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Although the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; F. G. Miller & L. E. Lazowski, 1999) is widely used with college students (L. Myerholtz & H. Rosenberg, 1998), it is unclear whether the SASSI‐3 is appropriate for use with this population. The authors investigated the SASSI‐3's psychometric capabilities in a college student sample (N = 230). They found that the SASSI‐3's psychometric properties are equal to or exceed those of the Michigan Alcoholism Screening Test (M. L. Selzer, 1971), the CAGE (J. A. Ewing, 1984), and the MacAndrew Alcoholism Scale‐Revised (C. MacAndrew, 1965). 相似文献
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Andrew M. Burck John M. Laux Holly Harper Martin Ritchie 《Journal of College Counseling》2010,13(1):63-72
Claims that the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; F.G. Miller & L.E. Lazowski, 1999) defeats defensiveness have not been independently verified. This study investigates the SASSI‐3's ability to discriminate faking (faking good, problem denial; faking good, claiming extreme virtue; faking bad) from standard answering. Although the results suggest that the Defensiveness scale detects faking, the Subtle Attributes scale was manipulated. These results call into question the SASSI‐3's utility in detecting substance dependence among college students. 相似文献
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The counseling session between Carl Rogers and Gloria, which was documented in the training film Three Approaches to Psychotherapy (E. L. Shostrom, 1965), is one of the most widely used teaching tools in the field of counselor education. G. Lakoff and M. Johnson's (1980, 1999) framework for investigating conceptual metaphor provided a useful method for understanding how meaning negotiation took place within the session as well as how Rogers and Gloria arrived at a meaningful therapeutic outcome by coconstructing a Utopia metaphor that reframed perfect as whole in a way that was congruent with Gloria's metaphoric structures for self and knowing. 相似文献
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Renee Michelle Goertzen Eric Brewe Laird Kramer 《International Journal of Science Education》2013,35(2):262-288
As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment [Brewe, E., Kramer, L., & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102]. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners. 相似文献
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Clare Jerdonek 《Peabody Journal of Education》2013,88(2):136-144
Editor's Note: In Grutter v. Bollinger, __ U.S. ___ ; 123 S. Ct. 2325; 156 L. Ed. 2d 304 (2003), the Supreme Court rendered a landmark decision approving the use of race as one factor in admissions decisions at the University of Michigan Law School. The opinion of the Court discussed an expert opinion of Kent D. Syverud, Dean of the Vanderbilt Law School, concerning the educational benefits of diversity, noting that "when a critical mass of underrepresented minority students is present, racial stereotypes lose their force because non-minority students learn there is no 'minority viewpoint' but rather a variety of viewpoints among minority students." The expert report to which the Court referred was prepared at the Vanderbilt Law School in 1999 and attached as an Exhibit (in Volume 3 of the Appendix) to the Defendant University of Michigan Law School's Memorandum of Law in Support of Motion for Summary Judgment, May 3, 1999, Grutter v. Bollinger, C.A. No. 97-75928, in the United States District Court for the Eastern District of Michigan. The report was also referenced in the appendix to the Writ of Certiorari in the Supreme Court of the United States at 215a. What follows is the original expert report as submitted to the Court. 相似文献
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Nicole E. Mahrer Emily Winslow Sharlene A. Wolchik Jenn‐Yun Tein Irwin N. Sandler 《Child development》2014,85(5):2091-2105
This study evaluates whether the New Beginnings Program (NBP), a parenting intervention for divorced mothers, led to positive parenting attitudes in young adult offspring. Data were collected from 240 mothers (G1) and offspring (G2) at ages 9–12 and again in adolescence and young adulthood. Alternative theoretical models were tested to examine mediators of NBP effects on G2 parenting attitudes. Significant interactions between condition and baseline G1 parenting indicated that NBP improved G2's parenting attitudes for those exposed to poorer G1 parenting at program entry. Effects on G2 warm attitudes were partially mediated through program effects on G1 warm parenting. The implications of improving parenting attitudes in offspring who experience parental divorce on well‐being in the next generation are discussed. 相似文献
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Guadalupe Martínez Ángel Luis Pérez María Isabel Suero Pedro J. Pardo 《Journal of Science Education and Technology》2013,22(2):204-214
