Mapping the Health Communication Infrastructure in Rural Senegal: an Assessment to Support Cervical Cancer Screening     

Eulàlia P. Abril  Magdalena Kupczyk  Grant L. Zwicke  Ginnifer L. Mastarone  Tracy Irwin  Andrew Dykens 《Journal of Applied Communication Research》2013,41(2):242-262

Cervical cancer is the leading cause of women's cancer deaths in Senegal, but few medical personnel are trained to perform cervical cancer screening. In rural areas, the situation is worse. To remedy this, a collaborative of researchers and stakeholders trained local health-care workers in cervical cancer screening through the “training-of-trainers” method. However, lack of cancer screening knowledge, barriers, and a hard-to-reach population may jeopardize the collaborative's efforts. The purpose of this study is to map the health communication infrastructure by applying communication infrastructure theory to assess general health and cancer screening knowledge, as well as attitudes and barriers toward screening. Results from focus groups and interviews show that women have minimal knowledge of cervical cancer. Moreover, health workers report detrimental attitudes in menopausal women. Our findings identified routes for information dissemination and attitude change including community radio and local health talks.  相似文献   

Children's creative potential: An empirical study of measurement issues     

Todd Lubart  Chantal Pacteau  Anne-Yvonne Jacquet  Xavier Caroff 《Learning and individual differences》2010,20(4):388-392

Relations between measures of creative potential and different scoring methods were examined in 154 French schoolchildren. The Test for Creative Thinking — Drawing Production (TCT-DP), parallel lines task from the Torrance Test for Creative Thinking, and an object-based creative drawing task were used. Factor analysis of TCT-DP subscores showed an originality factor and an appropriateness factor. The relations between these factors, judge's creativity ratings of the same drawings, and statistical originality scores based on the frequency of elements in the drawings were tested by means of a LISREL model. Moreover, TCT-DP scores correlated positively but weakly with performance in the parallel lines task and the object-based drawing task.  相似文献   

NARCISSE     

Xavier Perrot 《Archives and Museum Informatics》1993,7(4):4-6

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Standards     

Xavier Perrot 《Archives and Museum Informatics》1990,4(4):13-16

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Development in multimedia in Belgium: The Musée de Louvain-la-Neuve’s commitment to the exploration of new technology-based access of National Cultural Heritage     

Xavier Perrot 《Archives and Museum Informatics》1995,9(3):308-315

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Reacting to poverty: A comparative analysis of schools in Brazilian deprived areas     

Aina Tarabini  Xavier Bonal  Oscar Valiente 《Prospects》2014,44(3):335-349

Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level.  相似文献   

Pedagogical innovation and music education in Spain: Introducing the Dalcroze method in Catalonia     

Francesca Comas Rubí  Xavier Motilla-Salas  Bernat Sureda-Garcia 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):320-337

The aim of this paper is to analyse how the Dalcroze method was introduced to Spain and became known there, more specifically in the Catalonia of the Noucentisme movement, and why it made the greatest impact and was more widely disseminated in this particular region of Spain. Following a summary of Dalcroze’s contributions to music education, an outline is given of how the Junta para la Ampliación de Estudios or Committee for Extended Studies (the JAE, in Spanish) became a springboard for the method’s introduction in Catalonia through a grant awarded to Catalan musician and teacher Joan Llongueras Badía, even though the JAE had not shown much interest in its diffusion. It goes on to explain how the method’s use spread in Catalonia, partly thanks to the efforts of Joan Llongueras and his Institute for Rhythmic Gymnastics and partly as a result of the support that these efforts received in the political, philosophical, moral and aesthetic context of the Noucentisme movement – which, the paper argues, explains why the method’s impact was much greater in Catalonia than in the rest of Spain.  相似文献   

Polychronicity: review of the literature and a new configuration for the study of this hidden dimension of online learning     

Neus Capdeferro  Margarida Romero  Elena Barberà 《Distance Education》2014,35(3):294-310

Polychronicity is the natural tendency or preference for structuring time that has an influence on people’s behaviors. Highly polychronic individuals are involved in everything, doing many things at once because they value human relationships and interactions over arbitrary schedules and appointments. In contrast, highly monochronic individuals focus on one thing at a time, perceive other events as interruptions, and stress a high degree of scheduling, and promptness in meeting obligations and attending appointments. Although time is an important variable in educational contexts, and in particular in online learning, there is a lack of studies on polychronicity in educational research. This article reviews, summarizes, and extends the literature on polychronicity conceptualization and assessment; it discusses the limitations of the results and offers a multidimensional proposal for a polychronicity construct. Finally, the implications of students’ time differences and their impact on instructional situations are discussed.  相似文献   

Draw a Young and an Older Person: Schoolchildren's Images of Older People     

Feliciano Villar  Josep Fabà 《Educational gerontology》2013,39(12):827-840

The goal of this study was to explore stereotypes of older people as expressed in drawings by a sample of primary school children. Sixty children from fourth to sixth grades (30 boys and 30 girls aged 9 to 12 years) were asked to draw a young man, a young woman, an old man, and an old woman. The drawings were content analyzed. Children in our sample seemed to represent old people in varied or multidimensional ways, indicating, thus, that the image they held about elders was less negative than concluded in similar investigations. In fact, although some drawings had negative content, most pictured a positive—and even friendly—image of old people. Moreover, some of the drawings included both positive and negative traits at the same time. Compared with images of young men and women, those of the elderly seem to be more homogeneous and less complex, since there was more agreement on represented details. Suggestions for future research are proposed.  相似文献   

Identidad docente y estrategias de resolución de incidentes críticos en contextos universitarios de alta diversidad sociocultural     

Crista Weise  Sònia Sànchez-Busqués 《Cultura y Educación》2013,25(4):561-576

Resumen

Este estudio identifica las estrategias de los profesores cuando se enfrentan a incidentes críticos (IC) en contextos de alta diversidad sociocultural, reconociendo el peso de la identidad y de las emociones en la toma de decisiones, así como la efectividad de las mismas para promover cambios en las prácticas docentes. En el estudio de naturaleza cualitativa, fueron entrevistados 23 profesores universitarios. Los resultados indican que las emociones asociadas a un IC, generan una situación de desequilibrio que puede obstaculizar la actividad cuando son de naturaleza negativa. Al mismo tiempo, en estas situaciones es posible la revisión y reconstrucción de la propia identidad docente. En cuanto a las estrategias empleadas por los docentes ante los IC, éstas fueron mayoritariamente inmediatas e incidieron en aspectos muy puntuales, lo que derivó en actuaciones reactivas y poco eficaces. Pese a ello, la mayoría de los profesores no modificaron sus posiciones iniciales y fueron excepcionales las situaciones en las que el despliegue de estrategias y la reflexión posterior a un determinado IC permitió cambios estructurales que impactaron en alguna dimensión de la identidad del profesor como sus emociones y prácticas.  相似文献