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1.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
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The number of students studying for university qualifications through the medium of English and for whom English is not their first language has increased significantly in recent years. This, along with efforts to widen access to those under-represented in higher education, has brought into focus the question of what academics see as constituting a ‘good’ piece of student writing. In this small-scale pilot study, Thurstone’s method of paired comparisons was used to establish a scale for ranking six essays in terms of how favourably each was viewed by academic lecturers when compared with every other essay in the set. Kelly’s repertory grid technique was subsequently applied to interviews conducted with the same lecturers to establish which traits they associated with the upper and lower end of the scale. Findings suggest that this methodology represents a promising approach to establishing what academic tutors regard as the key elements of good writing and thus provides an indication of what English teachers might fruitfully focus on in their teaching of the skill. 相似文献
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Ball-Rokeach S. J.; Power Gerard J.; Guthrie K. Kendall; Waring H. Ross 《Int. Journal of Public Opinion Research》1990,2(3):249-273
This paper is in the tradition of social analysis aimed at creatingframeworks to join mass media and public opinion processes (e.g.Clarke and Evans, 1983; Gamson, 1975; Gitlin, 1980; Hall, 1977;Iyengar and Kinder, 1987; Lang and Lang, 1968, 1983; Lippman,1922; Mollotch and Lester, 1974; Noelle-Neuman, 1974; Paletzand Entman, 1981; Shaw and McCombs, 1977; Turner and Paz, 1986).After a brief review of media system dependency (MSD) theory,we illustrate how it may apply to public opinion processes thatentail contested issue value-frames (Ball-Rokeachand Rokeach, 1987). In such cases, the media system is directlyimplicated in the negotiation of legitimacy of opposing positionson an issue. Our illustrative case is the abortion issue asit has been played out in the United States over recent decades(Luker, 1984). We focus upon the respective capacities of pro-and anti-abortion movements to control the value-frame of mediacoverage of the issue (Guthrie, 1989). A value-frame may beconceived as ... the main substantive theme of a moralityplay (Ball-Rokeach and Tallman, 1979) wherein the distinctionbetween good and bad hangs in thebalance; in this case, between positions on abortion. We suggestthat change in the value-frame of media coverage and publicdiscourse may be understood, at least in part, as an outcomeof change in contestants' MSD relations. 相似文献
7.
Gerard A. Postiglione 《Higher Education》2011,62(6):789-814
This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The
main argument is that the environment of the global recession—an Asia far more economically integrated than during past economic
shocks, with more unified aspirations to be globally competitive and socially responsible—no longer delay reforms in higher
education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing
countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal
and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially
those for promoting innovation in their economies, though more is needed in improving governance and access for underserved
populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional
integration are growing forces in shaping their higher education reform and development. The paper also identifies a series
of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic
recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in
economy and human capital. 相似文献
8.
Dirk T. Tempelaar Sybrand Schim van der Loeff Wim H. Gijselaers Jan F. H. Nijhuis 《Research in higher education》2011,52(4):395-419
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study,
we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to
what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability
of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable
student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating
these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value
model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for
strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably
constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject
areas. 相似文献
9.
Dimov N Muñoz L Carot-Sans G Verhoeven ML Bula WP Kocer G Guerrero A Gardeniers HJ 《Biomicrofluidics》2011,5(3):34102-3410212
To prepare a biosynthetic module in an infochemical communication project, we designed a silicon/glass microreactor with anti-adsorption polyelectrolyte multilayer coating and immobilized alcohol acetyl transferase (atf), one of the key biosynthetic enzymes of the pheromone of Spodoptera littoralis, on agarose beads inside. The system reproduces the last step of the biosynthesis in which the precursor diene alcohol (Z,E)-9,11-tetradecadienol is transformed into the major component (Z,E)-9,11-tetradecadienyl acetate. The scope of this study was to analyze and implement a multilayer, anti-adsorption coating based on layer-by-layer deposition of polyethylenimine/dextransulfate sodium salt (PEI/DSS). The multilayers were composed of two PEI with molecular weights 750 and 1.2 kDa at pH 9.2 or 6.0. Growth, morphology, and stability of the layers were analyzed by ellipsometry and atomic force microscopy (AFM). The anti-adsorption functionality of the multilayer inside the microreactor was validated. The activity of His(6)-(atf) was measured by gas chromatography coupled to mass spectrometer (GC-MS). 相似文献
10.
Roosmarijn M.C. Schelvis Gerard I.J.M. Zwetsloot Evelien H. Bos Noortje M. Wiezer 《Teachers and Teaching》2014,20(5):622-637
In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes interrelated levels of actors (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders’ experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation. 相似文献