THE EFFECTS OF A SOCIAL–EMOTIONAL LEARNING PROGRAM ON ELEMENTARY SCHOOL CHILDREN: THE ROLE OF PUPILS’ CHARACTERISTICS     

Raquel Raimundo  Alexandra Marques‐Pinto  Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180

This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status.  相似文献   

Looking through a window: The conservation and reconstruction of an ivory window of Sundari Cok at the Patan Royal Palace,Nepal     

Gabriela Krist  Regina Anna Friedl  Manfred Trummer  Tatjana Bayerova  Kathrine Schmidt 《文物保护研究》2014,59(5):S70-S73

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Porcelain mounted: Baroque East-Asian interior decoration at Schönbrunn Palace,Vienna, Austria     

Birgit Müllauer  Gabriela Krist  Elfriede Iby  Manfred Trummer  Tatjana Bayerova 《文物保护研究》2014,59(5):S256-S257

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Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme     

Luísa Veloso  Joana S. Marques  Alexandra Duarte 《Cambridge Journal of Education》2014,44(3):401-423

In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme’s pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning.  相似文献   

Interaction of Theory,Research, and Applications in the Work of Super: An International Perspective     

José Ferreira Marques 《International Journal for Educational and Vocational Guidance》2001,1(1-2):13-20

This article describes Super's contributions through the interaction of theory, research, and practice. The author reviews this interaction in the work of Super from an international perspective, particularly as reported in his major publications. Finally, some concluding remarks are presented about the impact of his work in many different countries and the legacy of his approach.  相似文献   

Liver transplantation reverses hypergammaglobulinemia in patients with chronic hepatic failure     

Diana Lebherz-Eichinger  Remy Schwarzer  Michael C. Motal  Daniel A. Klaus  Andreas Mangold  Hendrik J. Ankersmit  Gabriela A. Berlakovich  Claus G. Krenn  Georg A. Roth 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):252-261

Introduction

Sparse data are available about the effect of therapy methods on antibody levels in patients with liver failure. The aim of this study was to determine serum immunoglobulin concentrations in patients with chronic hepatic failure (CHF), acute- (ALF), or acute-on-chronic liver failure (ACLF) and to evaluate the impact of MARS treatment or liver transplantation (LT) on antibody levels.

Materials and methods

We followed ten patients with ALF, twelve with ACLF and 18 with CHF. Eight patients with ALF and seven with ACLF underwent MARS therapy, whereas the rest received LT. 13 healthy volunteers served as controls. Serum antibody concentrations were measured using ELISA-technique.

Results

Median serum levels of IgA, IgG and IgM were significantly increased in patients with CHF compared to ALF or controls (P < 0.02, P < 0.01, and P < 0.01). IgM and IgG concentrations were also significantly elevated in patients with CHF compared to ACLF (IgM, 3.7 vs. 1 g/L, P < 0.001; IgG, 8.7 vs. 3.1 g/L, P = 0.004). Immediately after LT a significant decrease of IgA (6.9 vs. 3.1 g/L, P = 0.004), IgG (8.7 vs. 5.1 g/L, P = 0.02) and IgM (3.7 vs. 1.8 g/L, P = 0.001) was detected in patients with CHF and antibody levels further decreased the days after LT reaching levels comparable to healthy individuals. MARS treatment had no apparent effect on the immunoglobulin profile in patients with ALF or ACLF.

Conclusion

We provide evidence that LT reverses hypergammaglobulinemia in patients suffering from CHF within one day, which could be explained to a reconstituted hepatic antibody clearance, whereas MARS treatment has no immediate effect on immunoglobulin levels.Key words: antibodies, immunoglobulins, liver failure, liver transplantation, artificial liver support system, molecular adsorbent recirculating system  相似文献   

HOW MUCH HOPE IS ENOUGH? LEVELS OF HOPE AND STUDENTS’ PSYCHOLOGICAL AND SCHOOL FUNCTIONING     

Susana C. Marques  Shane J. Lopez  Anne Marie Fontaine  Susana Coimbra  Joanna Mitchell 《Psychology in the schools》2015,52(4):325-334

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.”  相似文献   

Context-us association as a determinant of long-term habituation in the crabChasmagnathus     

Daniel Tomsic  María E. Pedreira  Arturo Romano  Gabriela Hermitte  Héctor Maldonado 《Learning & behavior》1998,26(2):196-209

An opaque screen moving overhead elicits an escape response in the crabChasmagnathus that habituates for a long period after just a few presentations. A series of experiments was performed to determine whether the crab’s long-term habituation (LTH) is mediated by an association between contextual cues and the eliciting stimulus.Chasmagnathus failed to exhibit LTH when a visual cue in the experimental environment was changed between training and testing. In addition, long-term exposure to the context in the absence of the eliciting stimulus impaired LTH, both when the exposure preceded the habituation training (latent inhibition) and when the exposure came after the training (extinction). Long exposure to the context alone prior to training also produced a decrease in responsiveness to the eliciting stimulus, which confirmed previous results. However, both effects of long exposure were only manifested when the crabs spent a period of time between exposure and testing out of the experimental context. The results of this paper are interpreted as supporting the view thatChasmagnathus LTH can be understood largely by Wagner’s associative theory of habituation.  相似文献   

Sense of belonging and transition to high schools in Peru     

Santiago Cueto  Gabriela GuerreroClaudia Sugimaru  Alvaro M. Zevallos 《International Journal of Educational Development》2010

Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an indirect effect through achievement. Rural students had a higher sense of belonging than their urban peers. This is likely due to rural children seeing the larger, better equipped high schools as improvements over their relatively small and more isolated primary schools. Some general orientation activities were organized by teachers and principals aimed at all incoming first graders but nothing was designed specifically for students who might face difficulties in adjusting to high school.  相似文献   

Analysis of Student–Instructor Interaction Patterns in Real-Time, Scientific Online Discourse     

Erik M. Epp  Kellie F. Green  Aliya M. Rahman  Gabriela C. Weaver 《Journal of Science Education and Technology》2010,19(1):49-57

The characteristics of the online environment alter how students and instructors interact. Scientific discourse among students and instructors in an online text-only synchronous environment was analyzed. In converting dialogue to text, many of the nonverbal cues, such as facial expression and tone of voice, which instructors use to gauge student understanding are lost. The participants adapt their communication style to the medium, and we present a new interaction pattern for student–instructor communication found prevalent in the synchronous, text-only, online environment. This study has implications for instructors who use synchronous, text-based communication for their courses, namely the value of posing additional questions from the instructor to verify student understanding.  相似文献