Designing encounters for meaningful experience,with lessons from J. K. Rowling     

Jeanette Bopry  John G. Hedberg 《Educational Media International》2013,50(1):91-105

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CHILDREN AND WORSHIP     

Jeanette Perkins 《Religious education (Chicago, Ill.)》2013,108(5):346-352

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Criminal justice theory: an introduction     

Mary Jeanette Clement 《Journal of Criminal Justice Education》2013,24(2):253-270

Academic dishonesty has caught the attention of various researchers who document increases in its occurrence and variety. A review of empirical literature notes occurrence and types, especially of new kinds called “cybercheats.” Twenty-three law cases dealing with students who were charged with honor violations are also discussed throughout the paper. The paper discusses some of the newer problems of detection, i.e., cheating on tests in the classroom and cheating on outside assignments. Prevention is discussed in primary, secondary, and tertiary terms. Practical prevention strategies are offered from other criminal justice educators and an honor code coordinator who handled over 50 cases of dishonor for a large university. Prevention is important for professors because they have some control over the process and can help fend off a lawsuit, or when sued, defend oneself.  相似文献   

Whose Quality Conventions? The Application of Convention Theory in Higher Education     

Jeanette Baird 《Tertiary Education and Management》2013,19(1):67-79

Internationally, demands for greater certainty over the quality of higher education are multiplying. This article argues that convention theory offers insights for considering quality in higher education in an increasingly market‐based system. Examples from the Australian higher education system are used to show how quality conventions can be mapped at varying system levels and across varying actors and how the existing taxonomy of quality in higher education can be located in a wider social and economic framework. It is suggested that this approach assists in identifying those quality conventions which may become dominant across stakeholder groups.  相似文献   

Rhetorical theory as message reception: A cognitive response approach to rhetorical theory and criticism     

William L. Benoit  Mary Jeanette Smythe 《Communication Studies》2013,64(1):96-114

Traditional rhetorical theory tends to adopt the rhetor's point of view, emphasizing invention of rhetorical messages, rather than the audience's reception and interpretation of messages. The audience is ordinarily conceptualized in humanistic rhetorical theory as a target, a source of expectations to guide the rhetor's invention, a means to accomplish the rhetor's ends, or even an obstacle. We argue that a more complete view of rhetoric should include the audience as a potentially active part of the process of persuasion. Accordingly, we propose to supplement our traditional theories of rhetoric by sketching a complementary view of rhetoric as the process of an auditor's processing and responding to messages. The inspiration for this conception, Petty and Cacioppo's Elaboration Likelihood Model, is sketched, and implications for rhetorical theory and criticism are discussed.  相似文献   

Effect of water ingestion on endurance capacity during prolonged running     

Joanne L. Fallowfield  Clyde Williams  Jeanette Booth  Boon H. Choo  Sally Growns 《Journal of sports sciences》2013,31(6):497-502

This study examined the influence of water ingestion on endurance capacity during submaximal treadmill running. Four men and four women with a mean (± S.E.) age of 21.4 ± 0.7 years, height of 169 + 2 cm, body mass of 63.1 ± 2.9 kg and VO ₂ max of 51.1 ± 1.8 ml kg^?1 min^?1, performed two randomly assigned treadmill runs at 70% VO ₂ max to exhaustion. No fluid was ingested during one trial (NF‐trial), whereas a single water bolus of 3.0 ml kg^?1 body mass was ingested immediately pre‐exercise and serial feedings of 2.0 ml kg^?1 body mass were ingested every 15 min during exercise in a fluid replacement trial (FR‐trial). Run time for the NF‐trial was 77.7 ± 7.7 min, compared to 103 ± 12.4 min for the FR‐trial (P<0.01). Body mass (corrected for water ingestion) decreased by 2.0 ± 0.2% in the NF‐trial and 2.7 ± 0.2% in the FR‐trial (P<0.01), while plasma volume decreased by 1.1 ± 1.1% and 3.5 ± 1.1% in the two trials respectively (N.S.). However, these apparent differences in circulatory volume were not associated with differences in rectal temperature. Respiratory exchange ratios indicated increased carbohydrate metabolism (73% vs 64% of total energy expenditure) and suppressed fat metabolism after 75 min of exercise in the NF‐trial compared with the FR‐trial (NF‐trial, 0.90 ± 0.01; FR‐trial, 0.86 ± 0.03; P<0.01). Blood glucose concentrations were similar in both trials, while blood lactate concentrations were higher in the NF‐trial at the end of exercise (4.83 ± 0.34 vs 4.18 ± 0.38 mM; P<0.05). In summary, water ingestion during prolonged running improved endurance capacity.  相似文献   

The role of location and social strength for friendship prediction in location-based social networks     

Jorge C. Valverde-Rebaza  Mathieu Roche  Pascal Poncelet  Alneu de Andrade Lopes 《Information processing & management》2018,54(4):475-489

Recent advances in data mining and machine learning techniques are focused on exploiting location data. These advances, combined with the increased availability of location-acquisition technology, have encouraged social networking services to offer to their users different ways to share their location information. These social networks, called location-based social networks (LBSNs), have attracted millions of users and the attention of the research community. One fundamental task in the LBSN context is the friendship prediction due to its role in different applications such as recommendation systems. In the literature exists a variety of friendship prediction methods for LBSNs, but most of them give more importance to the location information of users and disregard the strength of relationships existing between these users. The contributions of this article are threefold, we: 1) carried out a comprehensive survey of methods for friendship prediction in LBSNs and proposed a taxonomy to organize the existing methods; 2) put forward a proposal of five new methods addressing gaps identified in our survey while striving to find a balance between optimizing computational resources and improving the predictive power; and 3) used a comprehensive evaluation to quantify the prediction abilities of ten current methods and our five proposals and selected the top-5 friendship prediction methods for LBSNs. We thus present a general panorama of friendship prediction task in the LBSN domain with balanced depth so as to facilitate research and real-world application design regarding this important issue.  相似文献   

Constructing Scientific Explanations: a System of Analysis for Students’ Explanations     

de Andrade  Vanessa  Freire  Sofia  Baptista  Mónica 《Research in Science Education》2019,49(3):787-807

Research in Science Education - This article describes a system of analysis aimed at characterizing students’ scientific explanations. Science education literature and reform documents have...  相似文献   

Children with disabilities in the child protective services system: An analog study of investigation and case management     

Jeanette E. Manders  Zolinda Stoneman 《Child abuse & neglect》2009,33(4):229-237

ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems.  相似文献   

A model for self‐regulated distance language learning     

Maureen S. Andrade  Ellen L. Bunker 《Distance Education》2009,30(1):47-61

The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.  相似文献