Challenges faced by editors     

Winter EM 《Journal of sports sciences》2011,29(4):327-328

  相似文献   

ALCHEMY AND THE ALCHEMISTS     

Winter GE 《Bulletin of the Medical Library Association》1933,21(3):79-88

  相似文献   

Use of a mnemonic technique to teach young children foreign language vocabulary     

Michael Pressley  Jennifer Samuel  Marsha M. Hershey  SueEllen L. Bishop  Dale Dickinson 《Contemporary educational psychology》1981,6(2):110-116

Children 3 to 6 years of age learned simple Spanish vocabulary items using an adaptation of the keyword method of foreign language vocabulary learning. Using this version of the keyword method, the learner remembered a picture of the translation referent of the vocabulary item interacting with the referent of a concrete English word which sounded like part of the foreign word (the keyword). Children who used the keyword method remembered more vocabulary translations than children who were not instructed in keyword method usage.  相似文献   

The supply of information on chemical reactions in the IDC system     

Robert Fugmann  Günter Kusemann  Jakob Hermann Winter 《Information processing & management》1979,15(6):303-323

The possibilities and limitations of chemical reaction names as the basis for retrieving literature dealing with reaction types are briefly reviewed, as well as the capability of a mere substructure search in a file of reactants and products. It is demonstrated that reaction indexing ideally should be based on the identification of the reaction sites of the molecules involved, as well as on the representation of various kinds of relations between these reactive centers. The GREMAS reaction indexing of IDC is discussed as an example. Before a chemist can request information on reaction types that appear promising for a certain target molecule, he must be aware of their existence. The task of computer-assisted synthesis design is to submit suggestions of conceivable synthetic pathways to a target structure and so to alert the chemist to syntheses of which he had not yet been aware. The “reverse retrieval” technique is demonstrated to constitute a fundamental principle for this kind of information supply. If sufficiently developed and assisted by an effective system for the documentation and classification of reaction types, it can provide suggestions for syntheses at a considerable efficiency without requiring completion by additional principles. The IDC system of (Sub-) Structure search seems to be able to serve this purpose too, due to its flexibility, economics, and precision. The reverse retrieval offers solutions to a number of problems hitherto unresolved in information science.  相似文献   

Ein Institut Dokumentiert das Schul- und Studienfernsehen in Aller Welt     

Helmut Winter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):81-83

  相似文献   

Redundancy and the cohesion doze     

Marsha Bensoussan 《Journal of Research in Reading》1990,13(1):18-37

Reading involves simultaneous top-down processing, where the reader applies prior knowledge to the text, and bottom-up processing, where the reader derives meaning from macro-level structures in the text. Text redundancy is central to both. This study investigated the usefulness of using grammatical cohesion to evaluate comprehension on the macro- or discourse-level, as well as on the micro-level. The Cohesion Cloze was used to determine the extent to which 65 native speakers of Hebrew made use of text redundancy or cohesion when reading an English text. According to the categorization of grammatical and lexical cohesion by Halliday and Hasan (1976), blanks were chosen to test students’ recognition of the repetition of a word or its pronoun, a synonym, superordinate, or generalization. Students were directed to fill in the blanks with words already found in the text. Items were analyzed in terms of discourse analysis as relations of cohesion and coherence in the text. Results indicated that there was a relation between anaphora and coherence that contributed to reading difficulty. Cohesive markers were helpful where blanks were multi-determined and there was redundancy of coherence. Passages which focused on a single idea were found easier to fill in than passages containing ideas that were compared and contrasted. Thus shifts in argument. were found to be more difficult to comprehend than a continuous chain of thought.  相似文献   

Latent Class Analysis in Higher Education: An Illustrative Example of Pluralistic Orientation     

Nida Denson  Marsha Ing 《Research in higher education》2014,55(5):508-526

Although used frequently in related fields such as K-12 education research, educational psychology, sociology, and social survey research, latent class analysis (LCA) has been infrequently used in higher education. This article provides higher education researchers with a pedagogical application of LCA to classify entering freshmen based on their pluralistic orientation. This study utilized data on entering freshmen at a racially diverse institution on the West coast. LCA was used to estimate latent profile probabilities, classify freshmen into latent classes, and relate latent class probabilities to covariates. The findings indicated that a four-class model was the best fitting model: high pluralistic orientation; high-disposition, low-skill; low-disposition, high-skill; and low pluralistic orientation. Similar to previous research, the findings indicated that the probability of being classified into one group versus the other was dependent upon a student’s race/ethnicity and intended major. This approach can aid college administrators in their program planning and targeted interventions around issues of diversity.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

The Development of Social Networks in Preschool Children     

Jeffrey C. Johnson  Marsha Ironsmith  Amy L. Whitcher  G. Michael Poteat  Charles W. Snow  Stephanie Mumford 《Early education and development》1997,8(4):389-405

Behavioral observations and sociometric ratings were assessed in separate 3- and 4-year-old child care classes across a two year period. A cross sequential design included three cohorts. Cohort A was observed at age 4, Cohort B at ages 3 and 4 and Cohort C was observed at age 3 yielding two separate cross sectional comparisons and a longitudinal comparison across ages 3 and 4. Social network analyses were used to determine the relation between behavioral measures of social interactions and sociometric ratings, developmental changes in the degree of organization of the social networks in each class, and the degree to which gender was an organizing principle in the social structure of both age groups. In general, correspondence between the behavioral observations and sociometric ratings increased with age and the social structure showed greater cohesion in the 4-year-old class. Gender was an organizing principle in the social structure of the 4-year-old class and became more apparent across time in the 3-year-old class. Implications of the findings for the assessment of sociometric status and for intervention are discussed.  相似文献   

Behavioral problems among children whose mothers are abused by an intimate partner   总被引：7，自引：0，他引：7  

Kernic MA  Wolf ME  Holt VL  McKnight B  Huebner CE  Rivara FP 《Child abuse & neglect》2003,27(11):1231-1246

OBJECTIVES: To determine the association between children's exposure to maternal intimate partner violence (IPV) and behavior problems as measured by the parent report version of the Child Behavior Checklist (CBCL). METHODS: The study population was comprised of 167 2- to 17-year-old children of Seattle women with police-reported or court-reported intimate partner abuse. The CBCL normative population served as the comparison group. Risk of behavior problems was calculated among the exposed children, in the presence and absence of a history of reported child maltreatment, relative to the normative population. Multiple logistic regression served as the primary method of analysis. RESULTS: Children exposed to maternal IPV were more likely to have borderline to clinical level scores on externalizing (i.e., aggressive, delinquent) behavior (RR=1.6, 95% CI: 1.2, 2.1) and total behavioral problems (RR=1.4, 95% CI: 1.1, 1.9) compared to the CBCL normative sample after adjusting for age and sex. Children who were exposed to maternal IPV and were victims of child maltreatment were more likely to receive borderline to clinical level scores on internalizing (i.e., anxious, depressed) behaviors (RR=2.6, 95% CI: 1.5, 3.6), externalizing (i.e., aggressive, delinquent) behaviors (RR=3.0, 95% CI: 1.9, 4.0) and total behavioral problems (RR=2.1, 95% CI: 1.2, 3.2) compared to the CBCL normative sample after adjusting for age and sex. CONCLUSIONS: Exposure to maternal IPV is significantly associated with child behavioral problems both in the presence and absence of co-occurring child maltreatment. Appropriate attention to the mental health of children living in households with IPV is needed.  相似文献