长沙市667名中学生创造性思维能力及相关因素分析

目的　了解长沙市中学生创造性思维能力并探寻其相关影响因素 ,为加强中学生素质教育提供依据。方法　采用北京师范大学心理系制定的创造思维能力测试量表和自行设计的相关因素调查表 (内容包括父母的职业和文化程度 ,学生的数学、语文成绩 )对长沙市 6 6 7名中学生进行调查。结果　长沙市女中学生的创造思维能力高于男中学生 (P <0 .0 5) ;高中生的创造思维能力高于初中生 (P <0 .0 5) ,逐步回归分析显示中学生的父母文化程度、语文成绩和数学成绩等因素与他们的创造思维能力有相关性。结论　长沙市中学生有一定的创造思维能力。应加强人文科学的教学和父亲对孩子创造力的培养     

Adaptive and maladaptive perfectionism in medical students: a longitudinal investigation

OBJECTIVES: The personality of medical students may have an important impact on both their academic performance and emotional adjustment during medical school. There has been little systematic study of the impact of perfectionism on medical students. The present study sought to compare the perfectionism profile of medical students with that of a general arts student group and to examine the relationship among perfectionism, distress symptoms and academic expectations and satisfaction. DESIGN: Medical students (n=96) and arts students (n=289) completed a baseline assessment including two multidimensional perfectionism scales. The medical students also completed measures of distress symptoms, personality (neuroticism, conscientiousness) and questions about their perceptions of their academic performance. Of the medical students, 58 completed a second set of questionnaires 6 months later (time 2). SUBJECTS: First-, second- and third year medical students and first-year arts students. RESULTS: In comparison with arts students, the perfectionism profile of medical students showed higher personal standards, lower doubts about actions and lower maladaptive perfectionism scores. In the medical students adaptive perfectionism (achievement striving) was significantly correlated with baseline academic performance expectations and conscientiousness and was predictive of dissatisfaction with academic performance at time 2. Maladaptive perfectionism (excessive evaluative concerns) was significantly correlated with baseline distress symptoms and neuroticism and was predictive of symptoms of depression and hopelessness at time 2. CONCLUSIONS: Perfectionism in medical students differs systematically from perfectionism in general arts students. Distinguishing adaptive and maladaptive aspects of perfectionism is important in understanding the cross-sectional and longitudinal implications of perfectionism for medical students.     

Cookbooks—Ancient and Contemporary

Cookbooks are among the most informative sources we have for the study of food, culinary arts, and social history, but these are complex documents and yield up their insights only after careful, attentive, and diligent reading. We begin with the question, “What is meant by culinary knowledge?” as an example of engaging in theoretical enquiry. Having maintained that, to say that one knows this or that is to claim the right to be sure of it.     

Training future chefs at Opryland

Dina Starks is the culinary apprentice coordinator at Opryland Hotel Convention Center in Nashville, Tenn. Her apprentices have the unique opportunity to practice the culinary arts at the largest hotel convention center in the world, in a setting that has 15 restaurants and nearly 3,000 rooms.     

The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students

ABSTRACT

Ten occupational therapists employed in pediatric and adult rehabilitation settings participated in focus groups to discuss their perceptions of the benefits and drawbacks in working with occupational therapy students. Participants identified professional values, opportunities for continued professional development, recruitment of future employees, and pride in learning experiences available as incentives for working with students. Fieldwork educators who had supervised students lacking foundational communication, problem-solving, and clinical skills were cautious about accepting future Level II students. Time constraints and lack of preparation for the educator role were perceived as barriers to working with students. Fieldwork educators expected the academic institution to provide efficient support, including training for the educator role, information regarding the expectations of the academic program, and ongoing communication over the fieldwork experience. Strategies for strengthening the ties between academic programs and fieldwork sites were explored.     

