E-Master of Marketing: Phase 2 in Transnational Marketing Education     

Francis Farrelly  Sally Joy  Sandra Luxton  Val Clulow 《Higher Education in Europe》2001,26(1):87-93

A previous article in Higher Education in Europe (Vol. 24, No. 2, 1999), by three of the authors of the present article, outlined the beginnings of an on-line course, "Marketing Theory and Practice" (MTP), offered by the Department of Marketing of Monash University in Australia. It noted the opportunities such a development presented in terms of collaboration. Following the successful introduction of MTP on-line (http://www.buseco.monash.edu.au/Subjects/MKT/ MTPonline/) into the undergraduate programme, the project team applied for a significant funding grant to implement a department-wide strategy for the electronic delivery of marketing education. This implementation includes the development of an E-Master's degree in Marketing, details of which are discussed in this article.  相似文献   

A Global Developmental Trend in Cognitive Processing Speed   总被引：5，自引：1，他引：5  

Sandra Hale 《Child development》1990,61(3):653-663

Children respond more slowly than young adults on a variety of information-processing tasks. The global trend hypothesis posits that processing speed changes as a function of age, and that all component processes change at the same rate. A unique prediction of this hypothesis is that the overall response latencies of children of a particular age should be predictable from the latencies of young adults performing the same tasks--without regard to the specific componential makeup of the task. The current effort tested this prediction by examining the performance of 4 age groups (10-, 12-, 15-, and 19-year-olds) on 4 different tasks (choice reaction time, letter matching, mental rotation, and abstract matching). An analysis that simultaneously examined performance on all 4 tasks provided strong support for the global trend hypothesis. By plotting each child group's performance on all 4 tasks as a function of the young adult group's performance in the corresponding task conditions, precise linear functions were revealed: 10-year-olds were approximately 1.8 times slower than young adults on all tasks, and 12-year-olds were approximately 1.5 times slower, whereas 15-year-olds appeared to process information as fast as young adults.  相似文献   

Book reviews     

Neil?CameronEmail author  Sandra?StotskyEmail author 《Academic Questions》2003,16(3):84-95

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Toddlers' Acquisition of Self/Other Knowledge: Ecological and Interpersonal Aspects of Self and Other     

Sandra Pipp-Siegel  and Carol Foltz 《Child development》1997,68(1):69-79

The complexity of toddlers' self-development was examined in the context of knowing others. Two studies were designed to test whether toddlers' self-knowledge was different from their knowledge of others (e.g., mother and inanimate object) or whether toddlers' knowledge of persons (e.g., self and mother) was different from their knowledge of objects. Knowledge of self, mother, and inanimate object was observed in developmentally sequenced tasks assessing agency and featural knowledge. When the inanimate object was perceptually different from humans, 12-month-old toddlers responded differently to all 3 versions. When the inanimate object was perceptually similar to humans, 24-month-olds, distinguished self from other and did not distinguish between the 2 versions of "other:" mother and inanimate object. We concluded that 12-month-old infants were more sensitive to perceptual features of objects than were older toddlers. Data were interpreted according to Neisser's distinction between the ecological self and the interpersonal self.  相似文献   

Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study     

Pamela E. Hook  Paul Macaruso  Sandra Jones 《Annals of dyslexia》2001,51(1):73-96

We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment, the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant progress in phonemic awareness and reading.  相似文献   

Nurses' attitudes and knowledge of their roles in newborn abandonment          下载免费PDF全文

Cesario SK 《The Journal of perinatal education》2003,12(2):31-40

The practice of abandoning newborns shortly after birth has always existed. Occurring in primitive and contemporary societies, the motivations for newborn abandonment are varied and dependent upon the social norms of a specific geographic region at a given point in time. Because the desire to abandon an infant has had no support system in American society, such unwanted infants have been abandoned in a manner leading to their deaths. In response, many states have passed safe-haven legislation to save the lives of unwanted newborns. The laws typically specify a mother's ability to "abandon" her child to a medical service provider. However, judgmental attitudes and a lack of accurate information may impede a health care provider's ability to carry out a safe-haven law. The study described here examines a sample of nurses in a state with a safe-haven law. The study revealed no significant correlation between a nurse's knowledge, attitude, and self-perception of preparedness to manage a newborn abandonment event. owever, the outcomes highlight the negative attitudes and lack of knowledge many nurses possess regarding newborn abandonment and the women who commit this act. Educational programs for all health care providers and the community are essential to the efficacy of the legislation that currently exists. Continued multidisciplinary strategizing and general awareness are needed to serve as catalysts to build supports for unwanted newborns and their safe assimilation into the community.  相似文献   

THE TEACHER'S CONTRIBUTION TO THE TREATMENT OF INFANTILE AUTISM     

Sandra Sewell 《International Journal of Disability, Development & Education》1970,17(2):89-96

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Broadening the Definition of Collaboration in Early Care and Education     

Sandra Soliday Hong  Noreen Yazejian  Shannon Guss  Amanda Stein  Maia Connors  Diane Horm 《Early education and development》2019,30(8):1084-1093

ABSTRACT

Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration.  相似文献   

Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy     

Carmen M. Martínez-Roldán  Sandra Quiñones 《Journal of Language, Identity & Education》2016,15(3):151-164

In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy.  相似文献   

Reconceptualizing the Elementary Science Methods Course Using a Reflection Orientation     

Sandra K. Abell  Lynn A. Bryan 《Journal of Science Teacher Education》1997,8(3):153-166

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