Byron's oratory     

Desmond Powell 《Quarterly Journal of Speech》2013,99(4):424-432

The occasion for Edward Kennedy's Lynchburg address on “Tolerance and Truth in America” has been called “something of a mistake.” However, Kennedy used the opportunity to speak at Liberty Baptist College in 1983 to propose a “contract” for the public relationship between himself and Jerry Falwell. Virtually auditioning for a part in a new form of dialogue, Kennedy displayed for Falwell a universe of discourse in which each could be more civil toward the other without betraying his own constituencies or threatening the other's supporters. Subsequent events demonstrate that the contract, although never explicitly stated, was accepted.  相似文献   

Authors and open access publishing     

Alma Swan  Sheridan Brown 《Learned Publishing》2004,17(3):219-224

Surveys were carried out to learn more about authors and open access publishing. Awareness of open access journals among those who had not published in them was quite high; awareness of ‘self‐archiving’ was less. For open access journal authors the most important reason for publishing in that way was the principle of free access; their main concerns were grants and impact. Authors who had not published in an open access journal attributed that to unfamiliarity with such journals. Forty per cent of authors have self‐archived their traditional journal articles and almost twice as many say they would do so if required to.  相似文献   

Modes of organizing biomedical innovation in the UK and US and the role of integrative and relational capabilities     

Jacky Swan  Anna Goussevskaia  Sue Newell  Maxine Robertson  Ademola Obembe 《Research Policy》2007,36(4):529-547

Given that biomedical innovation involves intense collaboration across disciplines, occupations and organizations, a nation's integrative capabilities (the ability to move between basic science and clinical development) and relational capabilities (the ability to collaborate with diverse organizations) have been identified as crucial. This paper deploys qualitative analysis of biomedical innovation in the UK and US to identify mechanisms influencing innovation at the project level through which these macro level capabilities may have effects. From this a propositional framework is developed that helps explain the likely impact of such capabilities for characteristically different kinds of innovation projects at the micro level.  相似文献   

Using an evidential reasoning approach for portfolio assessments in a project-based learning engineering design course     

Martin Jaeger  Desmond Adair 《European Journal of Engineering Education》2015,40(6):638-652

The purpose of this study is to analyse the feasibility of an evidential reasoning (ER) method for portfolio assessments and comparison of the results found with those based on a traditional holistic judgement. An ER approach has been incorporated into portfolio assessment of an undergraduate engineering design course delivered as a project-based learning (PBL) course and the calculated utility interval means of the student results compared with weighted rubric means based on a traditional holistic judgement. The findings show the ER method superior to the traditional holistic judgement in that ER is capable of incorporating, firstly, assessors' ignorance of information concerning the portfolio development and content and, secondly, incomplete portfolio information. The ER approach is a commendable alternative to traditional holistic judgement of PBL portfolios, since it provides additional information, increases accuracy and is easier to use.  相似文献   

School-linked and school-based health services: A renewed call for collaboration between school psychologists and medical professionals     

Steven R. Shaw  Desmond P. Kelly  Jane C. Joost  Stacy J. Parker-Fisher 《Psychology in the schools》1995,32(3):190-201

Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of SLSBHS.  相似文献   

‘What authors want’     

Alma Swan  Sheridan Brown 《Learned Publishing》1999,12(2):74-74

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Transitioning from diploma to degree – impact on engineering students’ self-efficacy,expectancies, values and self-regulation     

Martin Jaeger  Desmond Adair 《European Journal of Engineering Education》2018,43(5):771-787

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ISPCAN Child Abuse Screening Tool Children's Version (ICAST-C): Instrument development and multi-national pilot testing     

Adam J. Zolotor  Desmond K. Runyan  Michael P. Dunne  Dipty Jain  Helga R. Péturs  Clemencia Ramirez  Elena Volkova  Sibnath Deb  Victoria Lidchi  Tufail Muhammad  Oksana Isaeva 《Child abuse & neglect》2009,33(11):833-841

ObjectiveTo develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies.MethodsThe initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access.ResultsThe final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item).ConclusionsIn pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization.Practice implicationsThe ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection.  相似文献   

Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors     

Kristen Swan Tummeltshammer  Denis Mareschal  Natasha Z. Kirkham 《Child development》2014,85(5):1981-1994

With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6‐ and 8‐month‐olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue–reward relation. While 8‐month‐olds showed evidence of increasingly selective attention toward the predictive cues, even when the distractors were highly salient, 6‐month‐olds shifted attention toward the predictive cues only when the distractors were equally (not more) engaging. These experiments suggest that attention in infancy is highly dependent on the relative weightings of predictiveness and visual salience, which may differ across development and context.  相似文献   

Creating a Funding Regime for Social Research in Britain: The Heyworth Committee on Social Studies and the Founding of the Social Science Research Council     

King  Desmond 《Minerva》1997,35(1):1-26

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