Attitudes to social issues in medicine: a comparison of first-year medical students with first-year students in non-medical faculties

The emphasis on academic achievement in medical student selection has given rise to the fear that students entering medicine may comprise a homogeneous group with tendencies towards academic and scientific pursuits rather than humanistic and person-oriented health care. The Attitudes to Social Issues in Medicine (ATSIM) scale was administered to first-year Australian medical students and first-year students in other faculties including students with significantly lower academic performance measured by high school examination scores. The medical student group was found to be less conservative towards general social issues than students enrolled in commerce and science faculties and scored equally with arts students. Greater conservatism was, however, apparent in those areas which most closely affect the doctor's role. Medical students were less positive than other student groups in their attitudes towards increased government control of the medical profession, the contribution of allied health professionals and the importance of social aspects of illness. On attitudes to issues such as prevention and doctor-patient relationships which do not challenge the knowledge base or traditional role and status of the medical profession, however, medical students demonstrate equal or greater concern compared with other student groups.     

What Does It Take to Be a Creative Culinary Artist?

Abstract

This research explored the characteristics of culinary artists. The qualitative research method was employed. Thirteen internationally famous and/or award-winning culinary artists and contest judges participated in this study. In-depth interviews and content analysis were applied. Culinary arts integrate art, culture, and science. Creative culinary artists are usually imaginative, curious, sensitive, passionate, self-confident, open to a broad array of interests, have a huge appetite for art, take reasonable risks, are achievement-oriented, perseverant, with a sense of mission, and honor. Personal culinary creativity is the result of the interaction among personalities, high motivation, thinking disposition, and professional knowledge and experience. doi:10.1300/J385v05n02_02     

Developing “Subject Fields” in Culinary Arts,Science, and Gastronomy

Abstract

In the title of this paper lies both the culmination of a lifetime of study and reflection on the general field of culinary as a subject field and the potential for years of further enlightened intellectual engagement, study, research, reflection, and vibrant discussion on the etymology of all of these terms in the context of a developing subject. Much has been written on culinary arts and gastronomy, but I believe too little attention has been paid to the development of culinary science (culinology), the study of food selection, combination, cooking, serving, and eating and its impact on global society as a subject/discipline.     

Prospective Associations between Bilingualism and Executive Function in Latino Children: Sustained Effects While Controlling for Biculturalism

The study purpose was to test 1-year prospective associations between English–Spanish bilingualism and executive function in 5th to 6th grade students while controlling for biculturalism. Participants included 182 US Latino students (50 % female). Self-report surveys assessed biculturalism, bilingualism, and executive function (i.e., working memory, organizational skills, inhibitory control, and emotional control, as well as a summary executive function score). General linear model regressions demonstrated that bilingualism significantly predicted the summary executive function score as well as working memory such that bilingual proficiency was positively related to executive function. Results are the first to demonstrate (a) prospective associations between bilingualism to executive function while controlling for the potential third variable of biculturalism, and (b) a principal role for working memory in this relationship. Since executive function is associated with a host of health outcomes, one implication of study findings is that bilingualism may have an indirect protective influence on youth development.     

Assessing objective and subjective factors of culinary career success: Exploring the influence of industry certifications

Amidst a growing industry, foodservice professionals are seeking certifications to differentiate themselves from the competition. The American Culinary Federation (ACF) provides the most comprehensive culinary certification program in the United States, promoting professional development through specialized training in the culinary arts. Proponents of the ACF certification program boast benefits such as increased pay and prestige. However, there has been limited research focusing on the relationship between professional foodservice certifications and perceived career success. This study examined the relationships between culinary certifications and objective (i.e. salary) and subjective (i.e. job satisfaction, self-efficacy) indicators of career success.     

Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges

ABSTRACT

The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL instruction was infused throughout. Authors conducted an exploratory study of outcomes using a mixed methods design. We quantified behavioural outcomes for 16 focus students at baseline and again at the end of the programme using a behavioural checklist and several social skills measures. We also gathered qualitative data, specifically end-of-programme interviews with 27 key stakeholders (i.e. instructors and parents). Findings indicated that students made significant gains based on the checklist and social skills measures. Qualitative data indicated that instructors used arts programming to facilitate student growth across all five of CASEL’s SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.     

