Production and use of information. Characterization of informetric distributions using effort function and density function: Exponential informetric process     

Thierry Lafouge  Camille Prime-Claverie 《Information processing & management》2005,41(6):1387-1394

Statistical regularities observed in the production or use of information have been studied for a long time. In this article we define an exponential informetric process to formalize these stochastic process. It is defined by combining an effort function with a density function. Without using the powerful results of Price on the cumulative advantages process this characterization clarifies the principle of least effort. Some links between statistical theory of information and some informetric distributions are enhanced.  相似文献   

Who We Are: (In)Visible African American Women Setting Traditions of Excellence and Paving Paths for Transformation     

Camille O’Bryant 《Quest (Human Kinetics)》2015,67(2):139-160

The purpose of this lecture is to provide the voice and visibility of African American women who have upheld the tradition of excellence set by Amy Morris Homans in the development of physical education in higher education for women and set pathways to transition our field to be more inclusive and diverse and have served as transformative leaders and role models for me and countless other teachers, scholars, and administrators. I used a combination of personal experiences and reflections on the legacy of Amy Morris Homans to describe how our collective wisdom, strength, and resilience in the face of social, political, and historical barriers have enabled us all to transform physical education and kinesiology in higher education. Final recommendations include continued commitment to facing our fears and making conscious efforts to embrace opportunities to be more inclusive in our programs.  相似文献   

Mid-career academic women and the prestige economy     

Camille B. Kandiko Howson  Kelly Coate  Tania de St Croix 《高等教育研究与发展》2018,37(3):533-548

Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status.  相似文献   

Exploration and validation of clusters of physically abused children     

Sabourin Ward C  Haskett ME 《Child abuse & neglect》2008,32(5):577-588

OBJECTIVE: Cluster analysis was used to enhance understanding of heterogeneity in social adjustment of physically abused children. METHOD: Ninety-eight physically abused children (ages 5-10) were clustered on the basis of social adjustment, as measured by observed behavior with peers on the school playground and by teacher reports of social behavior. Seventy-seven matched nonabused children served as a comparison sample. Clusters were validated on the basis of observed parental sensitivity, parents' self-reported disciplinary tactics, and children's social information processing operations (i.e., generation of solutions to peer relationship problems and attributions of peer intentions in social situations). RESULTS: Three subgroups of physically abused children emerged from the cluster analysis; clusters were labeled Socially Well Adjusted, Hanging in There, and Social Difficulties. Examination of cluster differences on risk and protective factors provided substantial evidence in support of the external validity of the three-cluster solution. Specifically, clusters differed significantly in attributions of peer intent and in parenting (i.e., sensitivity and harshness of parenting). Clusters also differed in the ways in which they were similar to, or different from, the comparison group of nonabused children. CONCLUSIONS: Results supported the contention that there were clinically relevant subgroups of physically abused children with potentially unique treatment needs. Findings also pointed to the relevance of social information processing operations and parenting context in understanding diversity among physically abused children. PRACTICE IMPLICATIONS: Pending replication, findings provide support for the importance of considering unique treatment of needs among physically abused children. A singular approach to intervention is unlikely to be effective for these children. For example, some physically abused children might need a more intensive focus on development of prosocial skills in relationships with peers while the prosocial skills of other abused children will be developmentally appropriate. In contrast, most physically abused children might benefit from training in social problem-solving skills. Findings also point to the importance of promoting positive parenting practices in addition to reducing harsh discipline of physically abusive parents.  相似文献   

Contradictions in educational policy: implementing integrated problem‐based environmental health curriculum in a high stakes environment     

Camille Anne Martina  Dina Markowitz 《Environmental Education Research》2009,15(3):279-297

In this paper, we focus on the efforts of educators at nine different research sites within the United States, funded by a grant from the National Institute of Environmental Health Sciences (NIEHS), to develop and implement innovative, interdisciplinary curriculum on the relationship of the environment and human health. The NIEHS correctly maintained that the interdisciplinary nature of learning about environmental health would improve students’ learning across several subject areas and should, therefore, contribute to students scoring higher on state’s subject area based standardized tests. However, these goals were undermined by state polices linking standardized tests with student promotion and graduation, and the federal No Child Left Behind Act (NCLB) that required public schools and districts to aggregate test scores which might have negative consequences, such as reducing school funding or privatizing school administration and state policies. These policies resulted in deleterious effects that undermined implementing environmental health curricula.  相似文献   

Providing Undergraduate Science Partners for Elementary Teachers: Benefits and Challenges     

Camille A. Goebel  Aminata Umoja  Robert L. DeHaan 《CBE life sciences education》2009,8(3):239-251

Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers'' skills in inquiry-based science instruction. Here, we describe some of the program''s successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children''s science learning abilities to express more mature, positive views.  相似文献   

Clinical competencies and the basic sciences: An online case tutorial paradigm for delivery of integrated clinical and basic science content     

Camille DiLullo  Harry J. Morris  Richard M. Kriebel 《Anatomical sciences education》2009,2(5):238-243

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem‐based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case‐based tutorials was created using the method of inquiry‐based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information are seamlessly joined. The psychosocial dimension of patient care is added to the documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos. These videos augment the written case with additional information providing the student with visual exposure in methods of patient communication and appropriate professional patient/physician interactions that address competencies of patient care, communication, and professionalism. The tutorials were made available via learning management system course sites. The study tracked usage of the tutorials by 270 first‐year medical students. Anat Sci Educ 2:238–243, 2009. © 2009 American Association of Anatomists.  相似文献   

Childhood and Nineteenth‐Century American Theatre: The Work of the Marsh Troupe of Juvenile Actors Shauna Vey. Southern Illinois University Press, 2015.          下载免费PDF全文

Camille McCutcheon 《Journal of American culture (Malden, Mass. : 2003)》2017,40(4):417-418

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The Fox Film Corporation, 1915–1935: A History and Filmography Aubrey Solomon. Jefferson,NC: McFarland, 2011. Twentieth Century‐Fox: The Zanuck‐Skouras Years, 1935–1965 Peter Lev. Austin: University of Texas Press, 2013.     

Camille McCutcheon 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):108-110

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MakeAbility: Creating Accessible Makerspace Events in a Public Library     

Tara Brady  Camille Salas  Ayah Nuriddin  Walter Rodgers  Mega Subramaniam 《Public Library Quarterly》2014,33(4):330-347

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