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1.
with most exams,there are usually several different ways in which you can answer the questions because as long as you number your answers you can put them in any order the important thing you should always do is to read through the entire paper before you begin. 相似文献
2.
Christopher Donoghue Consuelo Bonillas Jeniffer Moreno Omara Cardoza Melissa Cheung 《Sex education》2017,17(1):73-85
Sexual and reproductive health indicators for young people in the USA have improved in recent decades, but teenage pregnancies remain high, and large differences between Whites and non-Whites persist in teenage births, abortions, and the acquisition of sexually transmitted infections. Prior research shows that young people are receptive to communication about sex from parents and friends, but peers have been found to be more influential on sexual risk taking. In this study of 617 young people aged 13–20 years in high-risk neighbourhoods for teenage pregnancy in New Jersey, we asked whether sexually inexperienced young people differed from sexually experienced young people in their level of receptivity to the recommendations from their parents, friends, and others about whether to have sex before marriage and whether to use a condom if sexually active. The results showed that the sexually inexperienced were more receptive to messages from figures of authority in their life than those sexually experienced. We also found that stronger message intensity from parents, friends, and others to delay sex until marriage and to use a condom if sexually active was associated with lower sexual intentions in the next six months and the use of a condom if sexually active in the last three months. 相似文献
3.
David Buck 《Educational Psychology in Practice》2015,31(3):221-234
The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations. 相似文献
4.
This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options. 相似文献
5.
By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems – what we identify as a comparative curriculum code. 相似文献