Playing among the stars: Science in Sport,or the Pleasures of Astronomy (1804)     

Melanie Keene 《History of education》2013,42(4):521-542

In 1804, John Wallis published a game that converted learning about astronomy into a race to the Royal Observatory, Greenwich. This essay uses Science in Sport to explore the cultures of Georgian recreative science, analysing how the rules and conventions of playing a game affected the gaining of natural knowledge. New familial audiences and markets, a ‘public culture’ of science, and a vogue for rational amusement led to a boom in the publishing of instructive pastimes around 1800, of which Wallis’s firm was a leading innovator. Revised and approved by author and educator Margaret Bryan, Science in Sport sought to inculcate accurate ideas about the heavens in a domestic setting, and through the penalties and rewards of an entertainment. By investigating the story of The Pleasures of Astronomy the author demonstrates the ideas, actions, morals and experiences that were brought into play when astronomical education became a game.  相似文献   

The role of cognitive “performance orientation” in communication anxiety     

Melanie Booth‐Butterfield  Steve Booth‐Butterfield 《Communication quarterly》2013,61(2):198-209

This study examined cognitive patterns involved in communication anxiety, particularly in public speaking situations. The cognitive patterns were represented by Motley's (1990) theoretical‐clinical conceptualization of either a “performance” or a “communication” orientation to public presentations. The mediating role of public self‐consciousness in these anxious cognitive patterns was also examined.

Results indicated that Motley's measurement of performance orientation (i.e. the presentation has to be perfect and will be closely scrutinized for delivery by the audience) was not associated with communication apprehension, public speaking anxiety, nor with public self‐consciousness. Although other scales performed as expected, the Performance/Communication Orientation scale proved to be multi‐factored and internally unreliable.  相似文献   

Funny Students Cope Better: Patterns of Humor Enactment and Coping Effectiveness   总被引：1，自引：1，他引：0  

Melanie Booth-Butterfield  Steven Booth-Butterfield  Melissa Wanzer 《Communication quarterly》2013,61(3):299-315

Increasingly, college students are employed in jobs outside of class—and contend with additional stressors as a result—when they attempt to balance work and academic demands. Enacting humorous communication is one productive way to handle such stress. In a college student, the replication of the process of using humor to cope with job stress (i.e., higher humor orientation, HO) was associated with higher ratings of effectiveness, greater self-perceived coping effectiveness, and subsequently with higher job satisfaction. Path analysis demonstrated that, as the transactional theory would predict, students' trait HO influences their job satisfaction through its effect on heightened coping efficacy. Results indicated that, across two very different sample populations, college students and fully employed adults are extremely similar in the process and benefits of using humor to cope.  相似文献   

Responses to Jealousy Situations That Evoke Uncertainty in Married and Dating Relationships     

Carrie Kennedy-Lightsey  Melanie Booth-Butterfield 《Communication quarterly》2013,61(2):255-275

This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.  相似文献   

范德堡留学趣闻     

Melanie 《中国研究生》2009,(5):39-41

Toru其人 Toru来自日本,全名叫Toru Takahata。在每周一次的英文会话班上,我们一起练习口语。英文会话班学生流动性很大,每周都有新而孔．因此每节课开始前,  相似文献   

What’s next? Experiences of a formal course for academic developers     

Melanie Skead 《高等教育研究与发展》2018,37(2):390-403

A growing impetus for disciplinary status for academic development has prompted efforts to construct a principled knowledge base in this emerging field. This paper considers the impact of academic developers’ access to structured knowledge through a systematic process. In 2011, the Centre for Higher Education Research, Teaching and Learning at Rhodes University implemented a postgraduate qualification for academic developers. This paper documents the experiences of two cohorts by exploring routes into and expectations of the course, value attached to its knowledge base and impact on identity formation (coming to be) through an encounter with knowledge (coming to know). This study explores participant experiences through identifying key insights following their introduction to new conceptual and theoretical notions by considering four knowledge domains in the course. General assertions are drawn from participant responses to inform ongoing development of the course. The course is examined as a potential mechanism for academic developers to construct an academic developer identity via an encounter with knowledge. It is anticipated that this encounter enables knowledge-based responses to complex questions.  相似文献   

Children's Strategies with Number Patterns     

Melanie Hargreaves  Diane Shorrocks‐Taylor  John Threlfall 《Educational studies》1998,24(3):315-331

Pattern and generalisation are both thought to be fundamental to mathematics and are therefore important in mathematics education. This study investigates how children throughout the junior age range generalise about number patterns and the cognitive processes involved in this. The data were collected from 315 children aged between 7 and 11 years, by means of a workbook which gave children the opportunity to work with different types of pattern within different tasks. Analysis of the data revealed the different types of generalisation made by the children and the different cognitive processes which seemed to be involved. This paper examines specifically the strategies children use when they make generalisations about individual number patterns and briefly discusses how these vary across year groups.  相似文献   

An educational media research information center (EMRIC): Progress report     

Gordon C. Barhydt  Charles T. Schmidt  Melanie G. Rutzler 《Educational technology research and development : ETR & D》1965,13(3):296-302

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Student note-taking related to university examination performance     

Pauline A. Nye  Terence J. Crooks  Melanie Powley  Gail Tripp 《Higher Education》1984,13(1):85-97

Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking.  相似文献   

Children's Reasoning about Interpersonal and Moral Conflicts   总被引：1，自引：1，他引：1  

Judith G. Smetana  Melanie Killen  Elliot Turiel 《Child development》1991,62(3):629-644

2 studies were conducted to determine if children make judgments about both justice and interpersonal relations in conflictful situations. In Study 1, 48 subjects (24 males and 24 females) in the third, sixth, and ninth grades (mean ages = 8.40, 11.38, 14.38 years) were administered 2 stories entailing conflicts between justice and interpersonal concerns. Children judged and justified acts in 4 conditions systematically varying interpersonal and justice concerns. Children generally gave priority to justice and rights over friendship, based primarily on considerations of welfare or rights. In Study 2, 76 subjects (39 males and 37 females) in the third, sixth, and ninth grades (mean ages = 9.08, 12.10, 14.92 years) were presented with 3 stories entailing conflicts between justice and interpersonal relations. Subjects gave greater priority to interpersonal considerations in Study 2 than in Study 1, and their evaluations varied according to the salience of the different concerns. In both studies, few gender differences were obtained. The results demonstrate that across development, concerns with justice and interpersonal relationships coexist in judgments of male and female children, and that the ways they are applied depend on the situation.  相似文献