检索结果-内蒙古大学图书馆

118th ASEE Annual Conference and Exposition

作者： Matusovich, Holly M. Jones, Brett D. Paretti, Marie C. Moore, Jacob Preston Hunter, Deirdre Annaliese Nicole Department of Engineering Education Virginia Tech. United States Educational Psychology Program School of Education Virginia Tech. United States Engineering Education PhD Program Virginia Tech. United States

Problem-based learning (PBL) is a pedagogical approach that has been identified as promoting learning outcomes consistent with ABET criteria. Although the learning benefits of PBL have been well documented, little is known about the effects of PBL on students' motivation and engagement in learning. As problem-based approaches are becoming more widespread in use across engineering programs and curricula, it is particularly important to understand the impact that such approaches have on students' motivation. As part of a larger mixed methods study, this paper focuses on the critical element of team facilitation. Specifically, we examine how students perceive the role of facilitators and how these perceptions influence student motivation. Grounded in the MUSIC Model of Academic Motivation, we present findings from interviews conducted with first-year engineering students at two different research sites. State U1 participants are engaged in a well-established PBL-based course. State U2 participants are engaged in a course that uses a project-based approach to integrate design projects into the class (termed traditional engineering design, or TED, for this study). We conducted semi-structured interviews with eleven men and eight women from State U1 and three men and eleven women from State U2 at the end of their first year. Audio recordings were transcribed and then analyzed using MAXQDA coding software. We developed codes inductively through the data and based on relevant literature. Our findings demonstrated that participants at both sites viewed the facilitator (PBL) or workshop leader (TED) as the grading authority, although it was most salient for the TED participants from State U2 and for participants in only one of the six PBL groups at State U1. For most participants at State U1, however, the more dominant function of the facilitator was modeling the engineering problem solving process. These State U1 participants also expressed feelings of empowerment and were m

关键词： Grading

来源：评论

学校读者我要写书评

暂无评论

Depression, emotional and social aspects in the abortion context: a comparison between two Brazilian capitals

引用

Revista da Associação Médica Brasileira (English Edition) 2011年第6期57卷 630-636页

作者： Roseli Mieko Yamamoto Nomura Gláucia Rosana Guerra Benute George Dantas de Azevedo Elza Maria do Socorro Dutra Cristina Gigliotti Borsari Melina Séfora Souza Rebouças Mara Cristina Souza de Lucia Marcelo Zugaib Associate Professor Department of Obstetrics and Gynecology Faculdade de Medicina Universidade de São Paulo (FMUSP) São Paulo SP Brazil PhD in Sciences Psychologist Division of Psychology Instituto Central Hospital das Clínicas FMUSP São Paulo SP Brazil PhD in Medical Sciences Main Area: Ob/Gyn Professor of the Department of Morphology and Postgraduate Program in Health Sciences Universidade Federal do Rio Grande do Norte (UFRN) Natal RN Brazil PhD in Clinical Psychology Professor of the Department of Psychology Centro de Ciências Humanas Letras e Artes UFRN Natal RN Brazil Psychologist Student of the Postgraduate Program Department of Obstetrics and Gynecology FMUSP São Paulo SP Brazil MSc in Psychology Professor at the Department of Psychology Centro de Ciências Humanas Letras e Artes UFRN Natal RN Brazil Director of the Psychology Division Instituto Central Hospital das Clínicas FMUSP São Paulo SP Brazil Full Professor Department of Obstetrics and Gynecology FMUSP São Paulo SP Brazil

Objective To assess emotional and social aspects in the experience of abortion and the diagnosis of major depression, comparing women from two Brazilian cities (São Paulo – SP, Natal – RN). Methods A transversal study was carried out from January 2009 to May 2010, through semi-directed interviews with women undergoing an abortion (up to 22 weeks gestation) treated at university hospitals in São Paulo – SP (n = 166) and Natal – RN (n = 150). The Portuguese version of the Primary Care Evaluation of Mental Disorders (PRIME-MD) instrument was applied for the diagnosis of depression. Results There was no significant difference (p = 0.223) in the proportion of induced abortions when comparing the two capital cities: Natal (7.3%) and São Paulo (12.0%). The diagnosis of depression was high among women undergoing an abortion and was significantly higher in Natal than in São Paulo (50.7% vs. 32.5%, p < 0.01). Regarding emotional aspects, there was no difference in the occurrence of guilt feelings (Natal 27.7%; São Paulo 23.3%; p = 0.447). The partner's involvement was considered satisfactory by women in similar proportions in the two capitals (Natal 62.0%; São Paulo 59.0%, p = 0.576). No difference was found in the proportion of women who reported violence, related or not to the abortion (Natal 22.9%; São Paulo 16.6%; p = 0.378). Conclusion Although there was no difference between the emotional and social aspects in the comparison between the two capitals, there was a high proportion of women with major depression, more frequent in the city of Natal than in São Paulo, which demonstrates the importance of psychosocial support in the women's healthcare system.

