Mothers' Acculturation and Beliefs About Emotions,Mother–Child Emotion Discourse,and Children's Emotion Understanding in Latino Families     

Marie Belle Perez Rivera  Julie C. Dunsmore 《Early education and development》2013,24(2):324-354

Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother–child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and parent/child roles in emotion socialization. Mother–child emotion talk was observed during a Lego storytelling task. Children's emotion understanding was measured using 2 age-appropriate tasks. Correlations showed that mothers' Latino enculturation was associated with mothers' stronger belief in guiding children's emotions and children's lower emotion understanding. Anglo acculturation was associated with mothers' lower belief that emotions can be dangerous and children's better emotion understanding. Mothers with a stronger belief in guiding children's emotions more frequently labeled emotions. Mothers with a stronger belief that emotions can be dangerous less frequently explained emotions. Regressions controlling for child age and maternal education demonstrated that mothers with a stronger belief that children can learn about emotions on their own and mothers with greater Latino enculturation had children with lower emotion understanding, whereas mothers with greater Anglo acculturation had children with better emotion understanding. Practice or Policy: Results suggest that understanding both family acculturation and family enculturation will be helpful for early childhood researchers and educators seeking to assess and promote children's socioemotional development.  相似文献   

Presidential silence,C. Everett Koop,and the surgeon general's report on AIDS     

Tina L. Perez  George N. Dionisopoulos 《Communication Studies》2013,64(1-2):18-33

On October 22, 1986, C. Everett Koop released the Surgeon General's Report on Acquired Immune Deficiency Syndrome. This essay examines that report as a rhetorical watershed in the national dialogue about AIDS. We suggest that this report—and the media attention that attended it—dramatically shifted the socio‐political environment concerning AIDS and contextual‐izfd Reagan's silence concerning the disease as a lack of presidential leadership on the issue.  相似文献   

Creating a woman friendly culture in institutes of higher engineering education     

Joanna Daudt  Paquita Perez Salgado 《European Journal of Engineering Education》2005,30(4):463-468

This article describes the results of a workshop that was held in Valencia during the annual conference of SEFI in 2004. The authors give remarks on the results supported by relevant and recent research. In the workshop, where about 35 participants were present, the following questions were discussed and answered:

Which factors indicate that an institute of higher engineering education is woman friendly? How can we rank these factors and what is the weight of the factors? What initiatives did your institute or other institutions of your country make to increase the percentage of female academic staff and to attract and retain more female students?  相似文献   

Parent-child participation in planning children's activities outside of school in European American and Latino families     

Gauvain M  Perez SM 《Child development》2005,76(2):371-383

This longitudinal research used a sociocultural perspective to examine planning competence in the everyday experiences of European American and Latino children from 7 to 9 years of age. Data on children's participation in planning their activities outside of school, parental expectations about children's planning competence, and children's planning in the classroom were collected yearly from Grades 2 to 4 from 140 children and their mothers, and the children's teachers. Results indicate that decision-making practices and parental expectations change with development and vary by ethnicity. Decision making at home was related to children's classroom planning; however, the nature of these relations changed over middle childhood. Results are discussed in terms of cultural and parental contributions to the development of planning skills.  相似文献   

Advancing in the career decision-making process: the role of coping strategies and career decision-making profiles     

Maya Perez  Itamar Gati 《International Journal for Educational and Vocational Guidance》2017,17(3):285-309

We tested the associations among the career decision-making difficulties, the career decision status, and either (a) the career decision-making profiles of 575 young adults, or (b) the coping strategies of 379 young adults. As hypothesized, a more advanced decision status was negatively associated with both career decision-making difficulties (η² = .24) and the use of non-productive coping strategies (η² = .10), and positively associated with an adaptive career decision-making profile (η² = .05) and the use of support-seeking coping strategies (η² = .06). Productive coping strategies were not found to be associated with decision status (η² = .01). The results and their implications are discussed.  相似文献   

Distributed retrieval practice promotes superior recall of anatomy information          下载免费PDF全文

John L. Dobson  Jose Perez  Tracy Linderholm 《Anatomical sciences education》2017,10(4):339-347

