A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Neurochemical and Neurobehavioral Effects of Low Lead Exposure on the Developing Brain     

Anita R. Bijoor  S. Sudha  T. Venkatesh 《Indian journal of clinical biochemistry : IJCB》2012,27(2):147-151

Lead is found in small but appreciable quantities in air, soil drinking water and food. Exposure to such amounts of lead does not cause acute lead toxicity, but produces subtle effects, particularly in children. The CDC advocates “safe” or “acceptable” levels of blood lead up to 10 μg/dl, while OSHA declares blood lead levels up to 40 μg/dl as “safe” or “acceptable” in the occupationally exposed. The objective of the study was to see if blood levels considered “safe” can cause changes in the biogenic neurotransmitters in the developing brain which may cause neurobehavioral defects like hyperactivity and other cognitive disorders. Albino Wistar rats were divided into the control and lead-treated groups. The control group was given unleaded water, while the lead-treated group was fed with 50 ppm lead acetate in drinking water. On day 45 the animals were subjected to a passive avoidance test, their blood analysed for ZPP and lead. They were then sacrificed and the neurotransmitters—Norepinephrine (NE) and its metabolite—methoxyhydroxyphenylglycol (MHPG) estimated in the brain areas associated with learning and memory—the frontal cortex, hippocampus and the striatum by HPLC-ECD. Our results showed significant increases in blood lead, NE and MHPG, while ZPP increase was insignificant. The rats showed neurobehavioral abnormalities as assessed by the passive avoidance test. We concluded that low blood levels of lead cannot be considered “safe” or “acceptable” as it causes neurotransmitter alterations. Increased NE turnover is implicated in hyperactivity disorders such as ADHD and Tourette syndrome.  相似文献   

New teachers,mentoring and the discursive formation of professional identity   总被引：1，自引：0，他引：1  

Anita Devos 《Teaching and Teacher Education》2010

This paper considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers. The site for this analysis is the Teacher Mentoring and Induction Program, in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture. The aim is to reposition mentoring as a product of its contexts and times, and in so doing contribute to the development of a more theoretically informed and critical platform from which to conduct research into its effects and benefits.  相似文献   

An Unintentional System of Gaps: A Phenomenological Reading of Scott O'Dell's Island of the Blue Dolphins     

C. Anita Tarr 《Children‘s Literature in Education》1997,28(2):61-71

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Gender-fair psychotherapy in the United States: A possible dream?     

Eileen T. Nickerson  Anita Kremgold-Barrett 《International journal for the advancement of counseling》1990,13(1):39-48

Since Freud's era, women have been counseling and psychotherapy's largest consumers. White Freud talked and wrote almost exclusively about men, his patients were primarily women. This practice of treating women as patients, while perceiving men as the prevailing standard for percept and practice has resulted in the largely androcentric or mate-determined psychology of human behavior which we have today (Denmark, 1980; Hare-Mustin, 1983).A number of studies commencing with the Broverman's work in the 1970(s) has demonstrated that psychotherapists, for the most part, share the same sex role biases toward women as the rest of society (Broverman et al., 1970; Fabrikant, 1973, 1974; Nickerson, 1978; Orlinsky & Howard, 1980). Most disconcerting, however, is a recent extensive replication of the Brovermans' study (O'Malley & Richardson, 1985), using 249 counselors, which found that they still described males and females in stereotypic ways, though they did attribute some female designated traits to healthy adults.The evidence regarding the measured effects of therapists' attitudes, whether reportedly biased or gender-fair, however, is mixed in nature and replete with methodological problems (Maffeo, 1979; Marachek & Johnson, 1980; Orlinsky & Howard, 1980; Smith, 1980; Whiteley, 1979); as is the evidence for effectiveness of therapy generally (Garfield, 1981). Some have argued that a counselor's values and expectations do not matter, as long as she or he is aware and does not impose them (Smith, 1980; Whiteley, 1979). It would seem equally probable, based on other evidence that choice of therapeutic goals and processes can be influenced by the therapist's expectations (Brovermans et al., 1970; Nickerson, 1978; O'Malley & Richardson, 1985).The crucial point is that in a sexist society (Such as the United States), it is improbable that anyone without special non-sexist, gender-fair training can adequately aid women in exercising their independence and selecting their goals. Hence, a format is presented for insuring the dream of gender-fair counseling through the inclusion of appropriate training experiences and materials.  相似文献   

Effect of an evidence-based answering service on GPs and their patients: a pilot study     

Verhoeven AA  Schuling J 《Health information and libraries journal》2004,21(Z2):27-35

Objectives: For general practitioners (GPs), an important obstacle to practising evidence‐based medicine is lack of time. An evidence‐based answering service was developed that took over searching and appraisal of medical evidence from the GPs. GPs sent in questions, and the informationist formulated the answers. Our objectives were to find out if such an evidence‐based answering service was feasible, including assessing the effect of the answers on GPs and their patients, as reported by the GPs. Methods: After attending a workshop on building well‐formulated questions from daily practice, the GPs sent in questions to the informationist. The literature was searched, the relevant information was appraised, and the answers to the questions were formulated. With a questionnaire, the effect of the answers on the GP and the patient was assessed, as well as the perceived barriers to implementing the answers. Results: From 26 GPs, 61 questions were received. For 12% of questions, information was found with the highest evidence level, while for 36%, no information was found. However, for 89% of the questions for which no information could be found, the answer ‘no information found’ did have an effect on the GP concerned. In total, 81% of all the answers had an effect on the GP, and, according to the GP, 52% had an effect on the patient. Few barriers to implementing the evidence were perceived. Most of the answers were found in Pubmed/Medline, the Cochrane Library and Embase. Conclusions: This study indicates that an evidence‐based answering service can have an impact on GPs and their patients. Librarians can provide an evidence‐based answering service for GPs and their patients. The evidence‐based answering service for GPs in this study had an impact on 81% of the GPs and on 52% of their patients. Although for one‐third of the questions no evidence‐based answer was found, this message in itself had an impact on 89% of the GPs. An informationist as mediator between medical information and doctors can save doctors’ time.  相似文献   

Students’ experiences of academic success with dyslexia: A call for alternative intervention          下载免费PDF全文

Sophie Pitt  Anita Soni 《Support for Learning》2017,32(4):387-405

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.  相似文献   

Thinking children learning about schemas     

Anita Soni 《Early Years: An International Journal of Research and Development》2010,30(2)

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Child development a practical introduction     

Anita Soni 《Early Years: An International Journal of Research and Development》2015,35(4):432-433

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When the atmosphere warms it rains and ice melts: seventh grade students’ conceptions of a climate system     

Daniel P. Shepardson  Anita Roychoudhury  Andy Hirsch  Dev Niyogi  Sara M. Top 《Environmental Education Research》2014,20(3):333-353

Although many environmental and science educators have explored students’ conceptual understandings, misconceptions, and knowledge of the greenhouse effect, global warming, and climate change, few have investigated the ways students conceptualize climate as a system or how components of the system influence climate. Therefore, the purpose of this study was to begin the process of understanding how US students conceptualize a climate system. A total of 42 seventh grade students (ages 12–13) from the Midwest completed an open-response task. From the inductive analysis of student written responses, 22 codes emerged that reflected students’ conceptions of the climate system. From these codes, three path diagrams were constructed that illustrate these students’ conceptions about how a climate system influences climate and how greenhouse gases and global warming impact the climate system. A generalized model of students’ conception of a climate system was generated. Students in this study conceptualized a climate system in a unidirectional, linear, cause and effect relationship that emphasized the atmospheric component of the climate system.  相似文献