825 research outputs found
F. Corriveau
No full textthis paper are very summarily described here. The CONE algorithm works in the laboratory frame, considers a cone of radius R
Item format and the structure of the Personal Orientation Inventory
No full textTwo versions of the Personal Orientation Inventory
were administered to 317 subjects. One version employed
the standard two-choice response format. The
other version used a six-choice response format. The
purpose of this study was (1) to determine if a multiple-
response format resulted in improved psychometric
properties, (2) to compare the component structure of
the two versions, and (3) to compare the empirically
derived scales with the theoretically defined scales.
The results showed a slight improvement for the multiple-
response format, but with poorly defined component
patterns. The change in format resulted in a
change in component structure. The components derived
from both versions did not correspond to the
theoretical scales. An analysis indicated that the only
well-defined component from either response format
could be interpreted as measuring social desirability
responding rather than measuring content. A follow-up
questionnaire indicated greater subject acceptance of
the six-choice version.Velicer, Wayne F.; DiClemente, Carlo C.; Corriveau, Donald P.. (1984). Item format and the structure of the Personal Orientation Inventory. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/101956
Factors influencing young children’s epistemic vigilance regarding knowledge artifacts
No full textVerbal information, or testimony, from learning partners (e.g., parents, teachers) initially serves as one of young children’s primary sources of information beyond direct observation. An extensive body of research has examined children’s burgeoning abilities to evaluate testimony according to cues about the source’s credibility (e.g., Mills, 2013). However, as children grow and develop, they gain increased access to knowledge artifacts, or objects or records containing knowledge such as books or Internet resources (e.g., Einav, Robinson, & Fox, 2013; McGinty et al., 2006; Noles, Danovitch, & Shafto, 2015) that often provide little information about their source (Corriveau et al., 2014; Eyden et al., 2013; Robinson, Einav, & Fox, 2013). Across six studies, I investigated factors influencing young children’s developing abilities to epistemically evaluate knowledge artifacts and the potential role that artifacts’ media, source, and type may play in those evaluations. In Study 1, I examined how media preferences may impact four- to six-year-old children’s trust in information, evaluating the reliability of early reading ability and other factors as predictors for their text-trust preferences and examining whether informant methodology affects these findings. I found that many children display a consistent text-trust preference but that it is likely due to inferences about the epistemic authority of text rather than early reading ability, inferences about puppet or human informants, or other factors. In Study 2, I explored whether four- to six-year-old children use the knowledge of a source author to make inferences about knowledge artifacts and whether media (text or audio) influences these decisions, finding that children’s text-trust preferences are likely more general knowledge artifact preferences and influence their decisions independently of their burgeoning understanding of authors’ knowledge. In Study 3, I developed adult and child surveys to examine children’s usage of and epistemic practices regarding different types of knowledge artifacts and other information sources. Here, I found that parents and children largely agreed on children’s varying usage of various knowledge artifacts and other sources and generally believe most types of artifacts are potential learning avenues for children. The final chapter of this dissertation reviews the theoretical and practical significance of these findings and discusses directions for future investigation using the knowledge artifact framework.2024-05-09T00:00:00
sj-docx-2-jpc-10.1177_21501319231214513 – Supplemental material for Assessing Social Needs and Engaging Community Health Workers in Underserved Kansas Counties: Insights From Primary Care Providers and Clinic Managers
No full textSupplemental material, sj-docx-2-jpc-10.1177_21501319231214513 for Assessing Social Needs and Engaging Community Health Workers in Underserved Kansas Counties: Insights From Primary Care Providers and Clinic Managers by Kristina M. Bridges, Joseph W. LeMaster, Daniel J. Parente, Christina M. Pacheco, Christine Schultz, Emily Morrow, Erin Corriveau, Ton Miras Neira, K. Allen Greiner, Jennifer Woodward, Jordan Anders- Rumsey, Daniel Cirotski, Sarah Finocchario-Kessler and Edward F. Ellerbeck in Journal of Primary Care & Community Health</p
sj-pdf-1-jpc-10.1177_21501319231214513 – Supplemental material for Assessing Social Needs and Engaging Community Health Workers in Underserved Kansas Counties: Insights From Primary Care Providers and Clinic Managers
No full textSupplemental material, sj-pdf-1-jpc-10.1177_21501319231214513 for Assessing Social Needs and Engaging Community Health Workers in Underserved Kansas Counties: Insights From Primary Care Providers and Clinic Managers by Kristina M. Bridges, Joseph W. LeMaster, Daniel J. Parente, Christina M. Pacheco, Christine Schultz, Emily Morrow, Erin Corriveau, Ton Miras Neira, K. Allen Greiner, Jennifer Woodward, Jordan Anders- Rumsey, Daniel Cirotski, Sarah Finocchario-Kessler and Edward F. Ellerbeck in Journal of Primary Care & Community Health</p
THE WAY OF THE DODO? THE FATE OF 21ST CENTURY NATURAL HISTORY COLLECTIONS AND THE STATE OF COLLECTIONS ADVOCACY IN EXHIBITS
No full textModern natural history museums tend to function under a tri-fold mission - one of research and scholarship, one of collections preservation, and one of public education. That said, over the past century a slow evolution has been taking place, as primary functions of specimen research and preservation are overtaken by a push to be more visitor-centered institutions. The adoption of myriad new functions from social work to environmental activism, now appended to the missions of many natural history museums, are increasing their involvement in the community and accountability to the well-being of our planet.
