How do doctoral students experience supervision?     

Gabriela González-Ocampo  Montserrat Castelló 《Studies in Continuing Education》2013,35(3):293-307

Supervision has been shown to have a high impact on doctoral students' development. However, little is known about how students perceive not only negative but also positive doctoral experiences, as well as their strategies for dealing with perceived problematic situations. The aim of this study is to analyse and relate doctoral students' significant supervision experiences to the strategies they use to cope with these experiences when they perceive them as challenging or negative. A total of 1173 doctoral students from different research-intensive Spanish universities responded to four open-ended questions about their most significant experiences in their doctoral journey, associated feelings and strategies to deal with them. We identified a total of 223 experiences related to supervision that were distributed into five categories: 1) central prerequisites for supervision, 2) supervisor choice, 3) supervision of the research process, 4) coaching and 5) project management. The results showed three distinct ways, as reported by the students, of handling the perceived negative supervision experiences: 1) no strategy, 2) local strategy and 3) regulatory strategy. The results suggest that analysing both positive and negative experiences may better capture variability in students' supervision experiences. A relation between experiences with supervision and students' satisfaction was also detected.  相似文献   

Role‐modeling 21st century small business management: Le Taj     

Satinder Dhiman  Joan Marques 《Performance Improvement》2011,50(6):5-9

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Evaluation of Nanostructured Lipid Carriers Produced with Interesterified Buriti Oil     

Lívia Viana de Castro Reis  Karina Magna Leo  Paula Speranza  Ana Paula Badan Ribeiro  Gabriela Alves Macedo  Juliana Alves Macedo 《Food Technology and Biotechnology》2020,58(3):284

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Empowering Staff in Dementia Long-Term Care: Towards a More Supportive Approach to Interventions     

Daniela Figueiredo  Ana Barbosa  Joana Cruz  Alda Marques  Liliana Sousa 《Educational gerontology》2013,39(6):413-427

This pilot-study aimed to assess a psychoeducational program for staff in care homes. The program was designed to increase knowledge regarding dementia care, promote skills to integrate motor and multisensory stimulation in daily care, and develop coping strategies to manage emotional work-related demands. Six staff members received eight psychoeducational sessions held fortnightly and individualized assistance during the provision of morning care to six residents with dementia. An audio-recorded focus group interview with staff and video recordings of residents' behavior during morning care were made and used to assess the program. Staff reported several benefits: acquisition of new knowledge; demystification of preexisting beliefs related to dementia; group cohesion; self-worth feelings; and positive coping. A trend towards improvements at residents' levels of interaction was found. The findings suggest the need of interventions to go beyond the objectives exclusively centered on staff education and the promotion of residents' well-being. This should be achieved by also allowing workers to feel supported and empowered.  相似文献   

Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space     

Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237

One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity, and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.

Katherine Richardson BrunaEmail:

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Katherine Richardson Bruna   is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland.  相似文献   

BMI group-related differences in physical fitness and physical activity in preschool-age children: a cross-sectional analysis   总被引：1，自引：0，他引：1  

Niederer I  Kriemler S  Zahner L  Bürgi F  Ebenegger V  Marques P  Puder JJ 《Research quarterly for exercise and sport》2012,83(1):12-19

In the Ballabeina study, we investigated age- and BMI-group-related differences in aerobic fitness (20 m shuttle run), agility (obstacle course), dynamic (balance beam) and static balance (balance platform), and physical activity (PA, accelerometers) in 613 children (M age = 5.1 years, SD = 0.6). Normal weight (NW) children performed better than overweight (OW) children in aerobic fitness, agility, and dynamic balance (all p <.001), while OWchildren had a better static balance (p < .001). BMI-group-related differences in aerobic fitness and agility were larger in older children (p for interaction with age = .01) in favor of the NW children. PA did not differ between NW and OW (p > or = .1), but did differ between NW and obese children (p < .05). BMI-group-related differences in physical fitness can already be present in preschool-age children.  相似文献   

Statistical Learning in a Natural Language by 8-Month-Old Infants     

Bruna Pelucchi  Jessica F. Hay  Jenny R. Saffran 《Child development》2009,80(3):674-685

Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English‐learning 8‐month‐old infants’ ability to track transitional probabilities in fluent infant‐directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real‐world language acquisition.  相似文献   

Self-rated wellbeing and physical activity associations in European older adults     

Miguel Peralta  João Martins  Francisco Gómez Chávez  Paola Cortés Almanzar  Adilson Marques 《European Journal of Sport Science》2018,18(7):1038-1044

Background: Physical activity and self-rated wellbeing have important benefits to health. However, scientific knowledge regarding their relationship among older adults is scarce. Thus, the aim of this study was to examine the associations between physical activity frequency and several dimensions of self-rated wellbeing, in a representative sample of European older adults from 28 countries. Methods: This study is based on the European Social Survey round 6, 2012. It had a total sample size of 12,341 older adults (5100 men, 7241 women) with mean age 73.8?±?6.6 years. Information was collected through a questionnaire, filled-in during an hour-long face-to-face interview. Physical activity was accessed using the question “On how many of the last 7 days you were physically active continuously for 20 minutes or longer?” and six dimensions of self-rated wellbeing were used. Results: Physical activity in the last 7 days was linearly related with all dimension of the self-rated wellbeing and with wellbeing total score for both sexes (men, β?=?0.09, 95% CI: 0.07 to 0.10, p?β?=?0.10, 95% CI: 0.09 to 0.11, p?Conclusions: Physical activity promotion should be stressed as a meaningful strategy to improve people's wellbeing overall. This strategy has special importance when considering the older adult population.  相似文献   

Effects of knowing the task duration on players’ pacing patterns during soccer small-sided games     

Ricardo Ferraz  Bruno Gonçalves  Roland Van Den Tillaar  Sergio Jiménez Sáiz  Jaime Sampaio  Mário C. Marques 《Journal of sports sciences》2018,36(1):116-122

The aim of this study was to identify the influence of prior knowledge of exercise duration on players’ pacing patterns during soccer small-sided games. Twenty semi-professional male soccer players participated in this study. In the first game scenario, players were not informed how long they would be required to play the small-sided game and the activity was terminated after 20 min (Unknown Condition). In the second game scenario, players were told that they would play the small-sided game for 10 min, but immediately after completing the 10-min game, they were asked to complete another 10 min (Partially Condition). In the third game scenario, players were instructed that they would play the small-sided game for 20 min and then they completed the 20-min game (Known Condition). The results presented a tendency of higher values in all performance variables in the [0′–10′] min compared with the [10′–20′] min. As the players’ previous knowledge about the tasks duration increased, the performance between two moments tended to be similar. Considering the entire 20-min game duration, the Partially Condition of the exercise was the most demanding condition. In conclusion, the knowledge of shorter durations of the exercise seems to lead to an increase of exercise duration demand, and longer exercise durations possibly tend to decrease differences between full knowledge and not knowing the exercise duration.  相似文献   

The five steps toward Awakened Leadership     

Joan F. Marques 《Performance Improvement》2008,47(7):20-23

What is Awakened Leadership (AL)? This article reviews AWAKE, a five step process that can lead to the successful practice of AL as a tool toward human performance improvement. AL is a highly flexible meta‐leadership style that integrates all distinctive leadership approaches into one all‐encompassing way of living and leading.  相似文献