Motivation and social contexts: A crossnational pilot study of achievement, power, and affiliation motives

2012 ◽  
Vol 47 (2) ◽  
pp. 111-117 ◽  
Author(s):  
Xiaoyan Xu ◽  
Yangang Xu ◽  
David Mellor ◽  
Liqiong Duan
Keyword(s):  
Pilot Study ◽  
Social Contexts ◽  
Affiliation Motives

scholarly journals Sciences education for connecting science, technology and the society

2009 ◽  
Vol 41 (2) ◽  
pp. 461-476
Author(s):  
Jasminka Korolija ◽  
Jelena Stanisic
Keyword(s):  
Pilot Study ◽  
Cultural Values ◽  
Technological Development ◽  
Social Contexts ◽  
Future Research ◽  
Chemistry Instruction ◽  
Science Technology ◽  
Main Determinants ◽  
Cultural Ecological ◽  
Contemporary Education

Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.

Women's Experiences and Perceptions of Age Discrimination in Employment: Implications for Research and Policy

2007 ◽  
Vol 6 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Helen Walker ◽  
Diane Grant ◽  
Mark Meadows ◽  
Ian Cook
Keyword(s):  
Pilot Study ◽  
Older Women ◽  
Social Contexts ◽  
Age Discrimination ◽  
Study Research ◽  
It Impacts ◽  
Gender And Age ◽  
Discrimination In Employment ◽  
Funded Project ◽  
Research And Policy

This paper reports on pilot study research for an ESF funded project. It examines the experiences and perceptions of 12 women in relation to the concept of ageism in paid employment. The women were all aged 50 or over at the time. The results show that whilst most of the women had faced (to differing degrees) or observed gender and age based discrimination, the experiences and interpretations revealed were not static, nor isolated from the wider historical, cultural and social contexts in which these women had grown up and grown older. It is therefore argued that policy attempts to combat age discrimination will need to take account of the gender dimension of ageism as well as the different ways in which it impacts on older women. For this to occur, more research and debate are needed on the issues raised in this paper.

Pilot study on criteria in cavity preparation-facts or artifacts?

1973 ◽  
Vol 37 (11) ◽  
pp. 27-31 ◽  
Author(s):  
G Salvendy ◽  
WM Hinton ◽  
GW Ferguson ◽  
PR Cunningham
Keyword(s):  
Pilot Study ◽  
Cavity Preparation

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Linguistic Interactions: A Therapeutic Consideration for Adults With Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 93-98
Author(s):  
Lynn E. Fox
Keyword(s):  
Clinical Outcomes ◽  
Social Contexts ◽  
Interaction Models ◽  
Social Communities ◽  
Wernicke's Aphasia ◽  
Communication Challenges ◽  
Therapeutic Consideration ◽  
Patterns Of Interaction ◽  
Structural Language

Abstract Linguistic interaction models suggest that interrelationships arise between structural language components and between structural and pragmatic components when language is used in social contexts. The linguist, David Crystal (1986, 1987), has proposed that these relationships are central, not peripheral, to achieving desired clinical outcomes. For individuals with severe communication challenges, erratic or unpredictable relationships between structural and pragmatic components can result in atypical patterns of interaction between them and members of their social communities, which may create a perception of disablement. This paper presents a case study of a woman with fluent, Wernicke's aphasia that illustrates how attention to patterns of linguistic interaction may enhance AAC intervention for adults with aphasia.

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