排序方式： 共有29条查询结果，搜索用时 14 毫秒
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Jenny Hallam Helen Lee Mani Das Gupta 《The International Journal of Art & Design Education》2007,26(2):206-214
This article presents an analysis of the way art is conceptualised in the British primary school curriculum and provides an historical framework that maps an evolution of ideas that have shaped the way art is presented in the modern day primary curriculum. In order to achieve this a Foucauldian style genealogical analysis is utilised to trace the discourses (systems of meaning) surrounding the nature of children's artistic development and how these discourses are used in the present day British primary curriculum to construe art in different ways. The analysis in this article is threefold. It explores the presentation of art in the curriculum as (1) an expressive subject, (2) a skills based subject, (3) a subject which focuses on art history and art appreciation. Second, the teaching positions associated with each approach are identified as follows (a) the facilitator, (b) the expert and (c) the philosopher; as well as the issues teachers face when adopting these positions. Third, attention is given to how these theoretical principles might be linked to practice. In so doing this article contributes to the debate surrounding the value of art in the primary curriculum and the way in which the curriculum serves to shape teaching practice. 相似文献
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Megan Tones Hitendra Pillay Subhas Chandra Jennifer Duke Rukh Mani Joseph 《International Journal of Disability, Development & Education》2017,64(5):497-513
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji. 相似文献
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This paper reviews many of the observed characteristics and study habits of first-year students in Iowa State University's electrical engineering programme (Ames, Iowa, USA). The studying and problem-solving practices of the students are discussed to identify salient traits, strengths and weaknesses, and critical symptoms thereof, which can affect learning in technical fields, as well as life-long learning. The effects the Internet and the use of computer games have on student thinking and problem-solving approaches are also discussed. 相似文献
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Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献
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Nandita S. Mani Terri Ottosen Megan Fratta Fei Yu 《Journal of the Medical Library Association》2021,109(3):422
Objective:The COVID-19 pandemic highlights the public''s need for quality health information that is understandable. This study aimed to identify (1) the extent to which COVID-19 messaging by state public health departments is understandable, actionable, and clear; (2) whether materials produced by public health departments are easily readable; (3) relationships between material type and understandability, actionability, clarity, and reading grade level; and (4) potential strategies to improve public health messaging around COVID-19.Methods:Based on US Centers for Disease Control and Prevention statistics from June 30, 2020, we identified the ten states with the most COVID-19 cases and selected forty-two materials (i.e., webpages, infographics, and videos) related to COVID-19 prevention according to predefined eligibility criteria. We applied three validated health literacy tools (i.e., Patient Education Materials Assessment Tool, CDC Clear Communication Index, and Flesch-Kincaid Grade Level) to assess material understandability, actionability, clarity, and readability. We also analyzed correlations between scores on the three health literacy tools and material types.Results:Overall, COVID-19 materials had high understandability and actionability but could be improved in terms of clarity and readability. Material type was significantly correlated with understandability, actionability, and clarity. Infographics and videos received higher scores on all tools.Conclusions:Based on our findings, we recommend public health entities apply a combination of these tools when developing health information materials to improve their understandability, actionability, and clarity. We also recommend using infographics and videos when possible, taking a human-centered approach to information design, and providing multiple modes and platforms for information delivery. 相似文献
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Kirby Manià Linda Kathleen Mabin Jessica Liebenberg 《Cambridge Journal of Education》2018,48(3):389-410
This paper reflects on the teaching of science fiction texts to first-year engineering students at the University of the Witwatersrand as part of a Critical Thinking course that uses literature as a vehicle through which to develop competence in critical literacy and communication. This course aims to equip engineering students, as future intermediaries between science and society, with the ability to fulfil this role in both the contemporary global world and South Africa more specifically through the imaginative inhabitation of divergent subject positions afforded by literary texts. Science fiction encourages students to engage imaginatively with various societal ideas, constructs and possibilities. One of the principles of the course is that reading facilitates empathic responses, challenging readers to inhabit unfamiliar subject positions. In this way, the teaching of science fiction aims to develop self-reflective and critical learning practices, wherein engineering students grapple with the ethical ramifications of extrapolated known science in a South African context. 相似文献
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Amit Kumar Mani Tiwari Abbas Ali Mahdi Sanjay Mishra 《Indian journal of clinical biochemistry : IJCB》2018,33(1):31-37
Iron deficiency anemia is one of the causes that lead to significant mortality and morbidity among pregnant women and fetus. The present study was undertaken to explore oral iron supplementation can modify the metal contents in pregnant anemic women. Iron and folic acid supplementations was given to 500 anemic women (mild = 200, moderate = 200, and severe = 100) and 100 age matched non-anemic controls daily for 100 days. Blood index values and plasma trace minerals were estimated as per standard protocols. Haemoglobin and ferritin levels were found significantly increased (p < 0.001) in anemic and control subjects after treatment. Moreover, the serum transferring receptor levels and total iron binding capacity were found significantly decreased in all treated groups. Iron (Fe), zinc (Zn) and copper (Cu) levels were found increased (p < 0.01) after oral iron supplementation groups. Moreover, selenium (Se) manganese (Mn) and were found to be decreased in all treated groups. Data provides the conclusion that iron and folic acid supplementation recovered the essential trace minerals, except manganese, which may lead to various complications including peroxidation of vital body molecules resulting in increased risk for pregnant women as well as fetus. 相似文献