Signifying and meaning-making in mathematical thinking, teaching, and learning     

Luis Radford  Gert Schubring  Falk Seeger 《Educational Studies in Mathematics》2011,77(2-3):149-156

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Deletions in the genomes of fifteen inbred mouse lines and their possible implications for fat accumulation     

Schmitt AO  Dempfle A  Brockmann GA 《Journal of Zhejiang University. Science. B》2007,8(11):777-781

Copy number variants (CNVs) are pieces of genomic DNA of 1000 base pairs or longer which occur in a given genome at a different frequency than in a reference genome. Their importance as a source for phenotypic variability has been recognized only in the last couple of years. Chromosomal deletions can be seen as a special case of CNVs where stretches of DNA are missing in certain lines when compared to the reference genome of the mouse line C57BL/6, for example. Based upon more than 8 million single nucleotide polymorphisms (SNPs) in the fifteen inbred mouse lines which were determined in a whole genome chip based resequencing project by Perlegen Sciences, we detected 20166 such long chromosomal deletions. They cover altogether between 4.4 million and 8.8 million base pairs, depending on the mouse line. Thus, their extent is comparable to that of SNPs. The chromosomal deletions were found by searching for clusters of missing values in the genotyping data by applying bioinformatics and biostatistical methods. In contrast to isolated missing values, clusters are likely the consequence of missing DNA probe rather than of a failed hybridization or deficient oligos. We analyzed these deletion sites in various ways. Twenty-two percent of these deletion sites overlap with exons; they could therefore affect a gene's functioning. The corresponding genes seem to exist in alternative forms, a phenomenon that reminds of the alternative forms of mRNA generated during gene splicing. We furthermore detected statistically significant association between hundreds of deletion sites and fat weight at the age of eight weeks.  相似文献   

Body dissatisfaction in women’s artistic gymnastics: A longitudinal study of psychosocial indicators     

Clara Mockdece Neves  Juliana Fernandes Filgueiras Meireles  Pedro Henrique Berbert de Carvalho  Astrid Schubring  Natalie Barker-Ruchti  Maria Elisa Caputo Ferreira 《Journal of sports sciences》2017,35(17):1745-1751

Body dissatisfaction is prevalent in women’s artistic gymnastics (WAG). Cross-sectional research points to social and individual risk factors, however it does not account for potential changes in body dissatisfaction during an athletic season. This study aimed to determine how gymnasts’ body dissatisfaction, risk factors for eating disorders, media internalisation, perfectionism and mood state change during pre-competition, competition and post-competition seasons and to identify how these psychosocial indicators impact on body dissatisfaction during the athletic year. The sample consisted of 20 Brazilian elite women’s artistic gymnasts aged 10–16 years. Data were obtained from a 9-month study using: Body Shape Questionnaire (BSQ); Eating Attitude Test-26; Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3); Multidimensional Perfectionism Scale (MPS); Brunel Mood Scale (BRUMS) and triceps and subscapular skinfolds. Body dissatisfaction was higher during the competition season and disordered eating, perfectionism and vigour values were higher in the pre-competition season. Disordered eating has been found as the strongest predictor of body dissatisfaction during all seasons, and mood state partly contributed to body dissatisfaction in the competitive season. Stakeholders should understand that body dissatisfaction and the prevalence of disordered eating may change over time.  相似文献   

Just Getting By? Francophone Belgian Journalists Dealing with Dutch-language Sources in Their Public Broadcasting Service     

Olivier Standaert  Catherine Bouko  Astrid Vandendaele 《Journalism Practice》2020,14(6):664-678

ABSTRACT

In this article, we examine how the Dutch language is used when francophone Belgian journalists prepare and produce their reports—during all stages of the process—up until the actual broadcast. We conducted 16 qualitative interviews with TV news journalists employed by the Belgian French-speaking public broadcaster. Taking as a starting point the highly variable level of Dutch in the newsroom, we highlight four practices used by journalists when they have to cover a news story in Flanders or interview a Dutch speaker: avoidance, mutual assistance, specific efforts to deal with linguistic difficulties and what we call a “tactical use” of Dutch with the sources. This study reveals practices that are by no means a demonstration of excellent language skills. Journalists’ frequent lack of knowledge is compensated by a certain pragmatism: they aim to illustrate how their daily routines tackle a concrete problem in a relatively informal, flexible, and collective manner. Finally, we explore to what extent these practices impact journalistic performance and how the use of the Dutch language in the newsroom reflects the language divide in Belgium’s journalistic landscape.  相似文献   

How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School     

Astrid Kristin Vik  Liv M. Lassen 《International Journal of Disability, Development & Education》2010,57(3):279-298

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Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education     

Gjalt T. Prins  Astrid M. W. Bulte  Jan H. Van Driel  Albert Pilot 《Research in Science Education》2009,39(5):681-700

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.  相似文献   

Special education in Swedish and Finnish schools: seeing the forest or the trees?     

Marjatta Takala  Astrid Ahl 《British Journal of Special Education》2014,41(1):59-81

The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.  相似文献   

Languages of origin and education in Europe: A systematic review     

Astrid Codana Alcántara  Angelina Sánchez-Martí  Jordi Pàmies Rovira 《European Journal of Education》2023,58(1):151-165

European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010–2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this.  相似文献   

The Perspectives of the International Agencies     

Astrid Hollander 《Prospects》2005,35(3):303-310

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Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education   总被引：1，自引：0，他引：1  

Machiel J. Stolk  Onno De Jong  Astrid M. W. Bulte  Albert Pilot 《Research in Science Education》2011,41(3):369-388

Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The framework is based on Galperin’s theory of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit, followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based chemistry unit. Moreover, the process of professional development leading to teachers’ empowerment was not carried out as intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are discussed.  相似文献