Creating the Arsenal: Augusta University’s Undergraduate Research Journal     

Melissa E. Johnson  Kim Mears  Abigail Drescher 《期刊图书馆员》2017,72(1-4):128-133

ABSTRACT

The Center for Undergraduate Research (CURS) at Augusta University supports faculty-led undergraduate research. In collaboration with a student organization, the Program Coordinator of CURS contacted the Augusta University Libraries to investigate how to start an undergraduate research journal and identify a hosting venue. Two librarians provided guidance on the creation of a new Open Access journal using resources already provided by the university. This article discusses establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as challenges faced throughout the process.  相似文献   

The immediate-shock deficit and postshock analgesia: Implications for the relationship between the analgesic CR and UR     

Michael S. Fanselow  Jesus Landeira-Fernandez  Joseph P. DeCola  Jeansok J. Kim 《Learning & behavior》1994,22(1):72-76

Rats received a 3-sec, 1-mA footshock either immediately or 3 min after placement in a chamber. Postshock pain sensitivity was assessed with the formalin test. The animals that received the 3-min delay between placement and shock showed an analgesic response compared with noshock controls. The immediate-shock animals did not. Thus the immediate-shock deficit, previously reported for freezing and defecation, also occurs for analgesia. This suggests that shock levels sufficient to condition analgesia are not necessarily sufficient to produce analgesia as an unconditional response. As with freezing, there is a dissociation between conditional and unconditional responses in the fear-conditioning system. Increasing immediate-shock levels to 6 sec, 2 mA produced a transient unconditional analgesia. For analgesia, a conditional response is more readily produced than an unconditional response.  相似文献   

Competition and coexistence of sports media: the case of watching the 2014 Sochi Winter Olympic Games*     

Kihan Kim  Hyuksoo Kim 《亚洲交流杂志》2016,26(5):485-503

This study was performed in the context of the 2014 Sochi Winter Olympic Games to examine the patterns of competition among television sets, personal computers, and mobile devices in gratifying audiences of one of the world's greatest sporting event. In light of the theory of niche, three measures of niche – niche breadth, niche overlap, and competitive superiority – were examined. Of the major findings, personal computers appeared to overlap the most with, and were superior to mobile devices in fulfilling socialization and diversion gratifications. These findings indicate personal computers are, at least partially, replacing mobile devices with respect to socialization and diversion gratifications. In comparison, the television set appeared to overlap the most with, and was superior to the personal computer in fulfilling the eustress, aesthetic, learning, and self-esteem gratifications. These findings indicate that television sets remain the dominant medium for fulfilling these four gratification dimensions.  相似文献   

The Influences of Sports Viewing Conditions on Enjoyment from Watching Televised Sports: An Analysis of the FIFA World Cup Audiences in Theater vs. Home     

Kihan Kim  Yunjae Cheong  Hyuksoo Kim 《广播与电子媒介杂志》2016,60(3):389-409

This study investigates how experiences of viewing sports content in a movie theater differ from typical television viewing conditions in a home. The results of analyses showed that the viewing condition (theater vs. home) influenced audiences’ sense of presence when watching mediated sports, which, combined with the attractiveness of the game, would determine the suspenseful nature of the media experience, as well as the subsequent enjoyment.  相似文献   

Chemosensory conditioning in molluscs: I. Failure of contextual conditioning in<Emphasis Type="Italic">Hermissenda</Emphasis>     

Jin I  Huang H  Kim JI  Farley J 《Learning & behavior》2004,32(3):257-276

Aversive chemosensory conditioning altersHermissenda’s feeding behavior. But opposite behavioral changes have been reported, depending on whether discrete-trial or context-conditioning paradigms were used, raising questions about the roles of associative and nonassociative processes. We attempted to produce chemosensory contextual conditioning but failed to do so across a wide range of conditions. In Experiments 1–3, we observed large, nonspecific bite latency increases to shellfish extracts, regardless of whether they had signaled the presence or absence of shaking. In Experiment 4, we found that mere exposure to shellfish extract produced latency increases; vestibular stimulation was unnecessary. In a final experiment, using Y-maze choice tests, we failed to observe selective reductions in animals’ preference for shellfish paired with shaking. Nonassociative processes stemming from prolonged exposure to concentrated shellfish extracts appear to be major factors in our failure to demonstrate associative chemosensory contextual conditioning.  相似文献   

Living drawing: Aesthetic teaching for moral artists     

Jiwon Kim 《Journal of moral education》2016,45(4):465-480

With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences.  相似文献   

The effects of job autonomy and job satisfaction on burnout among careworkers in long-term care settings: Policy and practice implications for Japan and South Korea     

Bum Jung Kim  Hisanori Ishikawa  Lin Liu  Mie Ohwa  Yukiko Sawada  Hyo Yeon Lim 《Educational gerontology》2018,44(5-6):289-300

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Dialogical argumentation in elementary science classrooms     

Mijung Kim  Wolff-Michael Roth 《Cultural Studies of Science Education》2018,13(4):1061-1085

To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation.  相似文献   

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research     

Kim AH  Vaughn S  Wanzek J  Wei S 《Journal of learning disabilities》2004,37(2):105-118

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.  相似文献   

Confidence Intervals for Weighted Composite Scores Under the Compound Binomial Error Model          下载免费PDF全文

Kyung Yong Kim  Won‐Chan Lee 《Journal of Educational Measurement》2018,55(1):152-172

Reporting confidence intervals with test scores helps test users make important decisions about examinees by providing information about the precision of test scores. Although a variety of estimation procedures based on the binomial error model are available for computing intervals for test scores, these procedures assume that items are randomly drawn from a undifferentiated universe of items, and therefore might not be suitable for tests developed according to a table of specifications. To address this issue, four interval estimation procedures that use category subscores for the computation of confidence intervals are presented in this article. All four estimation procedures assume that subscores instead of test scores follow a binomial distribution (i.e., compound binomial error model). The relative performance of the four compound binomial–based interval estimation procedures is compared to each other and to the better known normal approximation and Wilson score procedures based on the binomial error model.  相似文献