Foodborne microbial risks in the press: the framing of listeriosis in Canadian newspapers     

Gauthier E 《Public understanding of science (Bristol, England)》2011,20(2):270-286

Outbreaks of foodborne illness generally receive abundant print media coverage. However, the framing of outbreaks and representations of foodborne pathogens in the media discourse are not necessarily homogeneous. Drawing on previous research on media coverage of emerging diseases and on the conceptual tools of framing theory, this paper explores the diversity of frames and representations used in the media coverage of two listeriosis outbreaks that occurred in Canada in fall 2008. In the dominant war against microbes frame, microbes are portrayed as posing serious risks that call for stringent control measures. This frame coexists with other frames which rather emphasize economic, ecosystem or nutrition issues and which are supported by representations of microbial risks that either mitigate these risks, present them as inevitable or as less serious than others. The implications of these observations for the public understanding of foodborne microbial risks are discussed.  相似文献   

Whatever Happened to the Comprehensive School Movement in Austria?     

Elisabeth Budzinski 《比较教育学》1986,22(3):283-295

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Measuring the benefits of a psychology placement year   总被引：1，自引：1，他引：1  

Peter Reddy  Elisabeth Moores 《Assessment & Evaluation in Higher Education》2006,31(5):551-567

Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of placements in theoretical subjects like Psychology are often less obvious than those for practical subjects like Optometry or Engineering. Here we compared Psychology students on the 3‐year vs. the 4‐year sandwich course on a number of attributes using both quantitative and qualitative methodologies. Final year students who had taken a placement year achieved significantly higher marks in their final year (F_1,407 = 31.52, p<0.001) and were rated more favourably by academic staff on a measure of transferable skills (F_1,43 = 11.08, p<0.005). In addition, post‐graduation, students who had taken a placement year reported a better idea of their career direction and could be argued to be further on in terms of their career progression and pay levels. Qualitatively, focus groups of placement and non‐placement students suggested a number of benefits of taking a placement year, including better time management, confidence and responsibility. Whether the benefits of a sandwich placement in a psychology degree outweigh the costs to students and their families, and the need for further research to identify the scope and longevity of possible early career benefits are discussed.  相似文献   

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Anxiolytic-like effect of ejaculation upon frustration     

Freidin E  Kamenetzky G  Mustaca AE 《Learning & behavior》2005,33(3):277-286

In three experiments, we studied the consequences of ejaculation upon the frustrative or contrast response of male rats exposed to reward downshift situations (i.e., surprising changes from 32% to 4% sucrose solutions). Similar to what has been found after treatment with anxiolytic agents, consummatory suppression was partially reversed by previous ejaculations in a second postshift trial (Experiments 2 and 3), such a result not having been obtained in a first postshift trial (Experiment 1). Moreover, the effect of ejaculations upon males' behavior during a second postshift trial was transitory, disappearing when assessed during the third and fourth postshift trials (Experiment 3). These results are in accordance with both Amsel's (1958, 1992) frustration theory and Flaherty's (1996) multistage hypothesis of successive negative contrast; the diverse factors that are known to modulate contrast effects are considered, including an interpretation of the present data in terms of the anxiolytic-like effect of the ejaculation.  相似文献   

The Development of Hierarchical Representation of Two-Dimensional Space   总被引：1，自引：0，他引：1  

Elisabeth Hollister Sandberg  Janellen Huttenlocher  Nora Newcombe 《Child development》1996,67(3):721-739

Adults represent the location of a point in a 2-dimensional space using 2 independent dimensions. They encode location along these dimensions both at a fine-grained level and categorically. In reporting location, they combine and weight the fine-grained and categorical information. In Experiment 1, we found that children as young as 5 years use the same 2 independent dimensions in fine-grained spatial coding of location in a circle as are used by adults—radius and angle. However, categorical coding and hierarchical combination are seen only for radius, at both 5 and 7 years. The adult pattern, where angle as well as radius is coded hierarchically, emerges by 9 years. Experiment 2 shows that there is nothing intrinsically difficult about the categorical coding of angular information; when angle is the only dimension to be encoded, younger children use hierarchical coding. Changes in 2-dimensional hierarchical coding may be due to cognitive load factors and to changes in ability to assign frames of reference.  相似文献   

Video gaming as digital media,play, and family routine: implications for understanding video gaming and learning in family contexts     

Elisabeth Gee  Sinem Siyahhan  Anna Montana Cirell 《Learning, Media and Technology》2017,42(4):468-482

While a number of studies have investigated learning associated with video gaming in out-of-school settings, only recently have researchers begun to explore gaming and learning in the contexts of home and family life. This paper discusses three different frameworks within which we can situate video games and learning at home: (a) video gaming as digital media, (b) video gaming as play, and (c) video gaming as family routine. Each framework brings different issues related to learning into focus, and contributes new insights into the role gaming plays in the lives of children, adults, and families as a whole.  相似文献   

Simulation research and design: a dual-level framework for multi-project research programs     

Fink  Maximilian C.  Radkowitsch  Anika  Bauer  Elisabeth  Sailer  Michael  Kiesewetter  Jan  Schmidmaier  Ralf  Siebeck  Matthias  Fischer  Frank  Fischer  Martin R. 《Educational technology research and development : ETR & D》2021,69(2):809-841

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

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Students' perceptions of women and men as learners in higher education   总被引：8，自引：0，他引：8  

Elisabeth Hayes 《Research in higher education》1992,33(3):377-393

The purpose of this study was to investigate differences in women and men's classroom behavior from the perspective of both traditional college-age and adult students in higher education. A sample of 358 students in four institutions responded to a questionnaire with 39 classroom behaviors. Factor analysis of the survey responses yielded seven dimensions of perceived classroom behavior. Perceptions of male and female behavior differed significantly on six of the seven factors. Perceived differences did not conform entirely to the findings of other research. Gender and age of respondent were related to perceptions of behavior.  相似文献   

Active Learning in Engineering Education: a (re)introduction     

Rui M. Lima  Pernille Hammar Andersson  Elisabeth Saalman 《European Journal of Engineering Education》2017,42(1):1-4

ABSTRACT

The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.  相似文献