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This study tested a causal model of academic self-efficacy in faculty at a large New England research university, focusing specifically on gender as one of 12 antecedent variables. Academic self-efficacy was defined as an estimate of confidence in one's ability to perform various tasks classified as research, service, and teaching in a university setting. The variables were drawn from Bandura's theory of self-efficacy and from characteristics of the university work setting. Data was obtained by mail response to a researcher-designed instrument: the Measure of Self-Efficacy in Academic Tasks (MSEAT). The findings show that being female contributed to feeling less efficacious about research tasks indirectly through the mediating influence of intervening variables. Feeling nourished and rewarded by a department and being male contributed to service self-efficacy. Teaching self-efficacy was not explained by the causal model. The implications of these findings are discussed in terms of campus socializing interventions, departmental research climate, and university incentives for female faculty. © 1988.
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The use of gradient operators for image enhancement has been widely reported in the literature, but they have not been used routinely in the medical arena, particularly in the most common radiographic plain film procedure, chest radiographs. Gradient operators such as Sobel and Roberts operators, not only enhance image edges but also tend to enhance noise. Overall, the Sobel operator was found to be superior to the Roberts operator in edge enhancement. A theoretical explanation for the superior performance of the Sobel operator was developed based on the concept of analyzing the x and y Sobel masks as linear Alters. By applying pill box, Gaussian, or median filtering prior to applying a gradient operator, noise was reduced, but the pill box and Gaussian filters were much more computationally efficient than the median filter with approximately equal effectiveness in noise reduction. © 1988 IEEE
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A 58-item Likert attitude scale was developed and administered to thirty Speech-Language Pathology graduate students in order to obtain their perceptions of a self-evaluation procedure used in a clinical training facility. Significant correlations were obtained between the clinicians’ perception of the overall usefulness of this self-evaluation procedure, and a majority (61%) of the items on the scale. Significant correlations were obtained for several pairs of demographic items. The implications of these results for the clinical supervision process are discussed, as well as the need for further research on this topic. © 1988 by The Haworth Press, Inc. All rights reserved.
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Children's rule-governed, scientific reasoning in relation to the physical principles involved in balance has been studied by many, for example, Inhelder and Piaget (1958), Karmiloff-Smith and Inhelder (1974), as well as Siegler (1978). Although Siegler criticized the Genevan research on both methodological and conceptual grounds, his work can be criticized for being narrow in scope thus making his data a result of his task and design, rather than a true representation of the rules children employ naturally as they develop an understanding of balance. The work described herein is an attempt to integrate the methodologies of the Piagetian School and Siegler by making use of current video technology to naturalistically assess children's rule-governed behaviors but to also empirically validate them. The first part of this study (N=128, ages 4-9 years) used video to microanalytically assess the strategies children used as they attempted to balance a set of symmetrical, asymmetrical, and weighted blocks on a fulcrum. After validating on ordinal progression of strategies, the study used stop-action video feedback, in a predict-consequence paradigm, to focus reflection on (a) the action of the block, (b) the placement of the block, and (c) the episode in general. A two-way interaction between entering level and type of video feedback was significant. The results are interpreted in terms of Piaget's theory of equilibration suggesting that reflection and cognitive conflict can improve understanding if the child assimilates the feedback to the confirmation or refutation of an initial assimilatory scheme regarding balance. © 1988.
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