Effortful retrieval produces greater long‐term recall of information when compared to studying (i.e., reading), as do learning sessions that are distributed (i.e., spaced apart) when compared to those that are massed together. Although the retrieval and distributed practice effects are well‐established in the cognitive science literature, no studies have examined their additive effect with regard to learning anatomy information. The aim of this study was to determine how the benefits of retrieval practice vary with massed versus distributed learning. Participants used the following strategies to learn sets of skeletal muscle anatomy: (1) studying on three different days over a seven day period (SSSS_7,2,0), (2) studying and retrieving on three different days over a seven day period (SRSR_7,2,0), (3) studying on two different days over a two day period (SSSSSS_2,0), (4) studying and retrieving on two separate days over a two day period (SRSRSR_2,0), and (5) studying and retrieving on one day (SRx6₀). All strategies consisted of 12 learning phases and lasted exactly 24 minutes. Muscle information retention was assessed via free recall and using repeated measures ANOVAs. A week after learning, the recall scores were 24.72 ± 3.12, 33.88 ± 3.48, 15.51 ± 2.48, 20.72 ± 2.94, and 12.86 ± 2.05 for the SSSS_7,2,0, SRSR_7,2,0, SSSSSS_2,0, STSTST_2,0, and SRx6₀ strategies, respectively. In conclusion, the distributed strategies produced significantly better recall than the massed strategies, the retrieval‐based strategies produced significantly better recall than the studying strategies, and the combination of distributed and retrieval practice generated the greatest recall of anatomy information. Anat Sci Educ 10: 339–347. © 2016 American Association of Anatomists.  相似文献   

Instructional design expertise: A cognitive model of design     

Ray S. Perez  Julie Fleming Johnson  Cathy D. Emery 《Instructional Science》1995,23(5-6):321-349

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Tools and decision aids for training development in the U.S. Army     

Dr. Ray S. Perez  Mark R. Gregory  David P. Minionis 《Instructional Science》1992,21(4):225-237

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Analysis of the second e-forum on competency-based approaches     

Leticia Perez 《Prospects》2007,37(2):237-247

As its title suggests, this is an account of “the Second E-Forum on Competency-based Approaches” and summarises the opinions and experiences expressed by the participants. The forum was based on a discussion paper prepared by the Canadian Observatory of Educational Reforms and a series of questions raised by Philippe Jonnaert were used to stimulate the debate. The article concentrates on five main themes that came to light through the discussion: (1) the relevance of the concept of competency; (2)␣competency and situations; (3) competencies and theories of action; (4) competency-based approaches and pedagogy by objectives; and (5) teachers and educational reforms. The e-forum made it possible for many educators “to gather together” from around the world to share their viewpoints and perceptions. This document seeks to identify the points of convergence and divergence arising from the debate and to make the reader reflect on difficulties encountered when dealing with a curricular reform. Original language: English Leticia Perez (Argentina) A certified English translator and English teacher from Universidad del Salvador, Buenos Aires. She holds a post-graduate certificate in Translation Skills from the City University of London and the Sworn Translators Association of the City of Buenos Aires. She has worked as an Academic Pro-secretary at the School of Education and Social Communication of the Universidad del Salvador since 2004. Especially interested in education, she is currently taking a Master in Education at the Universidad de San Andrés, Buenos Aires. E-mail: lperez@salvador.edu.ar or leticiaperezsaldi@hotmail.com  相似文献   

The dispersion of technology and income in Europe: Evolution and mutual relationship across regions     

Carlos Mulas-Granados  Ismael Sanz 《Research Policy》2008,37(5):836-848

The first part of this article explores whether convergence has occurred in technology and income across EU regions during the period 1990-2002. The second part evaluates whether these two processes of convergence are related to each other. With respect to the first question, we find that all R&D indicators and patents have converged among regions during the 1990s and this has ran parallel to a real convergence in income per capita levels. Regarding the second question, we have identified a strong relationship between the distribution of technology indicators and the distribution of regional income in Europe. Our main result is that convergence in business R&D leads to convergence in patents, which in turn leads to convergence in income per capita. Although, we identify a role for government R&D and higher education spending in this process, the policy implications for these two variables are less clear.  相似文献