Prevalence of vulnerability and protective factors of sexual victimization     

Fuertes A  Ramos M  Martínez JL  López D  Tabernero C 《Child abuse & neglect》2006,30(7):799-814

English language abstract not available at time of publication.  相似文献   

TH1/TH2 cytokines: an easy model to study gene expression in immune cells     

Morán JM  González-Polo RA  Soler G  Fuentes JM 《CBE life sciences education》2006,5(3):287-295

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Modellierung und Simulation hybrider Systeme mit Smile     

Thilo Ernst  Clemens Klein-Robbenhaar  André Nordwig und Tobias Schrag 《Informatik - Forschung und Entwicklung》2000,15(1):33-50

Zusammenfassung. Es wird eine werkzeugunterstützte Entwicklungsmethodik vorgestellt, die der Erstellung von Berechnungsmodellen für die Simulation hybrider physikalisch-technischer Systeme dient. Dafür werden verschiedene Modellbeschreibungstechniken dargestellt und klassifiziert, die anschlie?end in einen falltypischen Entwicklungsproze? eingebettet werden, der auf hybriden Erweiterungen von UML und Z basiert. Die Simulationsumgebung Smile (http://buran.fb10.tu-berlin.de/Energietechnik/EVT\_KT/smile/) erm?glicht schlie?lich die generische Erzeugung eines ausführbaren Simulators. Architektur und Kernkomponenten dieses Systems, wie beispielsweise L?sungsverfahren und Experimentshell, werden eingehender diskutiert. Ein Anwendungsbeispiel illustriert den beschriebenen Entwicklungsproze?. Eingegangen am 15. Juli 1999 / Angenommen am 12. November 1999  相似文献   

Ethnocultural community leaders' views and perceptions on biobanks and population specific genomic research: a qualitative research study     

Godard B  Ozdemir V  Fortin M  Egalité N 《Public understanding of science (Bristol, England)》2010,19(4):469-485

Substantial investments were made in population based biobanks over the past decade. Ethnocultural community members are both sponsors and beneficiaries of biobanks. In addition, the success of biobank projects depends on community support and participation. Yet there are few empirical data on views, perceptions and interests of ethnocultural communities on biobanks. This silent gap in genomics, ethics and policy literatures has to be addressed. We conducted a qualitative research study with in-depth interviews of ethnocultural community leaders (e.g., members of the Canadian Parliament, school commissioners) on their perspectives concerning population specific genomics research and biobanks. An equal partnership model where public is not only informed, but also involved in decision-making processes was perceived as an essential democratic requisite. These empirical data on ethnocultural community leaders' views, interests and perceptions identify several key socio-cultural and ethical factors that can be decisive for effective and sustainable community involvement in biobanks.  相似文献   

Verständnisvolles Lernen im Schulfach Sport     

Prof. Dr. André Gogoll 《Sportwissenschaft》2010,40(1):31-38

At latest in the upper school, physical education (PE) offers opportunities to deal with games and sport not only in a motor but also in a cognitive manner. The present paper asks if and under what conditions an instructional design integrating theory and practice in PE promotes meaningful learning and knowledge construction. It brings out the less considered cognitive learning potential of upper school PE and advances hypotheses about their occurrence. The results of the empirical study show that pupils in upper school PE already use learning activities that promote meaningful learning. It also shows that meaningful learning activities are restricted to a self-regulated and intrinsic learning motivation. Intrinsic learning motivation itself is highly dependent on the pupils’ academic self-concept in PE.  相似文献   

Learning analytics application to examine validity and generalizability of game-based assessment for spatial reasoning     

Yoon Jeon Kim  Mariah A. Knowles  Jennifer Scianna  Grace Lin  José A. Ruipérez-Valiente 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):355-372

Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.

Practitioner notes

What is already known about this topic:

• Digital games can be a powerful context to support and assess student learning.
• Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
• Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.

What this paper adds:

• How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
• How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
• Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.

Implications for practice and/or policy:

• Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
• More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
• Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.

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Lessons from the famous 17th-century paradox of the Chevalier de Méré     

José Daniel López-Barrientos  Eliud Silva  Enrique Lemus-Rodríguez 《Teaching Statistics》2023,45(1):36-44

We take advantage of a combinatorial misconception and the famous paradox of the Chevalier de Méré to present the multiplication rule for independent events; the principle of inclusion and exclusion in the presence of disjoint events; the median of a discrete-type random variable, and a confidence interval for a large sample. Moreover, we pay tribute to our original bibliographic sources by providing two computational tools to facilitate the students' insights on these topics.  相似文献   

Perceptions regarding open science appraised by editors of scholarly publications published in Spain     

Remedios Melero  Juan-José Boté-Vericad  Alexandre López-Borrull 《Learned Publishing》2023,36(2):178-193

Pillars of open science are often included within the editorial policies of scholarly journals, including policies on open access publication, availability of underlying research data, preprints and open peer review. The aim of this paper is to examine and analyse perceptions and editorial practices related to open access, preprints, open research data and open peer review, from the perspective of editors of scientific journals published in Spain, to gain an insight into editorial policies related to open science. Results and data were obtained by a combined method of online interviews and an online questionnaire. The online survey was sent to editors from journals indexed in the Dulcinea directory, which at the time of the study included 1875 academic journals. A total of 420 responses (22.4%) were obtained. The results indicated that 92% of the journals were open access journals, 2% of the journals conducted open peer review, 15% of the journals had instructions to allow archiving preprints, and out of 375 responses, only 59 journals (16%) reported having a policy on underlying research data. Based on these results, there is a trend in favour of open access, but the perceived barriers to open peer review outweighed the advantages. There is also some reluctance to allow preprints to be made available. This concern might be because editors want authors and readers to read and cite the contents published in their journals, rather than their preprint versions.  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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Does having vulnerable friends help vulnerable youth? The co-evolution of friendships,victimization, and depressive symptoms in Chinese adolescents' social networks     

Xingna Qin  Lydia Laninga-Wijnen  Christian Steglich  Yunyun Zhang  Ping Ren  René Veenstra 《Child development》2023,94(6):1531-1549

This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M_age = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development.  相似文献