The authors investigated the relationship between abuse in adult relationships and the tendency to engage in unhealthy weight loss behaviors. Undergraduate women responded to questions regarding weight loss behaviors, whether or not they had recently been in an abusive relationship, and perceived body image. Results indicated that women who had recently been in abusive relationships were more likely to endorse unhealthy weight loss. Implications for college counselors are discussed. 相似文献
Early Childhood Education Journal - Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young... 相似文献
Preparation for research supervision has assumed greater importance in academic departments of universities with the increase in the number and diversity of both research candidates and supervisors and the financial incentives for on-time completions. Over the past decade a body of literature by both academics and academic developers has emerged and more recently post-liberal theories and frameworks (feminism, postmodernism and post-colonialism) have been used to problematise the field of postgraduate supervision. Central to the feminist and post-colonial critiques is the belief that supervisors are best equipped for their roles by a process of personal self-transformation which allows them to achieve an appropriate balance between emotional and rational elements in their supervisory practice. We wish to set critical and post-modern approaches in historical perspective. We seek to show that feminist and post-colonial approaches are heir to a form of critique, which was founded upon the assumption that certain institutions and practices of modern society are dehumanising because they fragment human beings’ essential unity. We argue that engaging supervisors in a process of self-transformation reinforces the idea that successful supervision is a function of the supervisor's recovery of a fully integrated and higher self. 相似文献
This paper discusses New Zealand’s role in the global market for tertiary education. The internationalisation and liberalisation of education markets is progressing rapidly in today’s globalising world, as reflected by the incorporation of education as a service into the GATS framework. Through the example of New Zealand as a case study for the internationalisation of education services, the study depicts the way the government is involved in this process. Commodification of sectors traditionally subject to domestic public policy is often associated with a less interventionist state, but our example of education shows that this is not necessarily the case, at least not in the medium‐term: New Zealand’s government rather appears to be an active facilitator of the liberalisation process in education. We review its recent move towards treating education as an international export good and present data on the growth of this industry. The paper concentrates on the particular ways by which New Zealand’s government is trying to facilitate this process of liberalising the education sector. 相似文献
In this contribution, a theoretical and empirical framework based on work carried out at the Open universiteit (Ou) for a new approach towards the design, production and delivery of flexible, interactive learning materials for distance education is presented.
In the Research and Development centre of the Ou, a project has concentrated on the innovation of current approaches. This framework can also be considered as an advance organizer to reading the remaining articles from the Open universiteit in this issue of Distance Education.
A key feature of the innovation is that during the design phase, course developers have to define ‘models’ of the materials to be developed: a content model, a support model, a student model and the learning path. From a flexibility point of view especially, the ‘student model’ is of importance since it defines the student variables that will be taken into account when developing/ presenting alternative materials (basic content and/or embedded support). A computer‐based system, the ‘Interactive Learning and Course Development Environment (ILCE)’, was developed to support the work of course development teams and tutors on the one hand, and students on the other hand. The development system supports the work of the developers; the delivery system supports the study process of students. The delivery is realised as an on‐line course, on the World Wide Web.
Students start working with the ILCE‐system by following an intake procedure. They can make choices in relation to student variables that have been defined in the student model (profession, study intentions, context, etc.). Next, they can ‘on the fly’ generate a course. Rom the large repository of learning materials only those materials are selected and compiled that are in line with the student model of this specific student Furthermore, they can choose to study the materials on screen and/or make prints of the materials. Of course, in printing the materials they lose the interactive and dynamic possibilities of the computer learning environment 相似文献
At the Dutch Open university much time is invested in the didactical elaboration of written study materials by the embedding of a large set of ‘embedded support devices’ (objectives, advance organisers, questions, tests, etc.). Is this high investment in the design of written study materials for use in the distance education setting worth the effort? To answer this question, we focused in this research on the actual use of these embedded support devices (ESD) by Open university students. After elaborating a theoretical model that was helpful to derive hypothetical functions and effects of a large set of ESD, quantitative and qualitative hypotheses were put forward in relation to the actual use of a subset of ESD that was implemented in a law course. The research set‐up was based on an in‐depth analysis of responses to structured interviews. Analysis of the results indicate that students make large use of ESD; nearly all ESD are used by more than 60% of the students. Furthermore, students make deep level use of the ESD. Moreover, interrelations could be detected between general student characteristics and deep level use of ESD. Women seem to be more likely to use planning ESD, orientating ESD and processing ESD at a deep level. Students with higher prior education levels seem to use ESD at deep level to a greater extent. Students with less prior knowledge of governmental law and students using study guidance use testing ESD more at a deep level.
No interrelations were detected between cognitive student characteristics and the use of ESD.
To get a better view of the ‘type’ of students using ESD, the interrelations between general student characteristics have been analysed. Especially higher educated (and intrinsic motivated) female students with a lot of study experience and less prior knowledge make deep level use of ESD. When linking the use of ESD to study success, it could be stated that students using ESD at a deep level are not only more likely to have a higher score on the examination, they also need fewer examination attempts. Comparing theoretical and spontaneously mentioned functions and effects of ESD revealed that students indicate functions that are not theoretically expected. Students seem to ascribe their own functions and effects to ESD.
The main conclusion of this research is that the high investment in the design of written study materials is worth the effort; but that it is important to take account of student characteristics when implementing ESD in course materials. It can, for instance, be argued it is desirable to incorporate into the materials ‘training’ about the use of the ESD. Moreover, these results link up with the growing tendency to develop more flexible Ou‐courses that are adaptable to individual student needs. The latter implies that the production of written versions of the study materials is to be redirected towards the development of automated interactive learning environments. 相似文献
This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research. 相似文献
