Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence     

Allison G. Dempsey  Michael L. Sulkowski  Rebecca Nichols  Eric A. Storch 《Psychology in the schools》2009,46(10):962-972

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.  相似文献   

On the need for collaboration in KM education in the LIS sector: Some professional perspectives     

Afsaneh  Bill   《International Journal of Information Management》2009,29(5):380-388

As demonstrated in the literature, knowledge management (KM) is a multidisciplinary field of study which encompasses topics from several disciplines. As a consequence, a range of different educational programs has appeared among different stakeholder groups, resulting in competition for ownership of the field on occasion. Although understandable, this competition might more usefully be replaced by collaborative relationships that take a holistic view of the topic. Based on the findings of current research into the implications of KM for Library and Information Science (LIS) education, this paper investigates the issue of collaboration in KM education from the viewpoint of the LIS community. The research findings reveal an appreciation within the LIS community of the importance of collaborative approaches for KM education, and the need for LIS schools to enter liaisons with other interested parties, particularly with business schools and with industry. The findings also suggest that there are few serious impediments to the making of such collaborations, once schools recognise the need for such arrangements.  相似文献   

Writing in the library: Exploring tighter integration of digital library use with the writing process     

Michael B. Twidale  Anatoliy A. Gruzd  David M. Nichols 《Information processing & management》2008

Information provision via digital libraries often separates the writing process from that of information searching. In this paper we investigate the potential of a tighter integration between searching for information in digital libraries and using those results in academic writing. We consider whether it may sometimes be advantageous to encourage searching while writing instead of the more conventional approach of searching first and then writing. The provision of ambient search is explored, taking the user’s ongoing writing as a source for the generation of search terms used to provide possibly useful results. A rapid prototyping approach exploiting web services was used as a way to explore the design space and to have working demonstrations that can provoke reactions, design suggestions and discussions about desirable functionalities and interfaces. This design process and some preliminary user studies are described. The results of these studies lead to a consideration of issues arising in exploring this design space, including handling irrelevant results and the particular challenges of evaluation.  相似文献   

Pre-school Education: Parents' preferences,knowledge and expectations Enseignement Prescolaire: Preferences,connaissances et attentes des parent Educacio´n Preescolar: Preferencias,conocimiento y expectativas de los padres     

Hugh Foot  Christine Howe  Bill Cheyne  Melody Terras  Catherine Rattray 《International Journal of Early Years Education》2000,8(3):189-204

Constructive partnerships between pre-school service providers and parents need to be established on the basis of a clear understanding of what parents want and expect for their children from pre-school provision. A questionnaire survey to 911 parents across Scotland, together with in-depth interviews with 91 parents in the Glasgow area, elicited information concerning preferences, beliefs, knowledge and expectations when choosing suitable provision. Results showed that parents prioritise the safety and care of their children above all else and that, beyond this, selection of type of provision (playgroup, local authority or private nursery) depends upon the relative value they attached to education, setting, convenience and meeting parents' needs. Results are consistent with the theory of planned behaviour that predicting actual choice of provision depends upon parents' knowledge, strength of desire to place their child, social support and perceived control over available options. Des partenariats constructifs entre prestataires de services préscolaires et parents doivent être établis sur la base d'une compréhension claire de ce que les parents veulent et attendent des prestations préscolaires pour leurs enfants. Les réponses à un questionnaire de 911 parents dans toute l'Ecosse, ainsi que des entretiens approfondis avec 91 parents de la région de Glasgow, ont permis de dégager des informations sur les préférences, les croyances, les connaissances et les attentes des parents choisissant une prestation. Les résultats ont montré que les parents donnent la priorité à la sécurité et à l'accueil de leurs enfants par-dessus tout, et que, après cela, la sélection du type de prestation (garderie, crèche municipale ou privée) dépend des valeurs relatives qu'ils attachent à l'éducation, au cadre, au côté pratique et à la capacité de la structure à répondre aux besoins des parents. Les résultats confirment la théorie du comportement basé sur un objectif qui prédit que le choix de prestation dépend des connaissances des parents, de la force de leur désir de placer leur enfant, du soutien social et de leur perception de leur contrôle sur les options disponibles. Las asociaciones constructivas entre los proveedores de servicio preescolar y los padres deben establecerse en base a un entendimiento claro de lo que los padres quieren y esperan de sus hijos y su provisión preescolar. Una encuesta realizada a 911 padres de Escocia, junto con unas entrevistas exhaustivas de 91 padres de la zona de Glasgow, aportó información sobre preferencias, creencias, conocimiento y expectativas cuando se escoge una provisión adecuada. Los resultados demostraron que los padres ponen en primer lugar la seguridad y cuidado de sus niños, por encima de cualquier otra cosa, y que, después, la selección del tipo de provisión (grupo de actividades, autoridades locales o guarderías privadas) dependen del valor relativo que agregan a la educación, posición, conveniencia y a satisfacer las necesidades de los padres. Los resultados son consistentes con la teoría de comportamiento planificado, que dice que pronosticar una selección actual de provisión dependen del conocimiento de los padres, intensidad de deseo de colocar a su hijo, asistencia social y control percibido sobre opciones disponibles.  相似文献   

运动损伤的心理学   总被引：10，自引：0，他引：10  

Daniel Gould  Bill Prentice  Fred Tedeschi  艾华 《体育科学》2000,20(6):86-89

1　根据你们的经验和现有的科学资料信息 ,是否存在与运动损伤有关的重要心理因素或性格类型 ?Gould博士 :很少发现运动员的个性特点与运动损伤的发生有关。然而 ,已经证明心理压力的存在可预示运动损伤发生的增加。从一些生活中的较大事情 (比如失去亲人等 ) ,以及日常小事的争吵中形成的压力 ,与运动损伤风险的增加有关。当然 ,一般情况下 ,心理因素本身并不引起损伤。而当其它不利的身体条件 ,比如肌肉协调性下降 ,或当运动员处在很可能受伤的情况下 ,心理因素就会增加运动损伤的风险。人们认为 ,压力增大运动损伤的风险性 ,是因为压力…  相似文献   

“The Structure of Omission”: British curriculum predicaments and false charts of American experience [1]     

Bill Marsden 《Compare》1991,21(1):5-25

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Foreign Languages for All     

Gwen Thomas  Ruth Nichols 《British Journal of Special Education》1991,18(1):9-12

The subject working group appointed to advise the Secretary of State on modern foreign languages in the National Curriculum reported in July and its recommendations for attainment targets, programmes of study and statements of attainment were published in October in its final report. Gwen Thomas, lecturer in French studies, Reading University, and Ruth Nichols, senior inspector for special education, Berkshire Education Authority, summarise and comment on some of the recommendations and relate them to local practice.  相似文献   

Editorial     

Jill Blackmore  Bill Green  Noel Gough 《The Australian Educational Researcher》1995,22(2):i-i

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‘Multiliteracies’, Education and the New Communications     

Bill Cope  Mary Kalantzis 《Discourse: Studies in the Cultural Politics of Education》1997,18(3):469-478

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Walking the Ethnic Tightwire: Ethnicity and Dialectic in Jacob Riis' How the Other Half Lives     

Bill Hug 《Journal of American culture (Malden, Mass. : 2003)》1997,20(4):41-53

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