The Missing Link: The Lack of Citations and Copyright Notices in Multimedia Presentations     

Stephanie Huffman 《TechTrends》2010,54(3):38-44

Many of the projects and assignments we have our students complete for our classes include a multimedia presentation. Why are we not teaching our students how to cite their sources for these presentations? Writing style (APA, MLA, or Chicago) does not matter. Regardless of whether it is a paper or multimedia presentation students should always cite their sources, otherwise plagiarism is occurring. This is a skill we must teach and demand that our students take responsibility for when completing multimedia presentations. This article covers a brief overview of copyright law, provides helpful resources for students and teachers, and outlines a model that can be used in citing sources in multimedia presentations. This model goes beyond the producer required credit slide to argue for the inclusion of “in product/text” citations for multimedia presentations.  相似文献   

Health Informatics for Medical Librarians     

Stephanie Nicely Aken 《Journal of the Medical Library Association》2010,98(2):184-186

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Oncogene researchers may run cancer risk     

Yanchinski S 《New scientist (1971)》1983,99(1372):530

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Editorial     

Meinert A. Meyer  Stephanie Hellekamps 《Zeitschrift für Erziehungswissenschaft》2004,7(2):163-167

Ohne Zusammenfassung

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Editorial

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Educational performance and attitudes toward school as risk‐protective factors for violence: A study of the Asian/Pacific Islander Youth Violence Prevention Center     

Eldon L. Wegner  Orlando Garcia‐Santiago  Stephanie T. Nishimura  Earl S. Hishinuma 《Psychology in the schools》2010,47(8):789-802

The purpose of this study was to examine whether school experiences, school performance, and other risk‐protective factors were related to violence among Hawaiian, Filipino, and Samoan youths residing in Hawai'i. This study analyzed survey data (N = 325) collected in three high schools having concentrations of Filipino, Hawaiian, and Samoan youths, as well as a smaller number of Japanese students, which served as a comparison group. The analyses consisted of bivariate and multivariate analyses of risk protection for violence. Two‐ and three‐way interactions were tested to examine whether there were specific gender and/or ethnic effects. The final model explained 29.3% of the variance in violent behavior. Five variables were significant: grade point average, pressure to choose between school and friends, favorable school attitude, feeling safe, and importance of college. Schools serving these populations should focus on fostering positive bonds between teachers and students and building bridges to families and neighborhoods. © 2010 Wiley Periodicals, Inc.  相似文献   

Leadership and Leader Behavior in Counseling: Neglected Skills     

Louis Vincent Paradise  Peggy T. Ceballos  Stephanie Hall 《International journal for the advancement of counseling》2010,32(1):46-55

Leadership and leader behavior are important topics for any professional discipline. However, these issues have been neglected throughout the entire short history of counseling. Despite the fact that many counselors attain various leadership positions, little attention has been paid to training for leadership. While much has been written about the various roles of counselors, leadership and the behavior of leaders are rarely the focus. It is our contention that counselors, because of their unique training, can be effective leaders in a wide variety of settings. This article argues for a greater emphasis by counselor education on the role of counselor as leader.  相似文献   

High School Course-Taking and Post-Secondary Institutional Selectivity     

Elizabeth Stearns  Stephanie Potochnick  Stephanie Moller  Stephanie Southworth 《Research in higher education》2010,51(4):366-395

Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and academic variables. Asian American students also attend more selective institutions than White students. Results for African-American students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average. When we exclude students who attend historically Black colleges and universities, however, African-American students attend significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous academic courses than Whites.  相似文献   

Editorial     

Stephanie Hellekamps  Manfred Prenzel  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2009,12(1):4-6

Ohne Zusammenfassung  相似文献   

An intervention for relational and physical aggression in early childhood: A preliminary study     

Jamie M. Ostrov  Greta M. Massetti  Kirstin Stauffacher  Stephanie A. Godleski  Katie C. Hart  Kathryn M. Karch  Adam D. Mullins  Emily E. Ries 《Early childhood research quarterly》2009

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation.  相似文献   

An Investigation into the Relationship Between Teacher Motivation and Pupil Motivation     

E. Stephanie Atkinson 《教育心理学》2000,20(1):45-57

This article reports the findings of a small scale investigation in the form of a blind study carried out in four schools in the north east of England. It concerns the relationship between teacher motivation ( n = 4) and pupil motivation ( n = 66) during pupils' participation in design and technology project work at Key Stage 4. It was recognised that the sample of teachers was too small to be considered representative of motivated and demotivated design and technology teachers in general terms. However, the information gathered provided a more informed picture of the possible link between pupil motivation and teacher motivation. It also supplied an indication of some of the differences that exist between the approaches to teaching adopted by motivated and demotivated teachers of design and technology project work.  相似文献