The Press and Politics in the Eighteenth Century     

Jeremy Black 《Media History》2013,19(2):175-182

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THE INADEQUACY OF SCIENCE IN COPING WITH THE FULLNESS OF LIFE     

Professor William H. Kilpatrick 《Journal of Jewish Education》2013,79(3):117-122

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‘Push on through’: Children’s perspectives on the narratives of resilience in schools identified for intensive mental health promotion     

Ceri Brown  Jeremy Dixon 《British Educational Research Journal》2020,46(2):379-398

Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to consider the logic and techniques of such programmes with a specific focus on England. An innovative visual methodology was used to focus on student perspectives of mental health interventions in school. Young peoples’ photo representations of mental health were collected and used to stimulate focus group discussions with 65 students aged 12–14, across seven schools. ‘Resilience’ was seen to be the key organising concept for mental health interventions in schools. The concept was viewed as narrowly focused on attitude towards—and performance in—school work, with individuals being encouraged to ‘push on through’ difficulties to achieve success. Young people were critical of this approach, suggesting several alternatives. These included increased access to independent mental health professionals, safe spaces within schools and mental health education that addressed the social and affective dimensions of mental health difficulties.  相似文献   

The impact of COVID‐19 on the UK publishing industry: Findings and opportunity     

Jeremy Brinton 《Learned Publishing》2021,34(1):43-48

• Challenges of the current environment are balanced by opportunities – more digital delivery, more efficient systems, greater collaboration.
• Consumption has not reduced, but delivery mechanisms need adaptation to ensure the right products in the right media are offered and delivered.
• Changes to the cost base by redeploying staff and rethinking premises are underway and support improved resource allocation.
• Leadership is required to accommodate adaptive and flexible remote working.
• Ensuring access and implementing licences that permit non‐commercial use is both a moral and a practical response.

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Football,fascism and fandom: the UltraS of Italian football     

David Kilpatrick 《Soccer & Society》2016,17(1):162-164

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Media Literacy Skills and the “War on Terrorism”     

Jeremy W. Cook 《Clearing house (Menasha, Wis.)》2013,86(6):284-288

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A General View and Evaluation of Present Methods     

William H. Kilpatrick Ph.D. 《Religious education (Chicago, Ill.)》2013,108(3):123-133

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Factor structure of child behavior scale scores in peruvian preschoolers     

Erin L. Meyer  Barbara A. Schaefer  Cesar Merino Soto  Crystal S. Simmons  Rebecca Anguiano  Jeremy Brett  Alea Holman  Justin F. Martin  Heidi K. Hata  Kimberly J. Roberts  Zena R. Mello  Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.  相似文献   

Sustaining collaboration: English-as-a-second-language, and content-area teachers   总被引：1，自引：0，他引：1  

Faridah Pawan  Jeremy H. Ortloff 《Teaching and Teacher Education》2011,27(2):463-471

This research is an investigation into English as a Second Language (ESL) and content area teachers’ perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development programs for ESL and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers. The researchers also sought to identify specific types of activities that emerged when the teachers were successful in working together.  相似文献   

Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism     

Christopher L. Camp  Jeremy K. Gregory  Nirusha Lachman  Laura P. Chen  Justin E. Juskewitch  Wojciech Pawlina 《Anatomical sciences education》2010,3(2):64-72

Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first‐year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self‐reflection). Professionalism scores from these surveys were calculated using a six‐point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of the course, peer comments and professionalism scores were shared with students in debriefing sessions either individually or with their team. Analysis of preintervention and postintervention professionalism scores indicated that the students receiving feedback in a one‐on‐one setting (student and instructor) were more likely to demonstrate higher scores on subsequent evaluations as compared with those students receiving feedback in a group setting (all team members and one instructor). Our findings suggest that providing feedback to first‐year medical students on an individual basis is the best way to improve professional attitudes and behaviors. Anat Sci Educ 3: 64–72, 2010. © 2010 American Association of Anatomists.  相似文献