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141.
Children may recruit their teachers' attention at undesirably high rates or at inconvenient times. Tiger and Hanley (2004) described a multiple-schedule procedure to reduce ill-timed requests, which involved providing children with two distinct continuous signals that were correlated with periods in which teacher attention was either available or unavailable. The current study extended the application of multiple schedules by evaluating the effectiveness of the procedure when implemented by private-school teachers in 3 elementary classrooms. Following the introduction of the multiple schedules, student approaches toward their teacher were maintained during desirable periods but were minimized during undesirable periods. 相似文献
142.
Jennifer J. Muehlenkamp Erica R. Hoff John-Gabriel Licht Jeri Ann Azure Samantha J. Hasenzahl 《Current psychology (New Brunswick, N.J.)》2008,27(4):234-241
Research on the social influences associated with rates of non-suicidal self-injury (NSSI) is scarce and limited to studies
of contagion within inpatient and residential treatment settings. Using an archival dataset that included 1,965 college students,
the current study examined whether exposure to acts of NSSI and/or suicidal behavior in others was associated with increased
rates of NSSI. Results supported hypotheses in that participants who knew someone who had engaged in NSSI only, or knew someone
who engaged in both NSSI and suicidal behavior were more likely to have engaged in NSSI compared to those not exposed. The
findings provide preliminary, albeit indirect, evidence of the potential for social modeling to influence rates of NSSI within
college students. Directions for future studies are offered. 相似文献
143.
144.
Genetic and environmental sources of continuity and change in aggression were studied in a sample of 1,041 twin pairs (364 monozygotic; 348 same‐sex dizygotic; and 329 opposite‐sex dizygotic) as part of an ongoing, population‐based Finnish twin‐family study. At ages 12 and 14, the twins' aggression was assessed by their classroom teachers, using a rating form of the Multidimensional Peer Nomination Inventory. Genetic and environmental sources of continuity and change were studied by fitting a longitudinal bivariate Cholesky decomposition model. Longitudinal model‐fitting results indicated that both genetic and environmental factors influenced continuity in aggression during this 2‐year period, but the age‐to‐age correlation of these factors differed by sex. Continuity in boys' aggression was mediated by genes and common environmental factors; in girls, in contrast, continuity was due primarily to common environmental, and to a lesser degree, unique environmental factors. Genes and unique environments contributed to change in aggression in both sexes. Aggr. Behav. 31:1–13, 2006. © 2006 Wiley‐Liss, Inc. 相似文献
145.
医学生之医学伦理素养教育剖辨 总被引:5,自引:1,他引:4
尹秀云 《医学与哲学(人文社会医学版)》2006,27(1):39-40,47
对医学生加强医学伦理素养教育是当前国内外医学教育的共识,但在教育的内容、方式和方法上却是各具特色.相对而言,我国医学院校对医学生的医学伦理素养教育尚处于不成熟的阶段,其表现就是教育过程中存在着诸多的问题、教学效果不甚理想.从医学伦理素养教育的现状入手,尝试分析我国医学伦理素养教育中的重点和难点问题. 相似文献
146.
中国临床医学专业博士研究生教育之我观 总被引:1,自引:1,他引:0
李海志 《医学与哲学(人文社会医学版)》2006,27(3):72-73
中国的研究生教育事业篷勃发展,但发展的背后却隐藏着种种弊端,妨碍着培养质量的提高.就临床医学专业博士研究生教育中存在的问题提出四点建议,希望有利于其健康发展. 相似文献
147.
Mathew N. Schmalz 《Teaching Theology & Religion》2006,9(1):29-36
Abstract. This note from the classroom explores teaching new or alternative religions within the context of a Roman Catholic Liberal Arts College. The essay will specifically focus on a section of a course entitled “Modern Religious Movements” in which students were asked to consider different methodological approaches to the teaching and study of Scientology and the Catholic cult of the Virgin Mary. This note from the classroom details how this rather unexpected comparison prompted students to reconsider the category cult and argues that encouraging self‐reflexivity in a largely Catholic classroom can become a crucial means for engaging a broader discussion of new religions, cult discourse, and the academic study of religion itself. 相似文献
148.
Jacob W. Elias 《Teaching Theology & Religion》2006,9(1):44-52
Abstract. This article is a presentation and discussion of a seminary course on the Corinthian Correspondence. The pedagogical model for this course was structured to parallel the pattern of Paul's pastoral care from a distance as he relates to the Corinthian congregation by personal visits, delegations from and to the congregation, letters from and to the congregation, and unofficial grapevine types of communication. The course was designed for dispersed students to interact with the Corinthian letters, with each other, and with myself as instructor in ways that 1) simulate a first‐century exchange between congregation and apostle and 2) facilitate careful interpretive work on the message of these letters, including their contemporary relevance. 相似文献
149.
The present study assessed the effect of interpersonal similarities between mentors and protégés in a large formal teacher
mentoring program. The dependent variables included protégés’ satisfaction with the services provided by the program and perception
of the program as influencing the decision to continue as a New York City Public School teacher. Two years of responses to
surveys indicated that mentor-protégés similarities, most notably in the relatively intangible areas of outside interests,
teaching styles, or personality types, fostered stronger relationships between mentors and protégés. 相似文献
150.
The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6‐year‐olds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献