Assessment in further education     

D Hutchinson 《Special education: forward trends》1983,10(4):17-18

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Personnel administration: in-service training at the nonprofessional level     

H D Hutchinson 《Bulletin of the Medical Library Association》1965,53(4):542-545

A growing shortage of professional librarians has caused library administrators in all types of libraries to take a hard look at their interpretation of what constitutes professional work. The Free Library of Philadelphia is no exception, and in recent years it has evolved formal position classifications providing for the employment of nonlibrarians in positions formerly classed as professional as well as in the usual clerical and desk assignments. Conceived primarily out of necessity, these classifications and assignments are now readily accepted by the Library's staff, and there is little likelihood that earlier interpretations of professional and nonprofessional duties will ever be revived. This article outlines the Free Library's classification and training plan for nonprofessionals.  相似文献   

“You Just Type in What You Are Looking For”: Undergraduates' Use of Library Resources vs. Wikipedia     

Mónica Colón-Aguirre  Rachel A. Fleming-May 《The Journal of Academic Librarianship》2012,38(6):391-399

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Ability emotional intelligence,trait emotional intelligence,and academic success in British secondary schools: A 5 year longitudinal study     

Pamela Qualter  Kathryn.J. Gardner  Debbie.J. Pope  Jane.M. Hutchinson  Helen E. Whiteley 《Learning and individual differences》2012,22(1):83-91

This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance data at the end of Year 11 (mean age = 15 years 10 months) were collected. Structural Equation Modelling examined the longitudinal relationships between latent variables of these constructs. Results show that the importance of ability EI resides in the fact that it moderates the effect of cognitive ability on performance in Year 11. Trait EI has a direct effect on Year 11 performance for boys only. This suggests that initiatives that help to develop ability EI and increase trait EI offer educators opportunities to improve educational achievement.  相似文献   

Exploring the impact of bullying on young bystanders     

Matthew Hutchinson 《Educational Psychology in Practice》2012,28(4):425-442

This study aimed to explore peer bullying events in schools by using Interpretative Phenomenological Analysis (IPA) to consider the experiences of young bystanders: the perceptions and understandings of students who had witnessed bullying. Participants were aged 12–13 and attended two neighbouring secondary schools in the UK. Four themes were generated: the power and limits of language in bullying incidents; the power of moral frameworks; the presence of dynamic social systems, both inside and outside peer groups; and the psychological consequences of being a bystander. Implications of the research are discussed, for the practice of school staff and for educational psychologists.  相似文献   

The role of background knowledge in text comprehension for children learning English as an additional language     

Kelly Burgoyne  Helen E. Whiteley  Jane M. Hutchinson 《Journal of Research in Reading》2013,36(2):132-148

Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children learning EAL and 16 of their monolingual peers, matched for word reading accuracy, were assessed using a standard measure of reading comprehension and an experimental measure of reading comprehension for which relevant background knowledge was taught before assessing understanding. Tests of receptive and expressive vocabulary were also completed. Results confirmed lower levels of reading comprehension for children learning EAL for both standard and ‘background’ controlled measures. Analysis of comprehension by question type on the experimental measure showed that while both groups made use of taught knowledge to answer inferential questions, children learning EAL had specific difficulties with both literal questions and questions requiring the interpretation of a simile. It is suggested that relevant background information should be used to facilitate children's text comprehension. Furthermore, several factors, especially vocabulary differences, but also text search strategies, context use and comprehension monitoring skills, may contribute to the comprehension difficulties experienced by children learning EAL.  相似文献   

Data Our Bodies Tell: Towards Critical Feminist Action in Fertility and Period Tracking Applications     

Maria Novotny  Les Hutchinson 《Technical Communication Quarterly》2013,22(4):332-360

ABSTRACT

This article situates reproductive applications as an emerging “do-it-yourself” health technology in need of feminist technical communication action. The authors focus on Glow, a fertility and period tracking application, and argue that though this application promises user’s self-empowerment over their reproductive health, individual agency is often reduced. The authors consider how technical communication scholars can intervene in fertility and period tracking applications through a redesign of how consent is obtained when collecting user’s personal health information.  相似文献   

The impact of impairment on kinematic and kinetic variables in Va’a paddling: Towards a sport-specific evidence-based classification system for Para Va’a     

Johanna S. Rosén  Anton Arndt  Victoria L. Goosey-Tolfrey  Barry S. Mason  Michael J. Hutchinson  Olga Tarassova 《Journal of sports sciences》2013,31(17):1942-1950

ABSTRACT

Para Va’a is a new Paralympic sport in which athletes with trunk and/or leg impairment compete over 200 m. The purpose of this study was to examine the impact of impairment on kinematic and kinetic variables during Va’a ergometer paddling. Ten able-bodied and 44 Para Va’a athletes with impairments affecting: trunk and legs (TL), legs bilaterally (BL) or leg unilaterally (UL) participated. Differences in stroke frequency, mean paddling force, and joint angles and correlation of the joint angles with paddling force were examined. Able-bodied demonstrated significantly greater paddling force as well as knee and ankle flexion ranges of movement (ROM) on the top hand paddling side compared to TL, BL and UL. Able-bodied, BL and UL demonstrated greater paddling force and trunk flexion compared to TL, and UL demonstrated larger bottom hand paddling side knee and ankle flexion ROM compared to BL. Significant positive correlations were observed for both male and female athletes between paddling force and all trunk flexion angles and ROM in the trunk and pelvis rotation and bottom hand paddling side hip, knee and ankle flexion. The results of this study are important for creating an evidence-based classification system for Para Va’a.  相似文献   

彩色马蹄莲种球采收处理技术   总被引：6，自引：0，他引：6  

黄作喜  吴学尉  段辉国  王其刚 《内江师范学院学报》2004,19(2):35-37

为了控制彩色马蹄莲种球采收后的严重病害，试验研究了采收前55d、40d、25d控制给水，种球消毒处理及芽眼朝向和分层摆放等方法。发现采收前40d开始控水有利于保证种球的质量，减少软腐病害；种球消毒处理可降低细茵性软腐病，但却增加了真菌病害感染的机会；种球芽眼朝下、单层摆放比芽眼朝上和多层摆放更有利于控制病害。种球采收后迅速风干是最关键的技术措施，采前控水是减少病害发生的生理基础，芽眼朝下和单层摆放可保证种球长期贮藏。  相似文献   

Worldviews in transition: using ecological autobiographies to explore students’ worldviews     

Richard R. Jurin  Suzanne Hutchinson 《Environmental Education Research》2005,11(5):485-501

College students (n = 292), after completing an American environmental history course, self‐selected, defined and defended their ecological worldview in an ecological autobiography essay that used historic content about different philosophies concerning the environment and natural resource use. The whole sample divided into groups along a spectrum of anthropocentrism to biocentrism with several worldview perspectives that ranged from utilitarian conservationism, which were anthropocentric, to preservationism, which were biocentric. A large group (n = 115), named logical idealists, fell midway in this continuum and expressed conflict with their desires for preserving the environment and their utilitarian lifestyle references. However, another mid‐continuum group, non‐radical environmentalists and ecologists (n = 59), were quite firm in their definition and did not express dissonance with their views, and considered themselves more mainstream environmentalist. The students stated that exposure to different worldviews within contextual content made them more tolerant and understanding of worldviews different from their own. The resulting worldview categories and polarized spread of worldviews have implications for the field of environmental education.  相似文献