Women, video gaming and learning: Beyond stereotypes     

Elisabeth Hayes Dr. 《TechTrends》2005,49(5):23-28

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Network analysis of intra‐hospital transfers and hospital onset clostridium difficile infection     

Megan McHaney‐Lindstrom  Courtney Hebert  Harvey Miller  Susan Moffatt‐Bruce  Elisabeth Root 《Health information and libraries journal》2020,37(1):26-34

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Mapping of quantitative trait loci using the skew-normal distribution     

Fernandes E  Pacheco A  Penha-Gonçalves C 《Journal of Zhejiang University. Science. B》2007,8(11):792-801

In standard interval mapping (IM) of quantitative trait loci (QTL), the QTL effect is described by a normal mixture model. When this assumption of normality is violated, the most commonly adopted strategy is to use the previous model after data transformation. However, an appropriate transformation may not exist or may be difficult to find. Also this approach can raise interpretation issues. An interesting alternative is to consider a skew-normal mixture model in standard IM, and the resulting method is here denoted as skew-normal IM. This flexible model that includes the usual symmetric normal distribution as a special case is important, allowing continuous variation from normality to non-normality. In this paper we briefly introduce the main peculiarities of the skew-normal distribution. The maximum likelihood estimates of parameters of the skew-normal distribution are obtained by the expectation-maximization (EM) algorithm. The proposed model is illustrated with real data from an intercross experiment that shows a significant departure from the normality assumption. The performance of the skew-normal IM is assessed via stochastic simulation. The results indicate that the skew-normal IM has higher power for QTL detection and better precision of QTL location as compared to standard IM and nonparametric IM.  相似文献   

Can differences in the ability to recognize words cease to have an effect under certain reading conditions?     

Sánchez E  García JR  Gonzalez AJ 《Journal of learning disabilities》2007,40(4):290-305

In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.  相似文献   

Evaluation of the double-deficit hypothesis subtype classification of readers in Spanish     

Escribano CL 《Journal of learning disabilities》2007,40(4):319-330

The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected.  相似文献   

Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process   总被引：1，自引：0，他引：1  

Hardonk S  Daniels S  Desnerck G  Loots G  Van Hove G  Van Kerschaver E  Sigurjónsdóttir HB  Vanroelen C  Louckx F 《American annals of the deaf》2011,156(3):290-304

The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research.  相似文献   

Can a self-efficacy-based intervention decrease burnout,increase engagement,and enhance performance? A quasi-experimental study     

Edgar?BresóEmail author  Wilmar?B.?Schaufeli  Marisa?Salanova 《Higher Education》2011,61(4):339-355

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a “stressed” control group and a “healthy” control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future research.  相似文献   

From Students to Consumers: reflections on the marketisation of Portuguese higher education     

Sónia Cardoso  Teresa Carvalho  Rui Santiago 《European Journal of Education》2011,46(2):271-284

A progressive attempt to replace traditional public administration values and concepts by others that are closer to private management can be observed in the replacement of the service user concept by that of consumer or client. This redefinition's more implicit or explicit intent is to increase consumers'/clients' status, their capacity to choose and make rational choices in the market, and, ultimately, to ensure that organisations fulfil their needs. Influenced by this tendency, higher education institutions (HEIs) also started to see students as clients or consumers and to influence their choices by trying to define HE demand. This is evident in the shift in their external communication strategies: ‘institutional information’, based on HEIs' prestige, is being progressively replaced by ‘marketed information’, based on economic consumer logic. In trying to understand how students are perceived by Portuguese HEIs, we undertook qualitative research based on the content analysis of undergraduate degrees' announcements in newspapers. Major findings evidence that their content: (1) can be classified in a continuum bounded by two poles: the use of ‘institutional information’ and the use of ‘marketed information’; (2) show the presence of a social representation of students as clients or consumers; (3) seems related to HEIs' nature (public vs. private), positioning in the HE system (universities and polytechnics) and ‘symbolic capital’ (traditional vs. new institutions).  相似文献   

Using Dialogic Research to Overcome Poverty: from principles to action     

Rosa Valls  Maria Padrós 《European Journal of Education》2011,46(2):173-183

In the EU commitment to alleviating the high rates of poverty in Europe there is widespread agreement among policy-makers that it is crucial to include the voices of those who are living in poverty in order to fight exclusion most effectively. Similarly, those studying ways to address poverty and inequality are increasingly required to seek dialogue with those who are the focus of their research. These policy-makers and researchers need procedures that will allow them to move from the principle of including the voices of the most vulnerable social groups to specific ways of undertaking such a dialogue. Research using the critical communicative methodology (CCM) sheds some light on this. By examining aspects of the Integrated Project INCLUD-ED, the largest research on school education in the Framework Programme, this article argues that three elements of the CCM — egalitarian dialogue, successful actions’ approach and informing effective policies — facilitate the engagement between researchers, end-users, and all the other involved stakeholders and therefore the move from principles to action in the process of overcoming poverty in Europe. As this article and the special issue demonstrate, through those elements, INCLUD-ED has already provided scientific knowledge that is instrumental to shorten the distance between the present situation and the horizon of a Europe which is free from poverty.  相似文献   

Religious education in the experience of young people from mixed‐faith families     

Elisabeth Arweck  Eleanor Nesbitt 《British Journal of Religious Education》2011,33(1):31-45

On the basis of a recent ethnographic study at the University of Warwick of the religious identity formation of young people in ‘mixed‐faith’ families, this article focuses on their (and their parents’) experiences and perceptions of religious education (RE) and of religious nurture in the community. The young people’s experience of RE differed between primary and secondary school and only a few were engaged in supplementary classes. We highlight the complementarity between school and home in young people’s religious learning and draw out implications for RE.  相似文献