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981.
This article considers Guillermo Del Toro’s Pan’s Labyrinth as a text which utilises key codes and conventions of children’s literature as a means of encountering the trauma of Fascism.
The article begins by placing Pan’s Labyrinth at a contextual crossroads involving fairy tale and a Spanish cinematic tradition and considers the significance of the text
as a hybrid creation. It then explores some of the tropes and motifs that are re-imagined within the narrative. There follows
an investigation of the film as a testament to the importance of fiction and fantasy when faced with the very real consequences
of war, oppression and trauma. Finally, Pan’s Labyrinth is considered alongside a heritage of children’s literature whose motifs, symbols and figures are remarkably available for
appropriation, re-invention and renewal. 相似文献
982.
Elizabeth P. Pungello Kirsten Kainz Margaret Burchinal Barbara H. Wasik Joseph J. Sparling Craig T. Ramey Frances A. Campbell 《Child development》2010,81(1):410-426
The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed, and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed for teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group. 相似文献
983.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献
984.
Neuromuscular, biochemical and perceptual post-match fatigue in professional rugby league forwards and backs 总被引:1,自引:1,他引:0
In this study, we investigated changes in creatine kinase, perceptual and neuromuscular fatigue of professional rugby league players after match-play. Twenty-three male rugby league players (10 backs, 13 forwards) had their creatine kinase, perceptual ratings of fatigue, attitude to training, muscle soreness, and flight time in a countermovement jump measured before and 1 and 2 days after (day 1 and day 2 respectively) league matches. Total playing time, offensive and defensive contacts were also recorded for each player. Creatine kinase was higher both 1 and 2 days after than before matches (P < 0.05) in forwards and backs. Similarly, perceived fatigue and muscle soreness were higher than pre-match on both days 1 and 2 (P < 0.05), but did not differ between groups (P > 0.05). Jump performance was lower on day 1 but not day 2 for both groups (P < 0.05). While total playing time was longer in backs (P < 0.05), relative frequencies for all contacts were greater in forwards (P < 0.05). Contacts for forwards were correlated with all markers of fatigue (P < 0.05), but only flight time was correlated with offensive contacts in backs (P < 0.05). Despite the mechanisms of fatigue being different between forwards and backs, our results highlight the multidimensional nature of fatigue after a rugby league match and that these markers do not differ between positions. 相似文献
985.
This study examined the predictive relationship between mindfulness and counseling self‐efficacy and the potential mediating effects of attention and empathy. Master's‐level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self‐efficacy. Pearson product‐moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple‐mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self‐efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes. 相似文献
986.
Barry Gholson Amy Witherspoon Brent Morgan Joshua K. Brittingham Robert Coles Arthur C. Graesser Jeremiah Sullins Scotty D. Craig 《Instructional Science》2009,37(5):487-493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders
and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials are
organized around questions that invite deep-reasoning. The literature indicates that vicarious learners in college student
populations show greater pretest to posttest learning gains when presented with deep-level reasoning questions before each
content sentence, than when deep-level questions are omitted, or when learners interact with an intelligent tutoring system.
This effect holds for vicarious learners across grade levels and domains. 相似文献
987.
This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings. 相似文献
988.
Teaching medical information retrieval and application courses in Chinese universities: a case study
An important aspect of Chinese academic health science libraries is their involvement in teaching medical information retrieval courses as part of the medical curriculum. Health science librarians in China have a more formal teaching role than is generally found in Western countries, including many full-time teaching positions. This article provides a case study of Kunming Medical University Library, where courses are provided as credit units at both undergraduate and postgraduate levels. The teaching practices of Chinese health science libraries are compared with teaching experiences reported in Western countries. It is noted that Chinese government's educational policy is similar to that of the United States in promoting the role of the library in teaching subjects as part of the medical curriculum. In China, this has lead to the development of teaching departments within health science libraries and the appointment of full and part-time teacher librarians. 相似文献
989.
Emma J Cockcroft Craig A Williams Sarah R Jackman Shikhar Bassi Neil Armstrong 《Journal of sports sciences》2018,36(2):149-155
The purpose of this study was to assess the acute effect of high-intensity interval exercise (HIIE) and moderate-intensity exercise (MIE) on glucose tolerance, insulin sensitivity and fat oxidation in young boys. Eleven boys (8.8 ± 0.8 y) completed three conditions: 1) HIIE; 2) work-matched MIE; and 3) rest (CON) followed by an oral glucose tolerance test (OGTT) to determine glucose tolerance and insulin sensitivity (Cederholm index). Fat oxidation was measured following the OGTT using indirect calorimetry. There was no effect for condition on plasma [glucose] and [insulin] area under the curve (AUC) responses following the OGTT (P > 0.09). However, there was a “trend” for a condition effect for insulin sensitivity with a small increase after HIIE (P = 0.04, ES = 0.28, 9.7%) and MIE (P = 0.07, ES = 0.21, 6.5%) compared to CON. There was an increase in fat oxidation AUC following HIIE (P = 0.008, ES = 0.79, 38.9%) compared to CON, but with no differences between MIE and CON and HIIE and MIE (P > 0.13). In conclusion, 7- to 10-year-old boys may have limited scope to improve insulin sensitivity and glucose tolerance after a single bout of HIIE and MIE. However, fat oxidation is augmented after HIIE but not MIE. 相似文献
990.