关键词： Abortion, induced abortion, spontaneous depression mental health

来源：评论

学校读者我要写书评

暂无评论

Social intelligence: The new science of human relationships

引用

Journal of Psychological Issues in Organizational Culture 2012年第2期3卷

作者： Gina Hernez-Broome phd University of the Rockies Gina Hernez-Broome PhD is a core faculty member for the Organizational Leadership Program at the University of the Rockies. Prior to joining the university Gina spent 12 years at the Center for Creative Leadership where she was program manager for the Design and Delivery Faculty team designing and delivering leadership development and coaching programs and was lead researcher for the center's coaching research and evaluation efforts. Gina has published and presented on the topics of leadership development executive coaching employee engagement and organizational transformation in a variety of professional and scholarly venues such as the Society for Industrial and Organizational Psychology the Academy of Management the International Coaching Federation the International Leadership Association Human Resource Planning and Leadership Quarterly. Most recently she was editor for the book Advancing Executive Coaching: Setting the Course for Successful Leadership Coaching.

By Daniel Goleman New York: Bantam Dell, 2006. 403 pp. ISBN 978-0-553-38449-9. $14.00 Reviewed by Gina Hernez-Broome, phd

关键词：

来源：评论

学校读者我要写书评

暂无评论

Do neighbourhood built and social environments have an influence on adult self-reported physical activity and overweight/obesity in the nation's capital?

引用

Canadian Journal of Diabetes 2011年第2期35卷 155-155页

作者： Prince, S.A. Kristjansson, E.A. Russell, K. Billette, J.-M. Ali, A. Sawada, M. Tremblay, M.S. Prud'homme, D. University of Ottawa Population Health PhD Program and Children's Hospital of Eastern Ontario Healthy Active Living and Obesity Research Group Ottawa Ontario Canada University of Ottawa Faculty of Social Sciences School of Psychology Ottawa Ontario Canada Ottawa Public Health Ottawa Ontario Canada Health Statistics Division Statistics Canada Ottawa Ontario Canada University of Ottawa Laboratory for Applied Geomatics and GIS Science (LAGGISS) Department of Geography Ottawa Ontario Canada Children's Hospital of Eastern Ontario Healthy Active Living and Obesity Research Group Ottawa Ontario Canada University of Ottawa Faculty of Health Sciences School of Human Kinetics Ottawa Ontario Canada

来源：评论

学校读者我要写书评

暂无评论

A COMMENT. The road to court improvement in child protection cases

引用

Juvenile and Family Court Journal 2009年第3期49卷

作者： PATRICK YEWELL M.S.W. DEBORAH WILLIAMSON M.A. MICHAEL CORNWALL M.S.W., PSY.D. PAUL KNEPPER PH.D. Citizen Foster Care Review Board Program Kentucky Administrative Office of the Courts. He received his BA and MSW degrees from the University of Kentucky. He has served as co-chair of Kentucky's Court Improvement Project since 1994. 5Administrative Office of the Courts 100 Millcreek Park Frankfort KY 40601 6Kentucky Administrative Office of the Courts 100 Millcreek Park Frankfort KY 40601 7Administrative Office of the Courts 100 Millcreek Park Frankfort KY 40601 8School of Social Work East Carolina University Rafgsdale Bldg. Greenville NC 27858 Manager Juvenile Family and Community Services Division Kentucky Administrative Office of the Courts. She received a BS in cultural anthropology from Northern Kentucky University in 1982 and an MA in cultural anthropology from the University of Cincinnati in 1985. She is currently completing a PhD in sociology at the University of Kentucky. She has served as a co-chair of Kentucky's Court Improvement Project since 1994. coordinator of Kentucky's Court Improvement Project Kentucky Administrative Office of the Courts. He holds the MA degree in counseling the MSW degree and is a doctor of psychology. He has been involved in the process of cross professional conferencing since 1996 both as a member of the faculty in the professional role clarification area and as coordinator of the project. Associate Professor School of Social Work East Carolina University. He has an M.S. in criminal justice from the University of Wisconsin at Milwaukee and a PhD in Justice Studies from Arizona State University. He helped with Kentucky's statewide assessment during the first year of the Kentucky Court Improvement Project and has evaluated the state's cross-training and tracking initiatives.

Judges are the key to court reform in child protection proceedings but legislative mandates cannot guarantee the requisite level of judicial commitment. Lack of full implementation of the Adoption Assistance and Child Welfare Act of 1980 demonstrates that rather than rely on statutory language, court reformers ought to increase judicial understanding of the provisions of federal law through initiatives such as cross-training. From December 1996 to June 1998, Kentucky's Court Improvement Project delivered 11 regional cross-training sessions to more than 550 judges, attorneys, social service personnel and other child advocates. Based on a statewide survey, cross-training increased significantly awareness of federal child protection objectives among the state's judges. Awareness of a policy among those expected to implement it is the first step toward implementation.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Autonomic effects of expressive writing in individuals with elevated blood pressure

