Celebrating Individual Heroes: The Continuing Relevance of Estelle Brodman     

Judith Messerle 《Journal of the Medical Library Association》2008,96(3):181-182

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Review: lmpression Management and Information Technology.     

A. Wendy Lyons 《Technical Communication Quarterly》1997,6(3):346-349

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COMMENTARY ON “MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH”     

Judith G. Smetana 《Monographs of the Society for Research in Child Development》2017,82(4):167-177

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Shifting dimensions of autonomy in students’ research and employment     

John Willison  Fizza Sabir  Judith Thomas 《高等教育研究与发展》2017,36(2):430-443

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Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students     

Michelle Newcomb  Judith Burton  Niki Edwards 《Journal of Teaching in Social Work》2017,37(4):337-352

Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modeling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity.  相似文献   

Content integration as a factor in math-game effectiveness     

Sylke Vandercruysse  Judith ter Vrugte  Ton de Jong  Pieter Wouters  Herre van Oostendorp  Lieven Verschaffel  Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.  相似文献   

Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study     

Judith W. Herrman  Andrea Kelley  Katherine M. Haigh 《American journal of sexuality education》2017,12(1):83-102

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.  相似文献   

Bilingual teaching for multilingual students? Innovative dual-medium models in Slovene-German schools in Austria     

Judith Purkarthofer  Jan Mossakowski 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):551-565

Traditional bilingual education programmes in regional linguistic minority contexts face major challenges within the recent paradigm of linguistic diversity against a background of increasing migration, mobility and trans-locality. Based on three case studies, the authors of this paper focus on how particular dual-medium models are applied in Slovene-German schools in Carinthia, Austria. They examine not only how these schools provide for a balanced bilingual teaching and learning environment, but also how they deal with their students?? multilingual realities and support their identification with bi- and multilingualism. The authors regard schools as institutional sites where linguistic dispositions are subject to discursive power relations and where language policies and educational goals are negotiated by teachers, parents and students alike. Drawing on speaker-centred and ethnographic approaches in sociolinguistic research, the authors seek to document experiences of all actors involved as well as spatial and discursive practices. Through this the authors show how these dual-medium schools achieve particular profiles in multilingual education which are potentially regarded as innovative examples of best-practice and as being of interest for students and families with heterogeneous linguistic backgrounds.  相似文献   

A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment     

Amelia K. Scaffidi  Judith E. Berman 《Higher Education》2011,62(6):685-698

For postdocs to have the best chances of achieving their career goals they need to not only acquire discipline-specific research experience, but also additional generic skills vital for future employment inside or outside academia. They also require access to information and mentoring that will help them strategically plan and make informed decisions about their future. Few studies have examined the variables that impact the postdoctoral experience or research productivity. Thus, a comprehensive survey was conducted to determine whether quality supervision, career mentoring, collaboration, networking and a nurturing research environment makes a positive difference in the experiences and productivity of postdoctoral researchers. Unsurprisingly, the survey revealed that job insecurity and lack of a career structure are ongoing concerns for postdocs. However, a clear association was shown between quality supervision, for example, in conveying the importance of taking responsibility for their future academic career by strengthening their track record, and the number of peer-reviewed publications produced. The findings also suggest that mentoring in non-academic career paths can be greatly improved. The results of this study have guided a research-intensive Australian University to implement initiatives and programs which enhance the postdoctoral experience. Finally this work raises awareness of the crucial contributions postdocs make to the research output and environment of universities.  相似文献   

Facilitators and inhibitors for integrating expertise diversity in innovation teams: The case of plasmid exchange in molecular biology     

Michael A. Zaggl  Judith Pottbäcker 《Research Policy》2021,50(9):104313

Innovation increasingly relies on collaboration in teams instead of individual efforts. Although the advantages of teams for innovating are virtually undisputed, we have only a very rudimentary understanding of their success drivers. To shed more light on innovation teams, we conceptualize multiplicity in expertise as nonredundant expertise and distinguish it from factors that facilitate or hinder the integration of this expertise. These factors are overlap in expertise, disparity in team members’ status, and whether or not teams use automation technology. We use the empirical context of molecular biology, especially the part of this field in which teams produce and exchange genetic material in the form of so-called plasmids. Combining data about plasmids from a central plasmid repository (AddGene) with bibliometric data endows us with a rich dataset capturing information about team diversity in addition to two innovation performance measures (the number of plasmid orders and the number of citations attracted by publications). Our analysis shows that multiplicity in expertise increases innovation performance; this relationship is strengthened by the overlap in expertise and weakened by disparity in status and the use of the automation technology. Our paper provides a more detailed theory of expertise diversity and contributes to the diversity literature. Our findings also lead to implications for practitioners.  相似文献