A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a measuring instrument. The sample included 114 university students from the School of Industrial Engineering who were divided into two equivalent homogeneous groups of 57 students each. The amount of learning attained by the students in each group was compared, with the independent variable being the teaching method; the experimental group (E.G.) used concept maps, while the control group (C.G.) did not. We performed a crossover study with the two groups of students, with one group acting as the E.G. for the topic of optical fibers and as the C.G. for the topic of the fundamental particles of matter and vice versa for the other group. For each of the two topics studied, the evaluation instrument was a test of 100 dichotomous items. The resulting data were subjected to a comparative statistical analysis, which revealed a significant difference in the amount of learning attained by the E.G. students as compared with the C.G. students. The results allow us to state that for the use of concept maps, the average increment in the E.G. students’ learning was greater than 19 percentage points. 相似文献
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In order to keep on developing the European dimension of engineering education, the European Commission decided to launch the thematic network Enhancing Engineering Education in Europe (E4) to continue the work done in the previous thematic network, Higher European Engineering Education (H3E). As in H3E, the input of students was considered to be important and valuable, and thus needed also in this new thematic network. As contacts had already been made with the Board of European Students of Technology (BEST) that had participated in H3E, and the cooperation had proved to be fruitful and reliable, BEST was chosen as the channel to get student presence inside the Thematic Network.
It is an understatement to say that students as a whole are an important stakeholder in education, since it is in fact the students that are the actual recipients of education. After all, what would be the point of education without students? The question seems absurd, yet it is very often the case that students are not even consulted when changes are considered and implemented. That students should take part in the shaping of education needs to be recognized as something as self-evident as students taking part in education itself.
The views of the students can indeed in several cases be more original and innovative than those of professors or other academics, and of course take better into account the students' own needs. Professors and academics have, or at least should have, more knowledge and experience than students, but at the same time we must all realize that the environment around us changes, sometimes very fast, and what was good at one time sometimes does not work anymore. Students are young and still fresh with ideas, without yet having been fixed into a particular way of thinking, thus being able to come up with new ideas for improvement, in this case for engineering education. Thus it is not only natural that students should be involved in educational changes because of their position as its recipients, but also because they constitute a source of innovation and freshness in its own right, something that should not be overlooked.
The participation of students in the thematic network E4, via BEST, has allowed engineering students from around Europe to participate in the development of engineering education and their views to be made public to those who decide on how they are educated. 相似文献
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A consortium of seven universities and two polytechnics is developing an international postgraduate degree programme consisting of course modules and directed research to train effective leaders in aerospace engineering. The programme's initial funding is a jointly awarded grant from government funding agencies in both the USA and the EU (DGXX II, European Commission, Agreement No. 98-00-USA-0010-00, US Department of Education, DUNS No. 00-743-1505). The purpose of the Masters programme is to train effective leaders for aerospace engineering development, by developing both their professional capabilities and their understanding of the operation of global markets. Course content and management structure is currently under development. This programme comprises the formation of an International Master of Science (IMS) Degree Programme in Aerospace Engineering. Under the IMS programme, qualifying students at each participating university will assemble a personalized degree programme, choosing course and project modules from among the partner universities. Approximately one-third of each student's chosen modules will be taken in overseas institutions. The IMS Degree Programme will include both coursework and research project work in aerospace engineering. Students begin the exchange programme in the year 2000, and the first degrees will be conferred in the year 2001. The project was successfully introduced to the European Forum for continuing Engineering Education in 1999 (Smrcek and Horner 1999, The 4th European Forum for Continuing Engineering Education, Trondheim, Norway). 相似文献
