THE CHIEF ABSTRACTIONS OF BIOLOGY     

Vernon Pratt 《Philosophical Books》1976,17(2):78-79

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Unobtrusive evaluation of reference service and individual responsibility: the canadian experience, : by Juris Dilevko. Westport, CT: Ablex, 2000. 220p. $72.50, hard cover. ISBN 1567505066. $24.95, trade paper. ISBN 1567505074. LC 99-058739     

Marie L. Radford  Associate Professor  School of Information  Library Science  Pratt Institute  Willoughby Ave.  Brooklyn  NY mradford@prodigy.net> 《The Journal of Academic Librarianship》2001,27(6):487

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Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement     

Sara A. Schmitt  Megan E. Pratt  Megan M. McClelland 《Early education and development》2014,25(5):641-660

Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and a direct assessment (the Head–Toes–Knees–Shoulders task) relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Practice or Policy: Discussion focuses on the domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and its relations to early achievement.  相似文献   

Algebraic manipulation as motion within a landscape     

Michael C. Wittmann  Virginia J. Flood  Katrina E. Black 《Educational Studies in Mathematics》2013,82(2):169-181

We show that students rearranging the terms of a mathematical equation in order to separate variables prior to integration use gestures and speech to manipulate the mathematical terms on the page. They treat the terms of the equation as physical objects in a landscape, capable of being moved around. We analyze our results within the tradition of embodied cognition and use conceptual metaphors such as the path-source-goal schema and the idea of fictive motion. We find that students solving the problem correctly and efficiently do not use overt mathematical language like multiplication or division. Instead, their gestures and ambiguous speech of moving are the only algebra used at that moment.  相似文献   

On Martyn Hammersley's Critique of Bassey's Concept of the Fuzzy Generalisation     

Nick Pratt 《牛津教育评论》2013,39(1):27-32

This article is a further contribution to a critique of Michael Bassey's concept of 'fuzzy generalisations' as a form of dissemination of educational research. Martyn Hammersley has questioned both the uniqueness, and validity, of 'fuzzy' generalisation; the former in terms of a misunderstanding about the nature of generalisation as a whole, and the latter in relation to the potential for circumventing the research community's role in validation. It is argued here that, whilst in agreement with the first of these criticisms, the second depends upon the perspective taken, and that, from the perspective of the practitioner--as opposed to the researcher--(external) validity is a question of 'usefulness' within a particular context rather than generalisability across contexts. Furthermore, generalisations which state what will happen to a practitioner may fail to take account of the fact that he or she is far from being a passive recipient of the research.  相似文献   

Home Away from Home: Acclimatization of Filipino Elderly from being Home to a Sense of being “At Home” in an Elderly Institution     

Allan B. de Guzman  Katrina Illyana J. Guevara  Frances Jane B. Guiang  Anton Lorenzo I. Gutierez  Alayne S. Habaluyas  Marc Alison P. Hizon 《Educational gerontology》2013,39(11):799-811

This grounded study examined the process of acclimatization or the process of changing perspectives of a person so as to get used to or feel “at home” among a select group of Filipino elderly in a nursing care facility. As institutionalization of the elderly is not typical in the Philippine context, varied responses were analyzed to understand the factors and the course that an elderly person undergoes over a set period of time to achieve acclimatization. Twenty elderly (n = 20) residents were purposively recruited and subjected to an in-depth interview that chronicled their experiences on their previous and present lives and on the process by which they were able to adjust to a relatively new setting. Preliminarily, a robotfoto was devised to obtain demographic data including visitation frequencies and familial relationships, and this was followed by an in-depth interview. Through the constant comparison method, an interesting model called the Hourglass of Acclimatization emerged. This model yielded two distinct phases contributing to successful acclimatization. One is the Conversion phase, or imbibing the main notion of transforming one's perspectives of him or herself and his or her environment; there is also the Immersion phase, which describes how an elderly involves him or herself completely into the life he or she is supposed to live. This emerged model can contribute to the development of nursing interventions focusing on elderly experiences in the entire course of relocation to a new environment other than what they call “home.”  相似文献   

Creativity and inspiration for problem solving in engineering education     

Katrina Nordstrom  Päivi Korpelainen 《Teaching in Higher Education》2013,18(4):439-450

Problem solving is a critical skill for engineering students and essential to development of creativity and innovativeness. Essential to such learning is an ease of communication and allowing students to address the issues at hand via the terminology, attitudes, humor and empathy, which is inherent to their frame of mind as novices, without the attempt to have to be the expert. Deep learning of scientific fact can be facilitated by using non-conventional tools for teaching, learning and presentation such as drama, video, posters, model making and other similar means. It may be time to break free of the PowerPoint tradition to generate successful approaches for establishing student engagement and maintaining such engagement.  相似文献   

Knowledge management in a small knowledge intensive organisation: research design process at the Cochrane Child Health Field     

Iva?SetoEmail author  Brad?Arkison  Katrina?Williams 《知识管理研究与实践》2011,9(4):378-384

At the Cochrane Child Health Field, we embarked on a complex project to develop short one-page clinical summaries of health evidence to answer questions posed by paediatricians. Subsequently, our priority was to test these ‘Clinical Answers’ (CAs) to ensure that our product was meeting their needs. This paper provides a reflection of the process of developing a research design to evaluate the CAs format, particularly focusing on the process of partnership. Schön's concept of reflection-on-action is used as a framework.  相似文献   

The effect of short-duration sprint interval exercise on plasma postprandial triacylglycerol levels in young men     

Edward Allen  Partick Gray  Angeliki Kollias-Pearson  Erlend Oag  Katrina Pratt  Jennifer Henderson 《Journal of sports sciences》2013,31(10):911-916

Abstract

It is well established that regular exercise can reduce the risk of cardiovascular disease, although the most time-efficient exercise protocol to confer benefits has yet to be established. The aim of the current study was to determine the effects of short-duration sprint interval exercise on postprandial triacylglycerol. Fifteen healthy male participants completed two 2 day trials. On day 1, participants rested (control) or carried out twenty 6 s sprints, interspersed with 24 s recovery (sprint interval exercise – 14 min for total exercise session). On day 2, participants consumed a high-fat meal for breakfast with blood samples collected at baseline, 2 h and 4 h. Gas exchange was also measured at these time points. On day 2 of control and sprint interval exercise trials, there were no differences (P < 0.05) between trials in plasma glucose, triacylglycerol, insulin or respiratory exchange ratio (RER). The area under the curve for plasma triacylglycerol was 7.67 ± 2.37 mmol · l^–1.4 h^–1 in the control trial and 7.26 ± 2.49 mmol · l^–1.4 h^–1 in the sprint interval exercise trial. Although the sprint exercise protocol employed had no significant effect on postprandial triacylglycerol, there was a clear variability in responses that warrants further investigation.  相似文献   

Proactive Copyright: Workplace Compliance     

Katrina A. Meyer 《TechTrends》2009,53(3):9-11

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