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161.
Nicholas Long Kim S. Miller Leslie C. Jackson Gretchen K. Lindner Regina G. Hunt A. Doris Robinson W. Dean Goldsby Lisa P. Armistead 《Journal of child and family studies》2004,13(1):101-112
We present a discussion of some of the lessons the investigators learned during the development and implementation phases of the Parents Matter! Program (PMP). Lessons were learned that are relevant to various groups involved in large scale, multi-site, community-based intervention studies: investigators, community leaders, community members, project staff, and participants. Specific lessons learned include: (1) forge collaboration early: (2) maintain communication; (3) clearly delineate policies and procedures; and (4) develop proactive strategies. We also include a list of important questions to consider when contemplating similar projects. 相似文献
162.
Alice C. Fu Lisa Peterson Archana Kannan Richard J. Shavelson Amy Kurpius 《Visitor Studies》2013,16(1):17-38
ABSTRACTSummative evaluation plays a critical role in documenting the impacts of informal science education (ISE), potentially contributing to the ISE knowledge base and informing ongoing improvements in practice and decision-making. In response to the growing demand for capacity-building in ISE evaluation, this article presents a framework for summative evaluation based on an extensive review of literature and research-based refinements. The framework synthesizes key elements of high-quality summative evaluation into three dimensions: (a) Intervention Rationale, (b) Methodological Rigor and Appropriateness, and (c) Evaluation Uses. Judgment of the value of the intervention (e.g., program, exhibition) should draw upon all three dimensions. 相似文献
163.
Lisa Feldman Barrett James Gross Tamlin Conner Christensen Michael Benvenuto 《Cognition & emotion》2013,27(6):713-724
Individuals differ considerably in their emotion experience. Some experience emotions in a highly differentiated manner, clearly distinguishing among a variety of negative and positive discrete emotions. Others experience emotions in a relatively undifferentiated manner, treating a range of like-valence terms as interchangeable. Drawing on self-regulation theory, we hypothesised that individuals with highly differentiated emotion experience should be better able to regulate emotions than individuals with poorly differentiated emotion experience. In particular, we hypothesised that emotion differentiation and emotion regulation would be positively related in the context of intense negative emotions, where the press for emotion regulation is generally greatest. To test this hypothesis, participants' negative and positive emotion differentiation was assessed using a 14-day diary protocol. Participants' regulation of negative and positive emotions was assessed using laboratory measures. As predicted, negative emotion differentiation was positively related to the frequency of negative emotion regulation, particularly at higher levels of emotional intensity. 相似文献
164.
The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n = 10) and the United States (n = 10) to gain a more nuanced understanding of teachers’ beliefs about knowledge and knowing through a cross-cultural lens. Analyses of semi-structured interviews reveal similarities and differences in the statements of teachers. Four themes are identified: The majority of teachers believed that (a) knowing is uncertain and (b) knowledge has domain-specific qualities; (c) U.S. teachers seemed to view knowledge more as being embedded within their community, while (d) German teachers discussed more internal knowledge sources. The general discussion includes possible cross-cultural explanations for these four emerging themes and points tentatively to developmental issues stemming from uncertainty beliefs. Conceptual and educational implications are discussed and suggestions for future research are given. 相似文献
165.
166.
Lisa Lampert 《Jewish History》2001,15(3):235-255
The Jews who purchase and attack the host in the fifteenth-century East Anglian drama, the Croxton Play of the Sacrament, have long been regarded by critics as referents to Lollards or to doubters more generally, not to Jews. However, the play
does refer to the history of Jews in Bury St. Edmunds, where, most likely, it was performed, and more specifically, it refers
to the 1181 ritual murder accusation surrounding Little Robert of Bury. This accusation was commemorated in a variety of forms
in Bury well into the fifteenth century. Further, in its representation of host desecration as a literal reenactment of the
Passion, the play creates a temporal mode in which the Jews re-enact the Passion in the present, just as the Mass is a re-enactment
of the Crucifixion. The play simultaneously makes the audience witness to the murder of little Robert and to the Crucifixion,
with both existing in a kind of “eternal present,” a temporality central to the Mass and also to related late-medieval English
devotional practices. The story of little Robert comes to exist not only in historical memory, but also in the eternal present
in which the Crucifixion and its re-enactments are joined. This powerful temporality creates a conception of the Jew as perpetual
murderer, guilty not only of crucifying Christ in the historical past, but in the present, and until the Parousia in the future,
thus enabling a particular aspect of the negative stereotype of “the Jew,” the perpetually present enemy, ever plotting against
Christ and Christendom.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
167.
