The State Secrets Privilege and the War on Terror: An Annotated Bibliography     

Todd Venie 《Legal Reference Services Quarterly》2017,36(1):34-50

This selective annotated bibliography is a guide to scholarly articles about use of the State Secrets Privilege during the War on Terror. Use of the privilege became controversial during the presidential administration of George W. Bush, resulting in a scholarly debate over the privilege and the propriety of its use in litigation concerning measures taken by the United States government in the years following the terrorist attacks of 11 September 2001. This bibliography is intended to provide an overview of the scholarly literature to lawyers, scholars, and students.  相似文献   

Intended and Unintended Consequences of Educational Technology on Social Inequality     

Andrew A Tawfik  Todd D Reeves  Amy Stich 《TechTrends》2016,60(6):598-605

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Differences in the development of creative competencies in children schooled in diverse learning environments     

Maud Besanon  Todd Lubart 《Learning and individual differences》2008,18(4):381

Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools with traditional and alternative pedagogical approaches. Our results highlight (1) an influence of pedagogy on children's creative performance; (2) a positive influence of alternative pedagogy on creative development from year 1 to year 2 mainly for Montessori school. Children's creative performance was influenced not only by the type of task but also by the type of school.  相似文献   

Phylloxera, ‘big science’ and the nature of scientific debate     

Cain Todd 《Metascience》2012,21(3):759-761

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English in the College of Tomorrow     

Lewis Paul Todd 《The Educational forum》2013,77(3):341-348

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‘Makin’ Somethin’ Outta Little-to-Nufin’’: Racism,Revision and Rotating Records – The Hip-Hop DJ in Composition Praxis     

Todd Craig 《Changing English: An International Journal of English Teaching》2015,22(4):349-364

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Introduction     

Todd M. Hines 《Journal of Business & Finance Librarianship》2013,18(1)

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Prepracticum Counseling Students' Perceived Preparedness for Suicide Response     

Erin E. Binkley  Todd W. Leibert 《Counselor Education & Supervision》2015,54(2):98-108

The researchers examined how suicide‐response training received before practicum related to degrees of anxiety and confidence for practicum students regarding the treatment of suicidal clients. Results of 113 surveyed practicum students are discussed, along with implications and suggestions for future research.  相似文献   

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults     

Apperly IA  Warren F  Andrews BJ  Grant J  Todd S 《Child development》2011,82(5):1691-1703

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.  相似文献   

Genome Consortium for Active Teaching: meeting the goals of BIO2010   总被引：2，自引：2，他引：0  

Campbell AM  Ledbetter ML  Hoopes LL  Eckdahl TT  Heyer LJ  Rosenwald A  Fowlks E  Tonidandel S  Bucholtz B  Gottfried G 《CBE life sciences education》2007,6(2):109-118

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.  相似文献