Robert Schwartz. Deans of Men and the Shaping of Modern College Culture. New York: Palgrave Macmillan, 2010. 232 pp. Cloth $89.00.     

Carolyn Terry Bashaw 《History of education quarterly》2012,52(3):458-461

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Parenting and Beyond: Common Neurocircuits Underlying Parental and Altruistic Caregiving     

JE Swain  S Konrath  SL Brown  ED Finegood  LB Akce  CJ Dayton  SS Ho 《Parenting, science and practice》2012,12(2-3):115-123

Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System.  相似文献   

Literacy and life skills education for vulnerable youth: What policy makers can do     

Anna Caroline Bernhardt  Rika Yorozu  Carolyn Medel-Añonuevo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):279-288

In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.  相似文献   

Faculty perceptions of common challenges encountered by novice doctoral writers     

Michelle A. Maher  David F. Feldon  Briana E. Timmerman  Jie Chao 《高等教育研究与发展》2014,33(4):699-711

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication.  相似文献   

Individual differences in the development of early writing skills: testing the unique contribution of visuo-spatial working memory     

Lorna Bourke  Simon J. Davies  Emma Sumner  Carolyn Green 《Reading and writing》2014,27(2):315-335

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Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers     

Dina N. Kovarik  Davis G. Patterson  Carolyn Cohen  Elizabeth A. Sanders  Karen A. Peterson  Sandra G. Porter  Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.  相似文献   

The Importance of Library Liaison Programs     

Carolyn Carpan 《College & Undergraduate Libraries》2013,20(1):104-110

The purpose of the library liason program is to build relationships with faculty members and provide personal communication about library services, information literacy and instruction, and collections. Suggestions for transforming or revitalizing your library liason program are provided.  相似文献   

What We Learned along the Way: Librarian Experiences from K–12 and How They Aid in University Library Instruction     

Heather Moorefield-Lang  Carolyn Meier 《College & Undergraduate Libraries》2013,20(2):197-203

This article shares the perspectives of two former high school and middle school librarians who moved into academic libraries. The move from the K–12 sector to higher education offered them unique insights into working with first-year students as they started their college careers. Existing literature discusses the importance of collaboration between high school and academic librarians. The authors of this article have firsthand experience of how students work in the middle and high school realm, and they demonstrate how to apply that knowledge and experience with college students.  相似文献   

Mourning “Men Joined in Peril and Purpose”: Working-Class Heroism in News Repair of the Sago Miners’ Story     

Carolyn Kitch 《Critical Studies in Media Communication》2013,30(2):115-131

Initially promising to replicate the story of the 2002 rescue at the Quecreek mine in Pennsylvania, news coverage of the January 2006 coal mine accident in Sago, WV, went terribly wrong when journalists incorrectly reported the miners’ “miracle” survival. Analysis of 761 newspaper, newsmagazine, and broadcast news reports illustrates how journalists corrected a mishandled story, and offers a glimpse into their broader role in constructing politically affirming national mythology. The final story of Sago was one of a rural community with class pride, distinct gender roles, and other “traditional” values presumed lost—a nostalgic parable of blue-collar patriotic sacrifice.  相似文献   

Verbal aggression: A study of the relationship between communication traits and feelings about a verbally aggressive television show     

Matthew M. Martin  Carolyn M. Anderson  Grant C. Cos 《Communication Research Reports》2013,30(2):195-202

This study investigated the relationship between people's communication tendencies for sending and receiving verbally aggressive messages with their opinions and feelings about a verbally aggressive television show. Participants (N=216) completed measures of verbal aggressiveness and psychological hurt before viewing a 7‐minute clip from the television show Daddy Dearest. Participants then completed measures for show affinity, character affinity, and show realism. The results showed that people who were verbally aggressive, tended to watch more television weekly, and did not report being hurt by receiving verbally aggressive messages, expressed more affinity for the character and the show and perceived the show to be similar to real life. People who reported greater psychological hurt from receiving verbally aggressive messages and tended to watch more television weekly also reported that the show was similar to real life.  相似文献