Implications of risk and resilience in the life of the individual who is gifted/learning disabled     

Ursula M. Gardynik  Linda McDonald 《Roeper Review》2013,35(4):206-214

The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed.  相似文献   

Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity Disorder     

Ursula L. Bailey  Elizabeth P. Lorch  Richard Milich  Richard Charnigo 《Child development》2009,80(6):1842-1855

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition.  相似文献   

Adopters build bridges: Changing the institutional logic for more sustainable cities. From action to workset to practice     

Ursula Weisenfeld  Antoniya Hauerwaas 《Research Policy》2018,47(5):911-923

The aim of this article is to develop a model of change in urban context to map key steps towards changing an institutional logic: How can new ideas that aim at changing the dominant logic become practice in a city? To this end, the article explores the innovation process of institutions, thereby bringing together areas of research on institutional entrepreneurship, innovation processes, and transformation. Our model interlinks invention, innovation and adoption of new institutions to achieve a new institutional logic for more sustainable development in a city. We introduce ‘workset’ as an interim step between action and practice and identify local adopters as key for diffusion. We illustrate our framework using a case study of urban institutional entrepreneurship in the socio-economic system of a German city. Our findings indicate that the roles of local institutional entrepreneurs and local adopters partly overlap, that worksets are crucial for broader diffusion of new institutions, and that a robust design supports the adoption of the institutional innovation.  相似文献   

Beneficial effect of enriched air nitrox on bubble formation during scuba diving. An open-water study     

Anne-Kathrin Brebeck  Andreas Deussen  Ursula Range  Costantino Balestra  Sinclair Cleveland 《Journal of sports sciences》2018,36(6):605-612

Bubble formation during scuba diving might induce decompression sickness.

This prospective randomised and double-blind study included 108 advanced recreational divers (38 females). Fifty-four pairs of divers, 1 breathing air and the other breathing nitrox28 undertook a standardised dive (24 ± 1 msw; 62 ± 5min) in the Red Sea. Venous gas bubbles were counted (Doppler) 30–<45 min (early) and 45–60 min (late) post-dive at jugular, subclavian and femoral sites.

Only 7% (air) vs. 11% (air28®) (n.s.) were bubble-free after a dive. Independent of sampling time and breathing gas, there were more bubbles in the jugular than in the femoral vein. More bubbles were counted in the air-group than in the air28-group (pooled vein: early: 1845 vs. 948; P = 0.047, late: 1817 vs. 953; P = 0.088). The number of bubbles was sex-dependent. Lastly, 29% of female air divers but only 14% of male divers were bubble-free (P = 0.058).

Air28® helps to reduce venous gas emboli in recreational divers. The bubble number depended on the breathing gas, sampling site and sex. Thus, both exact reporting the dive and in particular standardising sampling characteristics seem mandatory to compare results from different studies to further investigate the hitherto incoherent relation between inert gas bubbles and DCS.  相似文献   

Rethinking academic literacies. A conceptual development based on teaching practice     

Ursula Canton  Michelle Govan  Daniela Zahn 《Teaching in Higher Education》2018,23(6):668-684

Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming ‘pick and mix’ use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support.  相似文献   

The Development of a Community of Practice for Educators Working with Newcomer,Spanish-speaking Students     

Ursula S. Aldana 《理论付诸实践》2018,57(2):137-146

Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how a research project focused on the implementation and development of a bilingual math and science curriculum across 4 schools in urban and rural California provided teachers, counselors and school leaders the necessary space and community to know what and how to best serve immigrant, Spanish-dominant students. The article demonstrates how these school staff people leveraged the research project meetings and check-ins with research assistants to share best practices and common challenges across schools and roles when working with newcomer students.  相似文献   

Professor Geoffrey Parrinder (30 April 1910–16 June 2005)     

Ursula King 《British Journal of Religious Education》2006,28(2):115-118

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The use of correlation coefficients in test validation     

Ursula A. Haug  D. H. Irvine 《Higher Education》1987,16(1):33-36

Although the Pearson Product Moment Correlation Coefficient, r, is commonly used in student selection, it is argued here, that it is frequently more appropriate to use the Bi-serial Correlation Coefficient r_bis for this purpose.Now working in Clinical Psychology.  相似文献   

Book reviews     

T. Neville Postlethwaite  Margherita Rendel  Renate Nestvogel  Umberto Melotti  Ilse Andrews  Ursula Giere 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):513-523

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Le diagnostic du potentiel d’apprentissage par LPAD: Une etude de la fidélité     

Fred P. Büchel  Anik de Ribaupierre  Ursula Scharnhorst 《European Journal of Psychology of Education - EJPE》1990,5(2):135-158

The present study was intended to test some of the psychometric properties of Feuerstein’s Learning Potential Assessment Device (LPAD), in particular the reliability of the Set Variations II, considered to assess modificability or learning capacity. Thirty 10-year-old children were studied: an experimental group (N=20) submitted to two training sessions with Set Variations II and a control group (N=10). Both groups were administered three times the Standard Progressive Matrices (SPM). The experimenter’s interventions during training were semi-standardized, based on an examination guide, and the helps given were classified in four types. Analyses dealt with the number and type of helps provided as well as with errors during training. Correlations between these indices for the two sessions of training were rather low, indicating weak stability, in particular with respect to the helps provided. Correlations were also computed between the gains in SPM for the three administrations, indicating low stability in amount of progression. Further, it was also noted that the experimental group did not progress more than the control group. Conclusions are drawn with respect to reliability and validity of the Set Variations Test, as well as, on a more theoretical level, with respect to the concept of cognitive modifiability.  相似文献