中职生学习自我效能感及其与学习适应性的关系

目的探讨中职生的学习自我效能感及其与学习适应性的关系,为中等职业技术教育的改革提供依据。方法采用＂学习自我效能感＂量表和＂学习适应性测验（AAT）＂对465名中职生和246名普高生进行测查。结果中职生的学习自我效能感较差,在基本能力感、控制感和全量表分上均显著低于普高生,在良好学习结果信念、目标达成、天资感和积极的自我预期方面更缺乏自信,自我怀疑感、易受干扰感、不良环境感受、无能为力感更强。中职生的学习自我效能感存在性别差异,目标达成感、天资感、自我怀疑感、基本能力感和全量表得分,男生大于女生。中职生的学习自我效能感的各因子和总分与学习适应性的各因子和总分存在显著正相关。学习适应性各因子对基本能力感、控制感和学习自我效能感总分有显著的正向预测作用。结论中职生的学习自我效能感较差,学习适应性是影响学习自我效能感的重要因素。     

时间管理与学业拖延的关系:人格特质的中介作用

摘要:目的　探讨人格特质在时间管理与学业拖延间的作用。方法　采用一般拖延量表、时间管理倾向量表和艾森克人格问卷,在两所高校随机抽取400名大学生为研究对象,对356份有效问卷进行调查。采用SPSS17.0和AMOS17.0统计系统对数据进行分析。结果　不同年级、专业、性别的学生学业拖延程度间差异无统计学意义。人格特质中神经质因子与拖延程度显著正相关（r＝0.192,P＜0.01）。时间管理量表各维度与拖延程度显著负相关（r＝-0.261,r＝-0.117,r＝-0.125,P＜0.05）。神经质因子在时间监控观与学业拖延间起中介作用,中介作用值约为21.78%,神经质因子在时间效能感与学业拖延间起中介效应,中介作用值为34.4%。结论　人格特质在时间管理与学业拖延间存在中介效应。     

Affirmative action and academic support: African medical students at the University of Cape Town

As a result of the policy of apartheid, the University of Cape Town Medical School was prevented from admitting black African students by the South African Government until 1986. A further feature of this policy was to impose an inferior primary and secondary school education on African pupils, so that, in general, African school-leavers are underprepared for tertiary education. Admission to medical school is highly competitive and African school-leavers are unable to compete effectively with their counterparts from the other racial groups. Therefore, from 1986 to 1990 inclusive, an affirmative action admissions policy was followed that allowed the most successful African matriculants, whether competitive or not, to enter the Medical School and follow the regular course of study. This process failed in that an inadequate number of students gained admission to the MBChB programme and their academic progress was unsatisfactory. Since 1991, an affirmative action policy incorporating both academic support and mentor programmes has been followed by the Faculty of Medicine. This system has led to a substantial increase in the number of African students entering the first year of study and it is planned that up to 40% of all matriculants entering the MBChB programme in 1995 will be via this system. The academic load is reduced, and the results the students obtain at university have markedly improved, with 86% of students achieving the academic goals that they are set. The comparison between these two systems emphasizes the need to provide both academic and social support as well as flexibility in the curriculum if an affirmative action policy is to succeed.     

Effects of the menstrual cycle on working memory: comparison of postmenstrual and premenstrual phases

This study aimed to examine the effects on working memory of the postmenstrual and premenstrual phases. The subjects were 12 female students. Computer-based tasks formulated by the authors, using the working memory that actively retains the information as the index, were used for experiments of 60 min during the premenstrual and postmenstrual phases. Session order was counter-balanced. The results showed that there was a significantly lower error rate for working memory tasks in the premenstrual phase, suggesting that task performance was good. Mild premenstrual symptoms had no effect on working memory function of the premenstrual phase. Further, no clear difference in terms of phase was found for mental workload or change in heart rate variability, which are used to evaluate workload. For this reason, the estrogen sex hormone secreted from the ovaries in relation to the menstrual cycle is thought to be involved in the working memory function rather than the indefinite menstrual complaint.     

Integrating Eisner's Arts Education Philosophy into Culinary Arts Education

Abstract

This paper outlines the life and work of Dr. Elliot W. Eisner, a champion of American education and the inclusion of art in students' lives. Three areas of Dr. Eisner's life are explored, his early formative years, his ideas on curriculum in the United States of America, and his research on the development of arts-based education in schools. The paper recommends several ways to achieve Discipline Based Arts Education (DBAE) in the instruction of culinary arts through the examination of Eisner's educational philosophy and its application in a culinary setting.     

