“They Were There for People Who Needed Them”: Student Attitudes Toward the Use of Trigger Warnings in Victimology Classrooms     

Alison C. Cares  Cortney A. Franklin  Bonnie S. Fisher  Lisa Growette Bostaph 《Journal of Criminal Justice Education》2019,30(1):22-45

Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning.  相似文献   

Skirting the Sketch: An Analysis of Sketch Inhibition within Contemporary Design Higher Education     

Lisa Thurlow  Peter Ford  Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.  相似文献   

Street Wise: a programme for educating young people about citizenship,rights, responsibilities and the law     

Lisa Hawking 《Educational Psychology in Practice》2012,28(1):111-112

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HUMAN SERVICES FOR THE ELDERLY AND THE ROLE OF UNIVERSITY–COMMUNITY COLLABORATION: PERCEPTIONS OF HUMAN SERVICE AGENCY WORKERS     

Mojisola F. Tiamiyu  Lisa Bailey 《Educational gerontology》2013,39(6):479-492

According to the U.S. Bureau of the Census, in 1998 the 65-74 years age group (18.4 million) was eight times larger than in 1900, the 75-84 years age group (12 million) was 16 times larger, and the 85 and older years age group (4 million) was 33 times larger. It is anticipated that if this trend continues, by 2030, there will be about 70 million older American persons, more than twice their number in 1998. To meet the needs of the older population, governments, foundations, nonprofit organizations, and other groups will have to continue to work on how to increase availability, accessibility, and adequacy of community-based services. One approach will be to encourage community collaboration and partnerships. Funding agencies have encouraged university-community collaboration in recent years. However, none of the studies reviewed for this paper addressed the need for the type of university-community collaboration that our study deals with (i.e., university-community agency collaboration). In particular, our study investigates human service agency workers' perceptions of the availability, accessibility, and adequacy of services to the elderly in Northwest Ohio, and how collaboration with a university can improve service delivery to consumers. The findings of the study provide a general indication of trends, experiences, and problems common to these agencies. The findings also suggest that agency workers do not necessarily have a negative perception of university-community agency collaboration, rather many do not understand how such collaborations will improve services to consumers. Recommendations regarding how to enhance university-community collaborations are made.  相似文献   

Marketing marvel: Extending the life of a Scribner’s bestseller     

Lisa?SpiroEmail author 《Publishing Research Quarterly》2004,19(4):3-16

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Reduced knowledge of results frequency enhances error detection     

Bruechert L  Lai Q  Shea CH 《Research quarterly for exercise and sport》2003,74(4):467-472

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Not virtual,but a real,live, online,interactive reference service     

Jerant LL  Firestein K 《Medical reference services quarterly》2003,22(2):57-68

In today's fast-paced environment, traditional medical reference services alone are not adequate to meet users' information needs. Efforts to find new ways to provide comprehensive service to users, where and when needed, have often included the use of new and developing technologies. This paper describes the experience of an academic health science library in developing and providing an online, real-time reference service. Issues discussed include selecting software, training librarians, staffing the service, and considering the future of the service. Use statistics, question type analysis, and feedback from users of the service and librarians who staff the service, are also presented.  相似文献   

Peer‐Mediated Instruction in Inclusive Secondary Social Studies Learning: Direct and Indirect Learning Effects     

Thomas E. Scruggs  Margo A. Mastropieri  Lisa Marshak 《Learning disabilities research & practice》2012,27(1):12-20

Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction.  相似文献   

Applying Tablet‐Based Performance Support Application for Technicians’ Training at the Israeli Air Force: A Case Study     

Eran Gal PhD  Hagit Meishar‐tal PhD  Ronit Ben Non  Adar Ben‐Basat  Lisa Paikin 《Performance Improvement Quarterly》2017,30(2):121-136

Performance support systems are mechanisms enabling users) productivity while reducing training expenses as support is being delivered in real time, often eliminating the need for costly pre‐performance training. Mobile technologies have created new opportunities for improved performance support systems, especially for tasks performed outside the offi ce. This article describes the fi rst mobile learning and performance support initiative taken by the Israeli Air Force. The project included the development and eff ectiveness pilot study of a learning and performance support application delivered via tablet to helicopter engine technicians. The application provided support videos and illustrations of maintenance routines, thereby enabling learning and practicing at the same time. Pilot study results show high performance levels of application users compared to those applying traditional methods. Results also show that self‐effi cacy levels were not aff ected by the successful performance achieved when using the mobile performance support application. Plans to expand mobile support use are also described.  相似文献   

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs     

Lisa A. Pufpaff 《Psychology in the schools》2008,45(7):582-599

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