引用

Journal of Health psychology 2005年第2期10卷 197-209页

作者： McGuire, Kimberly M. Beckwith Greenberg, Melanie A. Gevirtz, Richard Alliant International University San Diego CA United States Department of Clinical Psychology Alliant International University San Diego CA United States Clinical PhD Program Alliant International University San Diego CA 92131 10455 Pomerado Rd United States

We evaluated systolic and diastolic blood pressure, heart rate variability and skin conductance at basline, and 1 and 4 months in 38 participants with elevated blood pressure, randomly assigned to expressive writing or control groups. There was a significant interaction such that the very low frequency wave of heart rate variability increased over time only in controls, suggesting potentially protective buffering in expressive writing. Systolic and diastolic blood pressure also decreased significantly from baseline to 1 month in expressive writing. Consistent with inhibition, Anger-In moderated effects of writing on 4-month DBP. Overall, expressive writing demonstrated short-term autonomic benefits and longer-term moderated effects. Copyright © 2005 SAGE Publications.

关键词： Anger-In Blood pressure Expressive writing Heart rate variability

来源：评论

学校读者我要写书评

暂无评论

Activity as object-related: Resolving the dichotomy of individual and collective planes of activity

引用

Mind, Culture, and Activity 2005年第1期12卷 70-88页

作者： Stetsenko, Anna PhD Program in Developmental Psychology The Graduate Center of the City University of New York. Center for Activity Theory and Developmental Work Research University of Helsinki FIN-00014 P.O. Box 47 Finland

This article suggests that the principle of object-relatedness, introduced by Vygotsky and expanded by A. N. Leontiev, can be used to conceptualize human subjectivity within a profoundly social view of human development. This is achieved by reformulating the premises of cultural-historical activity theory to include the notion that material production, intersubjective exchanges, and human subjectivity form a unified three-fold dialectical system. Focusing on the constant manifold transitions among components of this system as its modus vivendi reveals (a) individual and collective processes as being interrelated and co-evolving levels of activity, and (b) the practical relevance of human subjectivity alongside the human relevance of material practices. Such an expanded view posits human subjectivity on a continuum of regulatory mechanisms of social practice, to which both individual and social processes belong. It is further conceptualized as a form of practical transformative pursuits in the world, and as a lawful and necessary moment of human life endowed with the capacity to generate new activity cycles. The co-evolution of collective motives and personal goals, as well as the practical relevance of theoretical constructions, are used as illustrations.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Book Review: Developing a Scientific Understanding of Forgiveness

引用

Journal of psychology and Theology 2001年第1期29卷 86 - 88页

作者： M. E. McCullough K. I. Pargament C. E. Thoresen Christopher Grace National Institute for Healthcare Research in Rockville MD. Bowling Green State University Clinical Training of the clinical psychology PhD program. Education Psychology and Psychiatry/Behavioral Sciences at Stanford University.

来源：评论

学校读者我要写书评

暂无评论

Bullying and victimization during early adolescence: Peer influences and psychosocial correlates

引用

Journal of Emotional Abuse 2001年第2-3期2卷 123-142页

作者： Espelage, Dorothy L. Holt, Melissa K. Department of Counseling Psychology University of Illinois Champaign IL 61820-6990 United States Counseling Psychology PhD Program University of Illinois Urbana-Champaign Champaign IL 61820-6990 United States

This study examined the association between peer dynamics and bullying behavior among early adolescents. Participants (N = 422) included middle school students in grades 6 through 8 from a small midwestern town. Students completed a 40-minute survey that included demographic questions, self-report and peer-report measures of bullying and victimization as well as measures of other psychosocial variables. Male adolescents self-reported more bullying and were nominated as bullies more often than female adolescents, and older students self-reported more bullying behavior than younger students. Approximately 14.5% of the sample met the criteria for bullying frequently. Cluster analysis yielded five distinct groups of bully/victim subtypes. Bullies had the same number of friends as students who did not bully their peers, and the relation between popularity and bullying behavior was the strongest for 6th grade male adolescents. With respect to peer affiliation and bullying, 75% of bullies nominated fellow bullies as friends, suggesting that bullies hang out with other bullies. Twenty-percent of victims scored within the clinical range on a standard depression and anxiety measure. This study provides initial support for the notion that bullying or teasing might be a strategy for obtaining power and status within the middle school. © 2001 by The Haworth Press, Inc. All rights reserved.

关键词： Adolescence Bullying Middle school Peers Victimization

来源：评论

学校读者我要写书评

暂无评论

Book reviews

引用

Roeper Review 1999年第4期21卷 326页

作者： Hruby, George G [a] Program chair of the Brain and Education Special Interest Group American Educational Research Association [b] Associate Professor Department of Educational Psychology University of Nevada Las Vegas [c] MA student in Educational Psychology Simon Fraser University Burnaby British Columbia [d] PhD student in Curriculum Theory and Implementation Simon Fraser University Burnaby British Columbia [e] Visiting Scholar at Simon Fraser University Canada

Reviews the book `Teaching With the Brain in Mind,' by E. Jensen.

关键词：

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：