Donald R. Ferrell Lisa Cataldo Jill Kirby Barbre Peter H. Van Ness Brian Peterson David M. Moss Claude Barbre 《Journal of religion and health》2001,40(1):243-256
JUNG AND THE POSTMODERN: THE INTERPRETATION OF REALITIES. By Christopher Hauke. 304 pp. London & Philadelphia: Routledge, 2000. THE FASHIONING OF ANGELS: PARTNERSHIP AS SPIRITUAL PRACTICE. By Stephen and Robin Larsen. pp. Chrysalis Books, 2000, $19.95. CHILDREN IN THERAPY: USING THE FAMILY AS A RESOURCE. Edited by C. Everett Bailey. 529 pp. New York: W. W. Norton & Company, 2000. $45.00. THE PSYCHOLOGY OF RELIGION AND COPING: THEORY, RESEARCH, PRACTICE. By Kenneth I. Pargament. New York: Guilford Press, 1997. $50.00. SOUL WILDERNESS: A DESERT SPIRITUALITY. By Kerry Walters. 153pp. New York/Mahwah, N.J.: Paulist Press, 2001. $12.95. SOUL MAKING: THE DESERT WAY OF SPIRITUALITY. By Alan Jones. 215 pp. San Francisco: HarperCollins, 1985. $16.00. Theater: Words of Albert Schweitzer and the Music of Bach. Painting: Vermeer and the Delft School 相似文献
168.
Fredda Blanchard-fields Lisa Norris 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(1):67-86
Attributional reasoning for events varying on level of informational ambiguity and context (relationship, achievement) were examined from adolescence through older adulthood. Participants rated the degree to which a cause of an event was a function of the primary character, situation, or a combination of these; wrote essays assessing underlying reasons for attributions; and responded to ego level, attributional style, and intolerance for ambiguity questionnaires. Older age groups made more interactive (relativistic) attributional ratings than did younger age groups for ambiguous events. Compared to adult and middle-aged adults, older women demonstrated a drop in dialectical attributional reasoning as assessed by the essays. Ego level, tolerance for ambiguity, and verbal ability predicted more dialectical attributional reasoning above and beyond the effects of age. 相似文献
169.
Zeev N. Kain Linda C. Mayes Domenic V. Cicchetti Lisa A. Caramico Martha Spieker Margaret M. Nygren 《Child neuropsychology》2013,19(3):203-210
To develop a preoperative anxiety scale (YPAS) for children undergoing surgery, 21 specific behaviors indicating anxiety were defined within five domains (activity, emotional expressivity, state of arousal, vocalization, and use of adults). A reliability Kappa analysis revealed that inter-observer agreement ranged from .66 to .94, while intra-observer Kappa ranged from .66 to .91. Validity analysis between a Visual Analog Scale and the YPAS revealed an r of .59 for entering the operating room. Multiserial analysis comparing the YPAS to the Vernon Anxiety Scale ranged from .61 to .64. Showing good to excellent observer reliability and validity, the YPAS proves to be an appropriate tool for studying children's responses in preoperative settings. As such, the new assessment instrument should be of interest to clinical and research neuropsychologists who need to assess a child's anxiety level prior to the undertaking of a given surgical procedure. 相似文献
170.
Lisa K. Fazio Pooja K. Agarwal Elizabeth J. Marsh Henry L. Roediger 《Memory & cognition》2010,38(4):407-418
Multiple-choice testing has both positive and negative consequences for performance on later tests. Prior testing increases
the number of questions answered correctly on a later test but also increases the likelihood that questions will be answered
with lures from the previous multiple-choice test (Roediger & Marsh, 2005). Prior research has shown that the positive effects
of testing persist over a delay, but no one has examined the durability of the negative effects of testing. To address this,
subjects took multiple-choice and cued recall tests (on subsets of questions) both immediately and a week after studying.
Although delay reduced both the positive and negative testing effects, both still occurred after 1 week, especially if the
multiple-choice test had also been delayed. These results are consistent with the argument that recollection underlies both
the positive and negative testing effects. 相似文献