Social media in government     

Soon Ae Chun  Luis F. Luna Reyes 《Government Information Quarterly》2012

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Masonería y Folklore dentro del Presidencialismo Mexicano     

Guillermo De Los Reyes 《Journal of American culture (Malden, Mass. : 2003)》1997,20(2):70-73

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Duncan Langford. Internet Ethics     

Michael C. Loui 《Ethics and Information Technology》2002,4(2):167-168

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Social functioning among college students diagnosed with ADHD and the mediating role of emotion regulation     

Julia Ryan  Samantha Ross  Rebecca Reyes  Stacey Kosmerly  Maria Rogers 《Emotional and Behavioural Difficulties》2016,21(4):387-402

Despite the many studies that have documented the association between symptoms of ADHD and social difficulties in children and adolescents, few have examined this phenomenon in college students. In addition, the underlying factors contributing to such social difficulties are still poorly understood. We hypothesised that college students with symptoms of ADHD, namely inattention and hyperactivity/impulsivity, would continue to display social behavioural difficulties, and that emotion regulation would play a mediating role in that relationship. Ninety-nine 17–24-year-old college students filled out three questionnaires to assess Inattentive and Hyperactivity/Impulsivity Symptoms, Social Skills, and Emotion Regulation abilities. Analysis revealed that emotion regulation is a significant mediator between Inattentive Symptoms and Social Skills for female students. There was no significant correlation between ADHD symptoms and Social Skills for males. Female college students report social functioning difficulties associated with their inattentive and hyperactive symptoms, and impaired emotion regulation abilities mediate this relationship for inattentive symptoms only.  相似文献   

“Trickle-down” reform: Hispanics,higher education,and the excellence movement     

John J. Halcón  Dr. María de la Luz Reyes 《The Urban Review》1991,23(2):117-135

The current excellence-in-education movement has dealt a heavy blow to the advancement of Hispanics seeking degrees in higher education. Attempting to reform education while ignoring the concerns of minorities who traditionally have not fared well in schools strongly suggests that reformers expect the benefits of reform to trickle down to minorities after first benefiting mainstream students. The result is that reform measures such as the raising of college admission standards, the restructuring of financial aid, curriculum changes, and competency tests for teachers have added additional hurdles for Hispanic students, placing greater restrictions on their access to higher education. Reconceptualizing the definition ofexcellence to include not only higher standards, but educational equity, is a demographic imperative as the nation moves to a minority majority.  相似文献   

Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach     

Esther Tapia  Iliana Reyes  Judith Kalman 《Literacy》2023,57(3):340-351

In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing.  相似文献   

A psychometric evaluation of the digital logic concept inventory     

Geoffrey L. Herman  Craig Zilles  Michael C. Loui 《Computer Science Education》2014,24(4):277-303

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students’ conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students’ ability levels.  相似文献