The Institutionalization of Racism at the University of California at Berkeley     

Vincent Sarich 《Academic Questions》1990,4(1):72-81

Editor's Note: The following is adapted from a letter and accompanying essay that were sent to each of the regents of the University of California at the close of the spring semester, 1990, by Prof. Sarich.  相似文献   

Monitoring Acoustic Emission in an Epidemiological Pilot Study of a Collection of Wooden Objects     

Michal Łukomski  Vincent Beltran  Foekje Boersma  James Druzik  Ashley Freeman  Marcin Strojecki 《文物保护研究》2018,63(5):181-186

ABSTRACT

This experimental program, implemented by the Managing Collection Environment Initiative at the Getty Conservation Institute, has provided data about the response of historic objects to changes in relative humidity (RH). Alongside other less sensitive documentation techniques (visual observation, physical measurements, photography, and 3D scanning), acoustic emission (AE) was monitored for six historic, museum-like wooden objects exposed to gradually increasing RH variations. Quantitative calibration of AE sensors and an anti-correlation measuring scheme to reduce environmental noise allowed the AE system to effectively trace micro-damage development caused by environmentally induced stress. Using an epidemiological approach, with respect to sample selection and experimental protocol, the obtained results can be used to explore the acceptable range of climate fluctuations for museum collections. The study’s well-controlled environmental protocol also allowed for the examination of the concept of ‘proofed fluctuation’ by the analysis of object response to reoccurring conditions.  相似文献   

The threat of #RhetoricNotSoWhite     

Vincent N. Pham 《Quarterly Journal of Speech》2013,99(4):489-494

In seeking an alternative to objectivity in criticism we often characterize the critical experience as something produced by the critic's mind. Such an assumption causes us to embrace the very metaphysics that justifies objectivity in the first place. We can escape the dilemma by recognizing the role of appreciation in some criticism. The appreciative critic cares for what‐is‐as‐it‐is and so is open to the disclosures of sensual(aesthetic) revelation.  相似文献   

Quantitative sources for the history of education     

Vincent Carpentier 《History of education》2013,42(5):701-720

This paper proposes a critical reflection on the use of quantitative sources for the historian of education. It identifies and discusses key promises and challenges related to the construction and interpretation of historical statistics in education, drawing on a number of British and some French historiographical examples. Ultimately, the article encourages, where possible and appropriate, a combination of quantitative and qualitative methods in order to identify trends and patterns in education and facilitate their contextualisation in terms of processes and meanings.  相似文献   

An Investigation of Forgiveness-seeking Communication and Relational Outcomes     

Vincent R. Waldron 《Communication quarterly》2013,61(3):339-358

Therapists and theologians claim that the process of forgiveness is essential to the restoration of damaged relationships, but this possibility has received limited empirical attention. Furthermore, the role of an offender's communicative behavior in the forgiveness process remains understudied. This project first analyzed an inductively derived list of communication behaviors to develop a taxonomy of forgiveness-seeking approaches used by 186 romantic partners. These were interpreted with reference to face-management, uncertainty reduction, and rule-negotiation approaches to relationship recovery. Associations between the types of forgiveness-seeking communication and several different measures of post-transgression relationship change were examined. Results indicated that relationships recovered significantly when offending partners used behaviors labeled as explicit acknowledgment, nonverbal assurance, and compensation. Significant communicative effects remained after the effects of transgression severity were controlled. Results are interpreted as partially supportive of the assumption that forgiveness-seeking communication facilitates recovery from relational damage.  相似文献   

Reading Ages and NFER Reading Tests     

Denis Vincent 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):176-180

The article outlines some practical and theoretical weaknesses of the concept of ‘reading age’. It considers ambiguity in the computational methods for determining the ‘average’ reading age and the tendency for a reading age to become a fixed property of a pupil rather than an estimate of his standing, relative to time of testing and choice of test. A theoretical standpoint is taken that insufficient is known about the way a reader develops for his attainment to be given a developmental or age‐based score. It is further suggested that in any case the relationship between age and reading development is imperfect. This point is developed further when the assumption of a linear pattern in reading development is criticized. It is further suggested that insofar as reading does follow chronological age an age‐adjustment in the scale used to express attainment is highly desirable. Practical considerations such as selection of reading material, comparison with other educational tests and the assessment of reading progress, are mentioned. The article concludes with a brief resume of the problems associated with reading ‘quotients’ and designating children as ‘under‐achievers’.  相似文献   

Walking Our Talk: The Imperative of Teacher Educator Modeling     

Vincent Aleccia 《Clearing house (Menasha, Wis.)》2013,86(3):87-90

If teacher educators are to be effective, they must be sure that their own professional house is in order. To that end, effective teacher educators must be absolutely clear about their professional mission. In addition, they must also have the appropriate background and training to be effective in their mission. Further, they must bridge the chasm between theory and practice as they prepare teacher candidates by keeping current in K–12 contemporary classroom practice. Finally, they must model what it means to be an accomplished classroom teacher for their pre-service teachers including the professional option of earning National Board certification. Only when teacher educators meet these four demanding criteria can we feel with reasonable certainty that they are living up to their job.  相似文献   

Assessing students’ development in learning approaches according to initial learning profiles: A person-oriented perspective     

Gert Vanthournout  Liesje Coertjens  David Gijbels  Vincent Donche  Peter Van Petegem 《Studies in Educational Evaluation》2013

Research regarding the development of students’ learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students’ initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students’ learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students’ academic discipline and gender. These results suggest that unexpected developments in students’ learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level.  相似文献   

Social class and parental agency     

Carol Vincent 《教育政策杂志》2013,28(4):347-364

This paper explores the relationship between social class and parental agency. It does so through an analysis of the findings of a recently completed qualitative research project exploring parental voice in relation to secondary schools. The first part of the paper presents a summary of a typology of parental interventions. This illustrates some of the differentials between parents in terms of their access to and deployment of a range of social, cultural and material resources, all of which translates into varying levels of effectiveness in finding and using a voice in their relationship with their children's school. The second part of the paper focuses on the middle-class parents at both schools, suggesting that more nuanced differences in their attitudes to various educational issues (namely discipline and appropriate parental involvement) are closely linked to the class fractions which they belong. It is argued that, despite the broad title of 'middleclass', variations within this general grouping in parental education, occupational pathways and spatial mobility affect their approaches to the education of their children.  相似文献   

ESPN—The Women's Sports Network? A Content Analysis of Internet Coverage of March Madness     

Edward Ted M. Kian Ph.D.  Michael Mondello Ph.D.  John Vincent Ph.D. 《广播与电子媒介杂志》2013,57(3):477-495

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