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The purpose of this study was to investigate the impacts of a parent involvement program, Project P.I.A.G.E.T., on parents' understanding of their children's development. Subjects were 29 Puerto Rican parents whose Culturally and Linguistically Diverse (CLD) children were enrolled in the parent involvement program. With the help of home visiting paraprofessionals provided by the project, parents were trained, for six months, to use various strategies and skills in helping their children learn. The program effects were measured by a commercially available test, Alpern–Boll Developmental Profile II. The study revealed that P.I.A.G.E.T. parent involvement program was effective in improving the involved parents' understanding of their children's various developmental areas. Implications for increasing CLD parents' involvement on educating their children are also presented. © 1997 John Wiley & Sons, Inc. 相似文献
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目的:探讨两种家兔急性肾功能衰竭(ARF)模型的方法学差异.方法:皮下注射1%HgCl2(1.5ml/kg.bw,H组)、肌肉注射50%甘油(5.6ml/kg.bw、8ml/kg.bw、10ml/kg.bw三种剂量,依次为G1组、G2组、G3组)复制家兔ARF模型,测定24h和48h血清尿素氮(BUN)和肌酐(Cre)水平,观察比较各组模型复制的成功率、存活率及稳定性.结果:G1、G2两组不能成功复制ARF模型;G3组BUN、Cre较H组降低(P＜0.05).但G3组的存活率及稳定性均显著高于H组(P＜0.05).结论:两种模型复制方法各有优缺点,应根据不同研究目的选择相应的模型. 相似文献
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《ASHE Higher Education Report》2005,31(4):1-137
Conceptualizing the Master's Degree The Evolution of the Master's Degree A Century of Reform Federal Aid and Quality Control Professionalizing Graduate Education The European Model of Professionalization The Changing Demographics of Master's Students Curricular Models of Master's Education Degree Diversity and Disciplinary Taxonomies Alternative Delivery Systems Reframing Master's Education Major Professional Programs Business Accounting Education Professionalizing Science and Engineering The Biosciences Degree Diversity: The Professional Science Master's and the Master of Bioscience Degrees The Geosciences The Chemical Sciences Physics Engineering S&E Degrees in Context Mixed Trends in the Humanities and Social Sciences Humanistic Studies Social Sciences Interdisciplinary Fields Redesigning Master's Degrees for the Marketplace Globalization and the Marketplace Convergence of Academic and Professional Fields Accountability Mandates and Quality Control Transformative Technological Advances Conclusions Notes References Name Index Subject Index About the Author 相似文献
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Antonio Salgado De Barros 《European Journal of Engineering Education》2001,26(2):195-203
The Accreditation System for Engineering Courses was launched by the Ordem dos Engenheiros (OE—Institute of Portuguese Engineers) in 1994. Although the process was not easily accepted at first, it eventually took hold as engineering schools became aware of the public's interest in the system. Today, accreditation is an 'open door' to the OE since it exempts applicants from writing the admission exam. In fact, it is a 'seal of quality'—a guarantee of the initial education quality on the engineer's path to professional practise. This paper describes our system and what we have learned from implementing it, from the experience of others and from our own mistakes; but note that what is written is not a Utopia— the system does work. 相似文献
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莫明忠 《洛阳师范学院学报》2013,32(2):7-10
两个不交图G与H的联G+H是指顶点集为V(G)∪V(H),边集为E(G)∪E(H)∪{xy|x∈V(G),y∈V(H)}的图.证明了当n=m+1时,联图Om+Cn是第二类图,否则,Om+Cn是第一类图;当|n-m|=1时,联图Cm+Cn是第二类图,否则,Cm+Cn是第一类图. 相似文献
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《Chinese Education & Society》2013,46(6):33-35
In July 1999, Beijing Institute of Broadcasting conducted a survey on college students' views on major Western countries. The subjects were between ages 20 to 35 and had an education equal to or higher than an undergraduate degree. The survey adopted the method of quota sampling and a total of 200 subjects filled out the questionnaires. Among them, there were 101 men, 99 women; 99 with bachelor's degrees (including current undergraduate students), 63 with master's degrees (including candidates for master's degree), 38 with Ph.D.s and Ph.D. students; 116 subjects were already working and 94 were college students. Ten or twenty years later, these people will become the major force in Chinese society. It's important to know what they think of Western countries. In order to do this, the current survey was mainly concerned with the extent to which they understood and liked countries such as the United States, Japan, the United Kingdom, France, and Germany. 相似文献