract Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal. 相似文献
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Tamara G. Halle Jessica Vick Whittaker Marlene Zepeda Laura Rothenberg Rachel Anderson Paula Daneri Julia Wessel Virginia Buysse 《Early childhood research quarterly》2014
This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry. 相似文献
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Russell Michalak Monica D.T. Rysavy Alison Wessel 《The Journal of Academic Librarianship》2017,43(2):100-104
In the 2015 Summer Session I, the information literacy team combined two instruments, the Information Literacy Assessment (ILA) and the Students' Perceptions of Their Information Literacy Skills Questionnaire (SPIL-Q), into one survey and distributed it to the college's international graduate students through a Google Form. It was distributed to 932 international graduate students, and 172 valid respondents completed the survey. The purpose of this research was to compare the confidence gap in information literacy skills between men and women, particularly in international graduate students. Data collected illustrated that female international business students (n = 70) tended to be slightly more confident than their male counterparts (n = 102) regarding their perceived information literacy skills as evidenced by their SPIL-Q average score across all six IL topics, 3.78, vs. male student's average score of 3.58. 相似文献
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Wessel Van Reede Van Oudtshoorn 《Performance Improvement》2012,51(1):8-15
How many times do clients ask: What is a CPT? What do CPTs do? Perhaps the best way to answer these questions is to look at some of the case studies submitted by Certified Performance Technologists applicants as part of the CPT application process. The applicants are asked to identify three projects they have done in the past 10 years that demonstrate proficiency in ISPI Standards 1 to 4 and at least three other Standards. In this article, a successful CPT applicant describes one of his projects and aligned his role as a performance improvement consultant with all 10 ISPI Standards. The story begins in this issue as Wessel Van Reede Van Oudtshoorn describes how he focused on results, took a systemic viewpoint, added value, used partnerships, and systematically assessed the need and opportunity. The story will continue in the February 2012 issue of PIJ. Joan Conway Dessinger 相似文献
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Wessel Van Reede Van Oudtshoorn 《Performance Improvement》2012,51(2):36-44
This series shares examples of case studies developed by certified performance technologist (CPT) applicants to demonstrate their proficiency in applying the 10 CPT Performance Standards. Part 1 of this case study appeared in the January 2012 issue of Performance Improvement journal (PIJ) and detailed how the applicant applied the first four ISPI Standards‐focus on results, take a systemic approach, add value, and create partnerships (RSVP)‐and systematically assessed the need or opportunity (Standard 5). In Part 2, the author relates his project to the remaining five standards. 相似文献
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