Being old in an always-on culture: Older people's perceptions and experiences of online communication     

Marika Lüders  Edith Roth Gjevjon 《The Information Society》2017,33(2):64-75

Research on the digital divide has moved beyond connectivity to skills and usage disparities. Yet for many older people lack of connectivity remains a challenge, and for those who do have access, skills and usage remain an issue. We report findings of an in-depth qualitative study of older people's perceptions of online communications and also their actual experiences. Findings indicate that older people who are already socially well connected benefit from online communication more than those who are not.  相似文献   

An application of the theory of the complex variable to the mapping of some potential functions.     

Edith L. Morgan 《Journal of The Franklin Institute》1947,243(4):309-322

Using the theory of the logarithmic potential and the methods of intersecting circles and radii, plots are obtained for the lines of flow and equipotentials for eight cases of two sources, two sinks, or a source and a sink of varying strengths. A detailed analysis of the equilibrium equipotentials is included. The problem of three unit sources placed at the vertices of an equilateral triangle is investigated; and the general expression of the equilibrium equipotential for n similar unit sources (or sinks) placed at the vertices of a regular n-sided polygon is developed.  相似文献   

Relationships among training stress, mood and dehydroepiandrosterone sulphate/cortisol ratio in female cyclists     

Bouget M  Rouveix M  Michaux O  Pequignot JM  Filaire E 《Journal of sports sciences》2006,24(12):1297-1302

In this study, we examined the effect of rapidly increased training volume and intensity on hormonal responses (salivary cortisol [C] and urinary dehydroepiandrosterone sulphate [DHEA-S]) and recovery-stress state perceived by 12 female cyclists. Over the 4-day experimental period, there was an average increase in training load of approximately 122% compared with that during the previous 12 days. Scores on subscales of the Recovery Stress Questionnaire for Athletes increased for the somatic component of stress (Fatigue, Emotional Stress and Social Stress; P<0.05) and decreased the factor indicating recovery (General Well Being; P<0.05) after the heavy training period. The training programme increased resting concentrations of salivary cortisol (P<0.05) and decreased the DHEA-S/C ratio (P<0.05). The increase in training load of cyclists was correlated with this hormonal ratio (r=-0.48, P<0.05). Changes in resting cortisol concentration as a result of heavy training stress were positively related to the change in Physical Complaints (r=0.69, P<0.01). Negative relationships were also found between changes in the DHEA-S/C ratio and changes in the somatic component of stress. The present results suggest that there is a dose-response relationship between increased training load, resting DHEA-S/C ratio and subjective assessment of stress and recovery, implying that this ratio could be used as an indicator of training status in female athletes.  相似文献   

Temporal processing,attention, and learning disorders     

Karin Landerl  Edith Willburger 《Learning and individual differences》2010,20(5):393-401

In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The correlation between visual and auditory TOJ was only moderate, challenging the assumption of a general, cross-modal temporal processing deficit. Regression analyses revealed attention as a significant predictor of children's TOJ performance. Once attentional differences were accounted for, temporal processing made a significant but small contribution (3% of variance explained) to reading (but not spelling), but also to arithmetic achievement, indicating that the prediction is not specific to literacy skills. Phonology and Rapid Automatized Naming explained considerable variance even when introduced after TOJ, contradicting the assumption that the verbal deficits in dyslexia result from temporal processing problems. Multiple case studies of 40 children with serious deficits in temporal processing revealed no consistent group pattern. Problems in temporal processing do not necessarily lead to literacy impairment but might be a marker of minor deviances in brain development.  相似文献   

Constructing a patient education system: A performance technology project     

Edith E. Bell 《Performance Improvement》2009,48(4):17-21

The purpose of the patient education system described here was to distribute patient education material to and within medical practices managed by a small medical practice management company. The belief was that patient education opportunities improved health care outcomes and increased patient participation in health care decisions and compliance with health care plans. This tool reinforced medical practices' commitment to having patients participate actively in their treatment, differentiated them from other practices, and contributed to the generation of new patients.  相似文献   

Editorial: Governance Dynamics in Complex Decentralised Education Systems     

Edith Hooge 《European Journal of Education》2016,51(4):425-430

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The Development of Social Cognition: Preschoolers' Use of Mental State Talk in Peer Conflicts     

Lisa Comparini  Edith M. Douglas  Sara N. Perez 《Early education and development》2014,25(7):1083-1101

Research Findings: This research examines preschoolers' use of mental state terms in naturally occurring peer conflicts in the classroom to determine how children use mental state terms for organizing their social interactions. Analyses focus on the types, frequencies, and social interactive functions of mental state terms. Utterances (N = 166) with mental state terms from 124 conflict episodes were analyzed. Children used a number of different mental state terms, want and need being the most frequently used, to index their own and their interlocutors' desires for subtle interactive purposes. Want was paired most often with bids for action, objects, inclusion in a play area, or clarification of another child's mental state. Need was most often used when directing the other child's action or attention, to justify, clarify, or insist on their own action or previous request. Practice or Policy: Findings suggest that children's peer conflicts constitute a rich setting for the active construction of social relationships through the use of utterances with mental state language. This emphasis on peer interactions has the potential to inform new ways of supporting children's self–other development as a foundation for academic success.  相似文献   

Making the difference with active parenting; forming educational partnerships between parents and schools     

Ron Oostdam  Edith Hooge 《European Journal of Psychology of Education - EJPE》2013,28(2):337-351

Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation.  相似文献   

Job Mobility and Premature Departure of Principals in Primary and Secondary Education in the Netherlands     

Meta L. Krüger  Edith Van Eck  Ard Vermeulen 《School Leadership & Management》2013,33(4):397-413

As a result of complex school reforms the role of the principal has undergone significant changes, internationally. Consequently, a considerable number of principals leave their positions, both voluntarily and involuntarily. This article presents the findings of a study into job mobility, concentrating on involuntary or premature departure amongst principals in primary and secondary education in the Netherlands. All primary and secondary schools with job mobility over a period of three years were traced: 920 schools reported job mobility for 1009 principals. The authors then examined which part of this job mobility consisted of premature departure. For this purpose, three characteristics of job mobility were investigated: involuntariness, labour disputes and official reasons reported for job mobility. The data were also analysed for male and female principals separately.  相似文献   

Implementing a new senior secondary curriculum in Hong Kong: instructional leadership practices and qualities of school principals     

Edith Lai  Derek Cheung 《School Leadership & Management》2013,33(4):322-353

This paper attempts to identify the leadership practices and qualities of school principals engaged in implementing a curriculum reform in Hong Kong. Based on interview data of school principals, this paper shows that the types of instructional leadership practices that school principals adopt and the contextual conditions in which these practices occur are key factors explaining the differential effectiveness of implementation efforts. Six efficacious instructional leadership practices and two contextual conditions critical to their development were identified. This paper reconceptualises instructional leadership as a collective and transformational endeavour, functioning in communities of practice to support school development at different levels.  相似文献