The transfer of social exclusion and inclusion functions through derived stimulus relations     

Anita Munnelly  Georgina Martin  Charlotte Dack  Ann Zedginidze  Louise McHugh 《Learning & behavior》2014,42(3):270-280

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.  相似文献   

Seeing Scotland: creating visual imagery in an Ohio classroom     

Charlotte Fairlie 《Changing English: An International Journal of English Teaching》2004,11(2):205-211

  相似文献   

A tapered channel microfluidic device for comprehensive cell adhesion analysis, using measurements of detachment kinetics and shear stress-dependent motion     

Rupprecht P  Golé L  Rieu JP  Vézy C  Ferrigno R  Mertani HC  Rivière C 《Biomicrofluidics》2012,6(1):14107-1410712

We have developed a method for studying cellular adhesion by using a custom-designed microfluidic device with parallel non-connected tapered channels. The design enables investigation of cellular responses to a large range of shear stress (ratio of 25) with a single input flow-rate. For each shear stress, a large number of cells are analyzed (500–1500 cells), providing statistically relevant data within a single experiment. Besides adhesion strength measurements, the microsystem presented in this paper enables in-depth analysis of cell detachment kinetics by real-time videomicroscopy. It offers the possibility to analyze adhesion-associated processes, such as migration or cell shape change, within the same experiment. To show the versatility of our device, we examined quantitatively cell adhesion by analyzing kinetics, adhesive strength and migration behaviour or cell shape modifications of the unicellular model cell organism Dictyostelium discoideum at 21 °C and of the human breast cancer cell line MDA-MB-231 at 37 °C. For both cell types, we found that the threshold stresses, which are necessary to detach the cells, follow lognormal distributions, and that the detachment process follows first order kinetics. In addition, for particular conditions’ cells are found to exhibit similar adhesion threshold stresses, but very different detachment kinetics, revealing the importance of dynamics analysis to fully describe cell adhesion. With its rapid implementation and potential for parallel sample processing, such microsystem offers a highly controllable platform for exploring cell adhesion characteristics in a large set of environmental conditions and cell types, and could have wide applications across cell biology, tissue engineering, and cell screening.  相似文献   

The lived experiences of orphaned learners in South Africa: implications for the provision of quality education     

Kholofelo Charlotte Motha  George Frempong 《International Journal of Inclusive Education》2013,17(7):686-697

Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents constructed narratives of four primary-school learners living in a poor community in South Africa. The narratives are presented from the perspectives of the learners themselves, teachers and caregivers. These narratives reveal that following the death of parents, orphaned learners experience emotional changes, increased responsibilities, safety concerns as well as absence of learning support in the case of sibling-headed households. We argue that the challenges they experience in their home environment impact negatively on learning at school. We, therefore, propose that the extended family and the community serve as resources in providing needed support for promoting positive educational experiences to these learners.  相似文献   

Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance     

Charlotte Jonasson  Åsa Mäkitalo  Klaus Nielsen 《Teachers and Teaching》2013,19(7):831-842

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.  相似文献   

NURTURING EARLY CHILDHOOD PROFESSIONALISM: THE RHODE ISLAND EARLY CHILDHOOD SUMMER INSTITUTE     

Charlotte Diffendale  Diane M. Horm‐Wingerd  David A. Caruso  Virginia Nardone 《Journal of Early Childhood Teacher Education》2013,34(1):77-87

This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with “Project Katrina” she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal.  相似文献   

An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams     

Charlotte A. Otto  Susan A. Everett 《Journal of Science Teacher Education》2013,24(2):391-403

This paper describes the use of a three-circle Venn diagram as a vehicle for introducing pre-service elementary teachers to pedagogical content knowledge (PCK). Each circle of the diagram represents pedagogy, content and context individually. The overlap of any two circles represents the interaction between the circles. For example, the overlap of pedagogy and context relates to the ways that each of these general topics influences the other. The overlap of all three circles represents a complete lesson that is an integration of the three major components of PCK. The Venn diagram is an easily remembered graphic illustration of PCK that can be useful in planning lessons. The use of this graphic organizer in a science capstone course required of all pre-service elementary teachers is described.  相似文献   

马桶座圈——真的是你家里最脏的地方吗?     

Charlotte Pritchard  WJ 《英语辅导》2013,(2):26-29

马桶座圈背负着一个不公平的污名,那就是被认为是一般家庭中最脏的物件。但科学家们称,我们的家里其实有更为污秽的地方,有些地方还是最令人意想不到的。你会在马桶座圈上切菜吗?我想基本上所有人都说不会。但或许我们得重新考虑一下了。  相似文献   

北京之旅     

Charlotte King  MS 《英语辅导》2013,(10):16-18

当你作为外邦人来到一个全新的国度,能让你感到最为兴奋的便是碰触那个国度里最为民生的部分:小景点、繁忙的交通、做运动的老人家、使着各种招揽伎俩的小贩……你见到的一切都那么真实,每个人都在努力地生活着,不知不觉中,你已深深地为这个纯朴而真实的国度所吸引……  相似文献   

What emotional-centred challenges do children attending special schools face over primary–secondary school transition?     

Charlotte L. Bagnall  Claire L. Fox  Yvonne Skipper 《Journal of Research in Special Educational Needs》2021,21(2):156-167

Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.  相似文献