Editorial     

Katrina Dean 《档案与原稿》2017,45(2):57-58

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Should the Australian Society of Archivists have a diversity policy?     

Katrina Dean 《档案与原稿》2018,46(2):121-123

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Editorial     

Katrina Dean 《档案与原稿》2018,46(1):1-2

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“Why Can't We Just Have Sex?”: An Analysis of Anonymous Questions About Sex Asked by Ninth Graders     

Katrina L. Pariera  Tiffany A. McCormack 《American journal of sexuality education》2017,12(3):277-296

During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los Angeles area. A sample of predominantly lower-income and Latino/a students submitted anonymous questions before participating in sexuality education. Results show that young people are eager to understand how to use birth control and prevent pregnancy, have misinformation about sex and sexuality, and are misinformed on many topics. Results are discussed in light of what educators and others can do to help young people develop a safe, healthy sex life.  相似文献   

Improving Museum Docents' Communication Skills     

Susanna Meyer  Ann Veneziano‐Korzec  Linda Larrivee  Katrina Stacy 《Curator: The Museum Journal》2016,59(1):55-60

This article presents the results of a study evaluating a program to help museum docents improve accessibility for visitors with communication challenges (such as hearing, language and/or speech disorders). This was done by adapting docent presentations. The docents' speech patterns were evaluated before and after a training program, and showed significant improvements in the rate, duration, and use of pauses in their speech. There also was significant improvement in ensuring that view of their faces remained unobstructed—important for people with communication disorders—in order to facilitate the consistent visibility of their facial expressions and visual cues. The training was found to be effective in adjusting the docents' presentations so that the museum experience would be improved for visitors with communication challenges.  相似文献   

A Study of Online Discourse at The Chronicle of Higher Education     

Katrina A. Meyer 《Innovative Higher Education》2010,35(3):143-160

Given the explosive growth of online communications, new forms of discourse are an intriguing topic of study. This research focused on ten online discussions hosted by The Chronicle of Higher Education, using content and discourse analysis of the postings to answer several questions. What is the “conversational scaffolding” used by posters in higher education-related online discussions? Are academic online discussions more like speech or writing? Additional questions dealt with how posters identify themselves, who their audience is, what motivates them, how accurate and political they are, and what the experience of reading these online discussions is like. Based on the analyses, these posters were more likely to write correctly although with diary-like personal insights. Through the analysis I also identified both positive and negative aspects of the online discussion experience.  相似文献   

Patterning and organizational deficits in children with language and learning disabilities   总被引：1，自引：1，他引：0  

Katrina de Hirsch F.C.S.T.  Jeannette Jansky Ph.D. 《Annals of dyslexia》1980,30(1):225-239

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Psychological correlates of the reading process     

F. C. S. T. Katrina de Hirsch 《Annals of dyslexia》1963,13(1):59-71

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High-intensity interval and moderate-intensity continuous training elicit similar enjoyment and adherence levels in overweight and obese adults     

Chantal A. Vella  Katrina Taylor  Devin Drummer 《European Journal of Sport Science》2017,17(9):1203-1211

Background: High-intensity interval training (HIIT) has been shown to improve cardiometabolic health during supervised lab-based studies but adherence, enjoyment, and health benefits of HIIT performed independently are yet to be understood. We compared adherence, enjoyment, and cardiometabolic outcomes after 8 weeks of HIIT or moderate-intensity continuous training (MICT), matched for energy expenditure, in overweight and obese young adults. Methods: 17 adults were randomized to HIIT or MICT. After completing 12 sessions of supervised training over 3 weeks, participants were asked to independently perform HIIT or MICT for 30 min, 4 times/week for 5 weeks. Cardiometabolic outcomes included cardiorespiratory fitness (VO₂ peak), lipids, and inflammatory markers. Exercise enjoyment was measured by the validated Physical Activity Enjoyment Scale. Results: Exercise adherence (93.4?±?3.1% vs. 93.1?±?3.7%, respectively) and mean enjoyment across the intervention (100.1?±?4.3 vs. 100.3?±?4.4, respectively) were high, with no differences between HIIT and MICT (p?>?.05). Similarly, enjoyment levels did not change over time in either group (p?>?.05). After training, HIIT exhibited a greater decrease in low-density lipoprotein cholesterol than MICT (?0.66?mmol?L^?1 vs. ?0.03?mmol?L^?1, respectively) and a greater increase in VO₂ peak than MICT (p?<?.05, +2.6?mL?kg?min^?1 vs. +0.4?mL?kg?min^?1, respectively). Interleukin-6 and C-reactive protein increased in HIIT (+0.5?pg?mL^?1 and +?31.4?nmol?L^?1, respectively) and decreased in MICT (?0.6?pg?mL^?1 and ?6.7?nmol?L^?1, respectively, p?<?.05). Conclusions: Our novel findings suggest that HIIT is enjoyable and has high unsupervised adherence rates in overweight and obese adults. However, HIIT may be associated with an increase in inflammation with short-term exercise in this population.  相似文献   

Performance Approach,Performance Avoidance and Depth of Information Processing: A fresh look at relations between students' academic motivation and cognition     

Katrina L. Barker  Dennis M. McInerney  Martin Dowson Institute 《教育心理学》2002,22(5):571-589

This study examines the effects of motivational approach on the recall of verbal information processed at shallow and deep levels. Two hundred students attending the same primary school were randomly assigned to either a mastery focused condition, performance approach condition, performance avoidance condition, or a control group. The participants were motivationally manipulated prior to receiving 12 stimulus words designed to be encoded at either shallow or deep levels of processing. A free recall test followed, then a cued recall test. Results indicate that students remembered more stimulus words during cued recall than free recall. Recall of verbal information was superior when processed according to the deeper (category and sentence) levels of processing. Performance approach and avoidance goals resulted in superior recall during free and cued recall, compared with a mastery goal or with the control group. The usefulness of these findings for promoting greater clarity among motivational frameworks and ideas for further research are discussed.  相似文献