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Whereas character education is not new, scientific study of its effectiveness has been only sporadically implemented during the past thirty-five years. Much of the application of character education is therefore not informed by a scientific knowledge base. This article introduces a scientific perspective on character education & a summary of the research base examining the student impact of school-based character education. From this research base, general principles of effective practice are derived. This in turn is used to offer suggestions to practitioners & policy makers for the improvement of school-based character education. 72 References. [Copyright 2004 Sage Publications, Inc.]

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Preface -- Section I: History and Current Practice -- Chapter 1: What Is Community-based Research? -- Chapter 2: Community-based Research: Defining the Principles -- Section II: The Practice of Community-based Research -- Chapter 3: From Theory to Practice -- Chapter 4: Research Design -- Chapter 5: Developing Principles for Research Collaboration -- Section III: Contexts and Challenges -- Chapter 6: Raising Ethical Questions -- Chapter 7: Considering Capacity

This book will present a practical approach to CBPRin other words, how an individual researcher might understand and then actually conduct CBPR research. It is thus a how-to book that uses case examples throughout. Both the benefits and challenges of the approach will be discussed, as well as the basic steps involved in CBPR projects. The book will also explore the unique ethical questions that arise in CBPR projects.

"Community-based research (CBR) is the most commonly used method for serving community needs and effecting change through authentic, ethical, and meaningful social research. In this brief introduction to CBR, the real-world approach of noted experts Vera Caine and Judy Mill helps novice researchers understand the promise and perils of engaging in this research tradition. This book -outlines the basic steps and issues in the CBR process-from collaboratively designing and conducting the research with community members to building community capacity; -covers how to negotiate complicated questions of researcher control and ethics; -includes a chapter written by community partners, among the examples from numerous projects from around the world"--

<b><i>Background/Aims:</i></b> There has been significant discussion surrounding the psychopathology of excessive gaming and whether it constitutes an addiction. The current study investigated physiological and subjective levels of arousal in gamers of two genres and the relationship between sensation seeking and gaming addiction. <b><i>Methods:</i></b> Heart rate (HR), blood pressure (BP) and skin conductance were recorded at baseline, during gaming for 15 min and after gaming in 30 massively multiplayer online role-playing game (MMORPG) and 30 first-person shooter (FPS) male gamers. Gamers were identified as addicted using the Addiction-Engagement Questionnaire. Sensation seeking was measured using the Arnett Inventory of Sensation Seeking. <b><i>Results:</i></b> Addicted MMORPG gamers (n = 16) displayed significant decreases in cardiovascular activity during gaming compared to baseline and showed significant increases after gaming. Addicted FPS gamers (n = 13) had significant increases in BP during gaming which decreased significantly after gaming. In comparison, non-addicted MMORPG gamers (n = 14) had significant decreases in HR during gaming, whereas BP in non-addicted MMORPG and FPS gamers (n = 17) increased during gaming and after gaming. There were no significant relationships between sensation seeking and addiction. <b><i>Conclusion:</i></b> There are physiological arousal deficits in addicted gamers, and these patterns differ according to the genre of game played.

This article argues that community-based research (CBR)—research that includes the participation of "lay" citizens in the research process—is changing the process of research and knowledge production. The article is an initial attempt to examine the outcomes of CBR and the impact such research is having on knowledge development and funding trends in North America. The article concludes with a set of policy recommendations and areas for further research.

The past ten years have seen an expansion in industrial research. There has been a significant increase in the number of research-based companies, as well as in employment in research and development, and in expenditure in this area. Growth has been observed predominantly in companies in less research-intensive sectors and in small and medium-sized enterprises. Consequently, over the last decade, industrial research in Germany has become more widespread. There has been steady growth in the contribution made by research-based companies to total manufacturing output and to employment. Moreover, these companies are considerably more efficient than non-research-based companies-in terms of per capita productivity-and have increased their lead over the course of time. Political support may have also been a contributing factor to the expansion of research and development, particularly in medium-sized industrial enterprises.

I briefly review the emergence of " design-based" research methods in labor economics in the 1980s and early 1990s. These methods were seen as a partial solution to the problems of credible inference identified by Ashenfelter (1974), Leamer (1978), Hendry (1980), and others. Designed-based studies typically use a simplified one-equation model of the outcome of interest—in contrast to model-based studies that specify a data generating process for all factors determining the outcome. I discuss some of the strengths and weaknesses of the design-based approach and the value of such research in the field. (JEL C20, J01, J24, J31, J38, J51, J53)

Community-based research (CBR) combines service-learning with participatory or applied research and can be a powerful teaching tool in social science methods classes. Incorporating applied research projects into classroom teaching, however, places special demands on instructors. This paper presents one approach to CBR as a pedagogical technique and offers practical suggestions to those who consider adopting it. As research, pedagogy-based CBR demands all the creativity and skill of normal academic research, though the process may be faster-paced. The special skills considered here involve brokering resources among a complex network of partners that includes both students and community organizations.