In a rapidly changing and increasingly resource-depleted world, the long-term datasets and specimens held in natural history museum collections have arguably never been more important - for instance, by providing a critical and entirely irreplaceable tool for unraveling the ecological consequences of climate change and tracking the spread of infectious disease. Though their scientific and societal value is well understood by natural history collections professionals and scientists, natural history museums have had limited success in transferring this profound appreciation for collections and associated research to museum visitors and other public audiences. As a result, there exists a growing disconnect between how scientists and visitors view natural history collections, and this lack of awareness and interest may be leading to a decline in resources and funding opportunities for critical natural history collection growth, maintenance and research
The impact of assessment on general education: A policy analysis of the responses of public universities in the state of Illinois to policies reviewing undergraduate education and assessment
No full textThe impact of assessment on the curriculum at public universities in Illinois was examined through investigation of changes in general education programs and academic policies resulting from the assessment movement of the 1980's. Five sources of information were used: previous studies of Dressel (1969); Blackburn (1974); and Toombs (1989); campus catalogs; policy documents; data books; and interviews.Some changes to general education documented in this study are the direct result of assessment findings at public universities in Illinois. Other changes appear to have been only indirectly linked to assessment efforts or were stimulated by factors outside the assessment processes.Between 1984 and 1992, the number of hours of general education at Illinois universities increased, as did the number of community colleges and universities requiring more than 40 hours of general education. Nine of the 12 public universities in Illinois reported curricular changes in response to assessment findings. The majority of these changes occurred in general education courses, particularly baccalaureate-level skills courses.This study identified six factors that contributed to the extent of change in general education observed between 1985 and 1992: policies related to assessment and general education adopted by the Illinois Board of Higher Education; external support; institutional leadership; strong internal commitment; conversion to semester systems; and accreditation demands. In addition, the study found that the majority of institutions in Illinois were reluctant to use student outcome measures as part of assessment efforts. Institutional interest in assessment provided an opportunity to clarify program goals and objectives and created opportunities for change to occur.Made available in DSpace on 2011-05-07T13:13:13Z (GMT). No. of bitstreams: 2
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Probing the parton evolution in DIS at low using jet observables
No full textThe advent of the collider HERA at the DESY research center has opened a wide kinematical wi11dow for the study of the Deep Inelastic Scattering (DIS) processes . Recent measurements of the structure function of the proton have confirmed the fact that the Bjorken scaling which arises from the naive Quark-Parton Model is broken in the limit where the scaling variable, -Bjorken, is small. It also revealed that grows exponentially with -Bjorken at low . The standard picture of parton evolution, based on the DGLAP equations, reproduces this steep rise if it is used with an appropriate set of parametrizations. However these parametrizations iuclude 'ad-hoc' assumptions on the non-perturbative behavior or the structure functions and depend on a large set of phenomenological parameters. The steep rise can also be reproduced by using different perturbative treatment for the parton evolution. This treatment, based on the BFKL evolution equations, differs from the standard DGLAP picture by the lack of ordering in the transverse energy of the emitted partons. Unlike DGLAP, the BFKL picture reproduces the steep rise of without assuming any particular shape of the structure function in the non-perturbative domain. In order to gain an insight on parton dynamics in DIS at low and discriminate between these two pictures, jet observables are used as they are expected to be closely related to the hard scattering and depend only slightly on the hadronization effects. Two jet observables are studied here in more details: the azimuthal correlation between the two leading-order jets and the cross section of the forward jet production. The measured cross sections are corrected for detector effects and compared to several DIS Monte Carlo models and next-to-leading order simulations over a wide kinematic range. The results are evaluated in the lightof the BFKL and the DGLAP pictures. The experimental results are compared to other models of parton evolution as well, like the Colour Dipole Model (CDM), the Linked Dipole Chain (LDC) and the resolved photon model in DIS
Technologies pour l’enseignement, l’apprentissage et la formation en géométrie au premier degré
No full textThe work that has been proposed during the workshop aims at deepening the plenary lecture about digital technologies in elementary school. It deals with two main aspects: learning situations with tangible artefacts associated to dynamic geometry and teacher education with digital technology, about class management when using dynamic geometryLes travaux proposés au cours de cette séquence de travaux dirigés (TD) consistent à approfondir le cours sur les technologies à l’école élémentaire en abordant plus précisément deux aspects : celui des situations d’apprentissage des élèves avec des artefacts tangibles associés à l’utilisation d’une technologie de géométrie dynamique et celui de la formation des enseignants par la technologie à la conduite de classe avec la géométrie dynamique
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