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Diana Cary

Edwige Simon, PhD | Educational Technology Consultant, Denver/Boulder metro area, Color... - 0 views

  • Technology workshops for Language Teachers
    • Diana Cary
       
      Sticky note....I do not understand why they are not showing for our instructor.
    • Diana Cary
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and sinc ethis is a blog it is updated frequently.
    • Diana Cary
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and since this is a blog it is updated frequently. Also they have put a creative commons license on this blog so anyone can use the information in their own courses as long as they give credit to the author of the Blog.
    • Diana Cary
       
      Wow I hit the jackpot here in Melot. This blog has links out to how to manual for many of the tools I want to teach in my online course. I cannot highlight the links but I encourage those of you who are interested in learning web 2.0 tool to visit this blog. It's quite informative.
    • Diana Cary
       
      I plan to use some of the tutorial guides as recommended resources in my course.
  • Resources on hybrid/blended course(re) design
  • In 2012, 32% of all higher education students are now taking at least one online course
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  • Voicethread 1/1 (Go to post) Voicethread 2/2 (Go to post)
  • Voki (Go to post)
  • Audacity (Go to post)
  • Glogster (Go to post)
Michael Lucatorto

The Legend of Cliff Young: The 61 Year Old Farmer Who Won the World's Toughest Race - E... - 0 views

  • Latest Usain Bolt Breaks 200m World Record at Olympics Usain Bolt Wins Olympic Gold with 100m World Record Olympic Start Gun Gives Advantage to Runners on Inside Lanes
  • When the race started, the pros quickly left Cliff behind. The crowds and television audience were entertained because Cliff didn't even run properly; he appeared to shuffle. Many even feared for the old farmer's safety
  • All of the professional athletes knew that it took about 5 days to finish the race. In order to compete, one had to run about 18 hours a day and sleep the remaining 6 hours. The thing is, Cliff Young didn't know that! When the morning of the second day came, everyone was in for another surprise. Not only was Cliff still in the race, he had continued jogging all night.
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  • Today, the "Young-shuffle" has been adopted by ultra-marathon runners because it is considered more energy-efficient. At least three champions of the Sydney to Melbourne race have used the shuffle to win the race. Furthermore, during the Sydney to Melbourne race, modern competitors do not sleep. Winning the race requires runners to go all night as well as all day, just like Cliff Young
  • Cliff kept running. Each night he came a little closer to the leading pack. By the final night, he had surpassed all of the young, world-class athletes. He was the first competitor to cross the finish line and he set a new course record.
Jarrod McEntarfer

East Asia in World History: A Resource for Teachers - 0 views

  • The climate of East Asia is both similar to and different from that of Europe and the United States
  • Rice, the primary cereal crop grown in East Asia,
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
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  • Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.
  • Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China
  • Japan is an island country composed of four main islands and thousands of smaller ones
  • Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.
  • The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.
    • Jarrod McEntarfer
       
      In what other ways do you think Japan's geography affected its economy and culture?
  • Introduction • The Geography of East Asia
    • Jarrod McEntarfer
       
      This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
  • Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • An Introductory Guide to Pronouncing Chinese.
  • Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
  • China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
    • Jarrod McEntarfer
       
      For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
  • Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.
    • Jarrod McEntarfer
       
      Important terms to know for the class about ancient China The Warring States Period The Mandate of Heaven
  • The climate of East Asia is both similar to and different from that of Europe and the United States.
  • Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*
    • Jarrod McEntarfer
       
      Students should be able to identify how food supply is related to population growth.
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere
  • The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.
  • China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.
  • The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.
    • Jarrod McEntarfer
       
      How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
  • The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.
    • Jarrod McEntarfer
       
      Look up "Monopoly". How did China's silk trade represent this term?
  • It is during this period that Buddhism is introduced into China from India, following trade routes.
  • the civil service examination system,
  • Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."
    • Jarrod McEntarfer
       
      From what you gatherered from the reading can you put the expression: "China sinicizes its conquerors" in your own words?
  • "dynastic cycle."
  •  
    This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
Donna Angley

awarding credit for online and blended courses - Dec. 2010 Regents meeting issue - 0 views

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    Should the Board of Regents add a new section 100.5(d)(10) of the Commissioner's Regulations to prescribe requirements for awarding units of credit for student completion of online and blended courses?
alexandra m. pickett

Transformation via Online Learning - 4 views

  • original target audience,
    • alexandra m. pickett
       
      who is your target?
    • Alicia Fernandez
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
       
      what assumptions are you making about this population?
    • Alicia Fernandez
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
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  • traditional and non-traditional students i
    • alexandra m. pickett
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
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  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  •  
    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Maree Michaud-Sacks

