Empire’s Tracks: Indigenous Nations,Chinese Workers,and the Transcontinental Railroad     

Lindsay Schakenbach Regele 《Journal of Cultural Economy》2020,13(2):250-252

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Consolidation of Black-dyed Māori Textile Artefacts: Evaluating the Efficacy of Sodium Alginate     

Catherine A. Smith  Rachel A. Paterson  Bronwyn J. Lowe  Rangi Te Kanawa 《文物保护研究》2018,63(3):139-154

Black-dyed artefacts are found in museums worldwide, many produced using an iron-tannate compound. Deterioration of iron-tannate dyed artefacts is an international preservation issue: in New Zealand the deterioration of paru (iron-tannate) dyed Māori textiles is widespread. This article reports experimental work testing the efficacy of sodium alginate, a consolidant developed for deteriorated paru-dyed muka (fibre from harakeke; Phormium tenax). The colour stability, strength retention, and acidity of paru-dyed muka consolidated with sodium alginate (0.25, 0.5, and 1% w/v in water) was tested pre- and post-artificial light ageing. This study found that sodium alginate had no negative effect on paru-dyed muka and in some cases provided benefit. Interestingly, the colour of paru-dyed muka is substantially more stable in UV-filtered light than previously recognised. Also microfading results were in agreement with visual assessments of colour change at 1 Mlux hour exposure, providing confidence in this relatively new technique to assess colour change.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

Technical Skills Required: How Technological Efficacy Influences Online Political Behavior     

Lindsay H. Hoffman  Amanda L. Schechter 《广播与电子媒介杂志》2016,60(3):484-502

Rapid advances in technology have provided the potential to connect citizens to their surroundings in unprecedented ways. While many scholars examine different types of efficacy as a predictor of behavior (e.g., internal, external, and political), it is essential to examine how confident citizens feel in their ability to use the technology before understanding how they will use it politically. Research shows that perceived competence increases motivation, which is correlated with behavior. This study examined how traditional measures of efficacy and a new measure affect online political behaviors, concluding that technological efficacy is a reliable construct predicting online news use and expression.  相似文献   

Using Google Forms to track library space usage     

Beth Daniel Lindsay 《Journal Of Access Services》2016,13(3):159-165

This article is a response to the excellent “Using Mobile Technology to Observe Student Study Behaviors and Track Library Space Usage” by Susan Thompson. Thompson reviews the literature regarding user counts on mobile devices and describes the California State University San Marcos (CSUSM) Library's evaluation of SUMA, Counter+, and CloudOn. After trialing these mobile technologies, CSUSM selected CloudOn. At New York University Abu Dhabi, we use Google Forms to conduct user counts on an iPad and Google Sheets to evaluate these data. We find that Google Forms are easy to set up, modify as necessary, and present the data in easy-to-manipulate spreadsheets.  相似文献   

Different Disciplines Require Different Motivations for Student Success     

Rosanna Breen  Roger Lindsay 《Research in higher education》2002,43(6):693-725

This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.  相似文献   

Text-based writing in elementary classrooms: teachers’ conceptions and practice     

Wang  Elaine Lin  Matsumura  Lindsay Clare 《Reading and writing》2019,32(2):405-438

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...  相似文献   

Bounding,An Accessible Method for Estimating Principal Causal Effects,Examined and Explained     

Luke Miratrix  Jane Furey  Avi Feller  Todd Grindal  Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162

Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools.  相似文献   

Media counseling: A new frontier for health professionals     

John G. Paterson  Carl A. Blashko 《International journal for the advancement of counseling》1985,8(1):25-30

The authors are co-hosts of a popular open line radio show in Western Canada. In this article the term media counseling is explored and strategies in bringing expertise from the fields of Psychology and Psychiatry to the public are outlined. The authors have been convinced of the value of their approach, and outline purposes, as well as providing data relevant to this radio show That's Living.  相似文献   

Teachers' in-flight thinking in inclusive classrooms     

Paterson D 《Journal of learning disabilities》2007,40(5):427-435

This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differences should be replaced by the development of teachers' knowledge about individual students as a rich source of practical knowledge and the basis for developing effective instructional techniques.  相似文献