A longitudinal examination of the link between youth physical fitness and academic achievement

BACKGROUND: Childhood obesity has been linked with other persistent health problems, but research is just beginning to examine its relationship with academic performance. This article tracks students longitudinally to examine the ways student physical fitness and changes in fitness align with school performance. METHODS: Using matched administrative data and individual growth modeling, we examine the relationship between academic achievement and overall physical fitness longitudinally from fourth to seventh and sixth to ninth grades for students in a California community. RESULTS: Comparing those who are persistently fit to those who are persistently unfit, we find disparities in both math and English language arts test scores. These academic disparities begin even before students begin fitness testing in fifth grade and are larger for girls and Latinos. Overall physical fitness is a better predictor of academic achievement than obesity as measured by body mass index. Socioeconomic status acts as a buffer for those who have poor physical fitness but strong academic performance. CONCLUSION: The findings indicate the presence of a physical fitness achievement gap that has consequences for potential students' future educational and health outcomes. This gap begins as early as fourth grade, which is before physical fitness testing begins in California.     

Social and Academic Effects of Varying Types of Early Schooling Experiences

The purpose of this study was to examine the effects of early educational experiences on the academic achievement and social skills of a sample of 91 inner city first-grade students. The Integrated Assessment System (IAS) was used to measure children's achievement in mathematics and language arts, and the Social Skills rating system (Gresham & Elliott, 1990) was administered to measure children's social skills. Data analyses were conducted after controlling for first-grade teachers' instructional practices and beliefs about developmentally appropriate practices. Children with prekindergarten experience had higher scores in the areas of mathematics (holistic and mathematical procedures) and language (response to reading). Similarly, prekindergarten experience was associated with higher social skills at the end of first-grade. In addition, there were different patterns of academic achievement and social skills for students who attended first-grade in the same school as the one where they received their early educational experiences compared to students who transitioned to first-grade classes from different elementary schools following their prekindergarten and kindergarten experiences. Implications for policy and practice are discussed.     

The learning style of medical students

Recent research indicates that students' learning styles and approaches to study may have a significant bearing on their academic success. A study was undertaken on first-, third- and final-year medical students to analyse their preferred learning styles and approaches to study, using the Lancaster Approaches to Learning Inventory. The results showed that students entering the medical school had preferences which were more similar to science students' than arts students'. The medical students had high scores on reproducing orientation (surface approach) in all years tested. The first-year students had low scores on meaning orientation (deep approach) but the scores from students in later years showed a progressive rise. The implications of these results with regard to selection, teaching and assessment are explored. However, this preliminary study does not allow us to differentiate between the effect of student preference and that of the context and the environment in which they study.     

Coping efficacy and perceived family support: potential factors for reducing stress in premedical students

Objective  This study investigated the relationship between perceived family support and coping efficacy in premedical (i.e. prior to entering medical school) students, an understudied subset of undergraduate students who are particularly at risk for academia- related stress. The relationships between students' perceived academic coping abilities and their academic behaviours and experiences of stress have been considered within the vocational literature. However, an understanding of factors that inform coping efficacy beliefs is lacking.
Methods  A total of 238 premedical students provided demographic information regarding themselves and their parents. Students also completed a paper questionnaire containing a coping efficacy scale and items assessing their level of family support.
Results  Correlational analyses revealed significant positive relationships between family support and students' perceived abilities to cope with anticipated academic barriers as hypothesised. Bivariate comparisons of mean coping efficacy scores revealed that racial or ethnic minority students reported significantly higher coping efficacy beliefs than did White students. Students with doctor mothers also reported significantly higher coping efficacy than students with mothers employed in other health-related fields. No significant differences in coping efficacy were found when those with doctor fathers versus those with fathers in other health-related fields were compared.
Conclusions  Findings from the present study indicate that perceived family support plays a key role in establishing premedical students' confidence in their ability to cope with the challenges of academic life. These findings have important implications for further studies on coping and stress in premedical students.