A S e r i e s o f U n f o r t u n a t e O n l i n e E v e n t s a n d H o w t o A v o i... - 0 views

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    A couple of points relating to my post: 1. traditional courses should not be just uploaded, must rethink how to design a course to suit online environment 2. assessments should tie other ares of the course and learning together
Victoria Keller

Process vs. Content: Teaching "How" vs. "What" | Autism, Asperger's & Beyond - 0 views

  •  
    Yapko, D. (2010). Process vs. Content: Teaching "How" vs. "What". Psych Central. Retrieved on July 8, 2012, from http://blogs.psychcentral.com/autism-aspergers/2010/10/process-vs-content-teaching-how-vs-what/
William Meredith

What Your Ph.D. Didn't Cover | Inside Higher Ed - 0 views

  • Now, recognizing that what these instructors need is markedly different training from their counterparts in high schools and at four-year universities, some graduate programs are offering credentials specifically for those students who plan to or already teach at community colleges as a supplement to their subject matter graduate training.
  • Those seeking the certificate do not have to be enrolled in a Temple graduate program, and there is a specific track for current community college instructors who, though they are already experts in their discipline, want a professional development opportunity to learn new teaching techniques.
  • The certificate for current community college instructors consists of a three-credit seminar on “teaching in higher education” — with broad-based lessons on various teaching philosophies and course designs — and three one-credit modules on specific topics. Current topics are “assessment,” “diversity and inclusive teaching” and “teaching with technology.
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  • “Having a Ph.D. doesn’t necessarily prepare one for teaching, so some are having 'a-ha' moments by the minute in the program,” Barnett said.
  • Offering teaching certificates to community college instructors or those who wish to become them is not an entirely new idea. In contrast to Temple’s more general teaching certificate, a few other graduate programs around the country have certificate programs for specific disciplines at community colleges
  • “There’s a lot of research on programs that prepare new teaching assistants and those of the like, but there is very little research on preparing community college teachers,”
  •  
    Preparing PhDs to teach at community colleges
Luke Fellows

D.I.Y. Old-Time Radio | OER Commons - 1 views

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    This is just plain awesome.
ian august

Can YouTube enhance student nurse learning? - 0 views

  • is
  • Constraints
  • Constraint
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  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
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    benefits of using youtube to learn, and some constraints
Joy Quah Yien-ling

Online Community of Inquiry Review: Social, Cognitive and Teaching Presence Issues - 1 views

  •  
    Paper by D. R. Garrison
Mary Huffman

Teaching and Learning at a Distance - 1 views

  •  
    Teaching and Learning at a Distance - Simonson et al., 2012
Daniel Hacker

Assessing metacognition in an online community of inquiry - assessment_metacognition_in... - 0 views

  •  
    Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. doi: 10.1016/j.iheduc.2011.01.005
alexandra m. pickett

ETAP640amp2012: Discussion: I'll go first - 4 views

  • Teachers come to us in many forms in order for us to learn many lessons.
    • alexandra m. pickett
       
      I LOVE that you said this!!!
William Meredith

Sensation-Seeking | Education.com - 0 views

    • William Meredith
       
      Not applicable to higher education?
  • Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
  • Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
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  • benefit from changes in daily routines
  • hese adaptations include: (a) the use of dramatic role-playing activities (including the videotaping of such activities), (b) the incorporation of videos and music into traditional lessons, (c) the inclusion of outside speakers with real-world experiences, and (d) the opportunity for students to facilitate conversations and activities in the classrooms
  • Third, educators need to be aware that students with high sensation needs may also experience problems with behavior in the classroom. These students are more likely to get out of their seats, to talk to their neighbors, and to seek attention from the teacher. Thus targeting students with high needs for sensation early on and setting up classroom contexts to provide for these students' needs may alleviate some potential behavioral problems in the classroom.
  • Sensation-seeking is characterized by researchers as a basic human need and as a component of human personality. The need for sensation runs along a continuum, wherein some individuals have a high need for sensation, whereas others have a low need for sensation.
  • The concept of sensation-seeking primarily has been studied in the domains of clinical psychology, personality psychology, health psychology, and communications. From an evolutionary perspective, attention to novel stimuli in the environment was necessary for human survival
  • Individuals who have high sensation needs typically engage in certain predictable behaviors. Most notably, the research indicates that individuals who exhibit a high need for sensation often are more likely to engage in risky or dangerous behaviors, such as abusing substances and having unprotected sexual intercours
  • Research indicates that sensation-seeking rises markedly during early adolescence (Donohew et al., 1994). For many adolescents, this increase coincides with the transition from elementary school into middle school. Thus although students with high needs for sensation are present in elementary, middle, and high schools, these students may be particularly prevalent in middle school settings.
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