The production and conservation of fats and oils in the United States     

H.S. Bailey 《Journal of The Franklin Institute》1919,187(3):364

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Books,Articles, and Items of Academic Interest: Compiled,with Commentary     

Carol Iannone 《Academic Questions》2007,20(2):170-175

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Books,articles, and items of academic interest     

Carol Iannone 《Academic Questions》2004,17(4):91-94

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Effects of “Meaningful” Entertainment on Altruistic Behavior: Investigating Potential Mediators     

Erica Bailey  Bartosz W. Wojdynski 《广播与电子媒介杂志》2015,59(4):603-619

Recent research has shown that exposure to entertainment media depicting moral beauty may not only influence viewers' affective responses, but also lead to altruistic behavior. Although the process has been tied to a set of feelings commonly referred to as elevation, the mechanisms by which the effects take place have not been examined. This experiment (N = 107) showed that participants who watched a clip portraying moral beauty were more likely to help with an unrelated volunteer task after viewing than those who watched a non-meaningful clip. The effect of the clip was mediated by the degree to which the clip produced mixed affective response in participants. Although the clip portraying moral beauty led to increased empathy with the character and increased feelings of elevation, neither of these predicted helping behavior after controlling for clip content. Helping behavior also increased when the help recipient was less similar to the participants (age, race, and university affiliation).  相似文献   

Peer review: still king in the digital age          下载免费PDF全文

David NICHOLAS  Anthony WATKINSON  Hamid R. JAMALI  Eti HERMAN  Carol TENOPIR  Rachel VOLENTINE  Suzie ALLARD  Kenneth LEVINE 《Learned Publishing》2015,28(1):15-21

The article presents one of the main findings of an international study of 4,000 academic researchers that examined how trustworthiness is determined in the digital environment when it comes to scholarly reading, citing, and publishing. The study shows that peer review is still the most trustworthy characteristic of all. There is, though, a common perception that open access journals are not peer reviewed or do not have proper peer‐review systems. Researchers appear to have moved inexorably from a print‐based system to a digital system, but it has not significantly changed the way they decide what to trust. They do not trust social media. Only a minority – although significantly mostly young and early career researchers – thought that social media are anything other than more appropriate to personal interactions and peripheral to their professional/academic lives. There are other significant differences, according to the age of the researcher. Thus, in regard to choosing an outlet for publication of their work, young researchers are much less concerned with the fact that it is peer reviewed.  相似文献   

“Think With Me:” David Carr's Enduring Invitation     

Beverly Sheppard  Marsha Semmel  Carol Bossert 《Curator: The Museum Journal》2016,59(2):113-119

David Wildon Carr (1945–2016) was recognized in the international cultural community as a scholar and instigator whose critical thinking challenged museum practitioners to reflect on the purpose and responsibility of their work. In his recent papers and lectures, he argued that those discussing museum experiences are late to enter into a dialogue already in progress—a dialogue which carefully considers the whole person in a community, and wherein thinking with a museum is an enterprise embedded in the learner's experience. This forum, written by three museum professionals in response to his recent untimely death, is intended to capture personal impressions of Carr's contribution to the continuing work of museums. Each author quotes from Carr's writings, since his words have such enduring strength—a strength that will continue to resonate long into the future. Each also offers readers some personal background on his work as a teacher.  相似文献   

The role of leadership in small scale educational change     

Wei Wei  David DeBrot  Carol Witney 《Asia Pacific Journal of Education》2015,35(1):40-54

By investigating the factors facilitating and hindering a small scale educational change, this study highlights the crucial role of leadership in designing and implementing an educational change at a transnational university in Vietnam. During its initiation stage, the programme leaders seemed to fail to (1) set up a clear schedule for changing, (2) assist external advisory groups in providing training sessions and (3) clarify the responsibilities of external advisory groups. At the implementation stage, programme leaders and teachers were less likely to (1) develop the collective knowledge and understandings required for ongoing instructional improvement, (2) adjust the teaching quality control system and (3) cooperate with advisory groups. The lessons that can be learned include (1) mutual trust between stakeholders is vital to its successful implementation as it may determine the level of efforts stakeholders would make, (2) preparations should include clarifying stakeholders' responsibilities and the accountability system and (3) the external advisory groups need to be properly managed from the very beginning of the change.  相似文献   

Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum     

Dorie J. Gilbert  Mary Lehman Held  Janet L. Ellzey  William T. Bailey  Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.  相似文献   

When worlds collide: identity,culture and the lived experiences of research when ‘teaching-led’     

John G. Sharp  Brian Hemmings  Russell Kay  Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644

This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.  相似文献   

Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study     

Carol McDonald Connor  Ralph Radach  Christian Vorstius  Stephanie L. Day  Leigh McLean  Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134

In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.  相似文献