Analogical reasoning in adolescents with intellectual disability: effects of external memories and time processing     

Caroline Denaes  Jean‐Louis Berger 《Journal of Research in Special Educational Needs》2014,14(2):82-95

Analogical reasoning involves the comparison of pictures as well as the memorisation of relations. Young children (4–7 years old) and students with moderate intellectual disability have a short memory span, which hampers them in succeeding traditional analogical tests. In the present study, we investigated if, by providing external memory hints, the visual aid could enable these participants to succeed in analogies comprising more relations than their memory span was able to manage. Our analogical test, composed of 2 × 2 matrices, was administered in two versions: the standard version, similar to traditional tests, required the participant to memorise all the relations involved in order to discover the solution, whereas the construction version required him/her to construct the answer part by part by using external memories, which potentially increased success by offloading the memory. Our results show that students with moderate intellectual disability reached results similar to typically developing control children when provided with external memory hints (referred to as external memories). Moreover, in the most complex levels of the test, they did not spend more time than control children in solving the analogies.  相似文献   

National Library of Medicine Classification User Group (UK) Immunology for librarians: report of a meeting held on 16 November 1983 at the Wellcome Institute for the History of Medicine     

Caroline Sheard 《Health information and libraries journal》1984,1(1):50-51

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Reviews and Update     

Giles Barrow  Susan Askew  Caroline Lodge 《Pastoral Care in Education》2003,21(3):30-33

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Accidental digitoxin intoxication: an interplay between laboratory and clinical medicine     

Luigi M Castello  Sophie Negro  Francesca Santi  Isabella Zanotti  Matteo Vidali  Marco Bagnati  Giorgio Bellomo  Gian Carlo Avanzi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):380-384

Introduction:

Two Italian adults arrived at the Emergency Department referring diarrhea, nausea and vomiting for 4 days; weakness, fatigue and visual hallucinations were also complained of. Patients reported the ingestion of some leaves of a plant, which they supposed to be “donkey ears”, a week before. Physical examination showed hypotension and bradycardia and ECG examination disclosed sinus rhythm and repolarization abnormalities (scooping of the ST-T complex) in both patients and a 2:1 AV block in the man.

Materials and methods:

Digoxin concentration was evaluated twice for each patient (at the admission and after 4 hours) by the automated immunoassay system ADVIA Centaur^®. Digitoxin concentration was evaluated by liquid chromatography-mass spectrometry (LC-MS/MS).

Results:

Despite clinical picture was suggestive of digitalis intoxication, digoxin levels were undetectable. Due to the more severe clinical picture, the male patient was treated with anti-digoxin antibodies (Digifab^®) achieving a good clinical improvement and remission of the AV block within two hours. Initial diagnosis was confirmed by LC-MS/MS showing high digitoxin concentrations, but digoxin was undetectable. Patients remained stable and 48 hours later were discharged from the hospital.

Conclusion:

Whereas digoxin determination frequently relies on monoclonal antibodies which do not cross-react to digitoxin, polyclonal antibodies constituting Digifab^® recognize a large spectrum of cardiac glycosides, including digitoxin. This report emphasizes the primary role of the clinical approach to patients in the emergency setting and how an active communication and a continuous sharing of professional experiences between Laboratory and Clinicians ensure an early and correct diagnosis.  相似文献   

Comparison of Quebec and British teachers' beliefs about,training in and experience with attention deficit hyperactivity disorder     

Caroline Couture  Egide Royer  Franc¸ois A. Dupuis  Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302

Abstract

This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.  相似文献   

A study of the difficulties of care and support in new university teachers’ work     

Caroline Walker  Alan Gleaves  John Grey 《Teachers and Teaching》2013,19(3):347-363

This paper discusses some findings from a small‐scale qualitative study involving ‘new’ teachers in a medium sized, regional English university. Using Grounded Theory methods to inform and guide the research, the study explores participants’ views on working as both teachers and researchers whilst also managing considerable amounts of ‘caring work’ with a diverse body of students who often need academic and pastoral support in excess of that assumed within the university academic timetables or support networks. The voices of these teachers suggest that care is an overlooked aspect of university teachers’ work, yet it plays an important part in maintaining their and their students’ sense of scholarly endeavour. Further, our findings suggest that within the university at large there is a ‘discourse of difference’ in the way that many academics conceptualize and represent the student body and students’ needs to be supported. This discourse impacts on the development of new teachers’ identities and aspirations. Some implications of these findings for implementing strategies for supporting teachers to develop both academic and pastoral roles within universities are discussed.  相似文献   

Imagining a different life in school: educating student teachers about ‘looked after’ children and young people     

Alan Walker‐Gleaves  Caroline Walker 《Teachers and Teaching》2013,19(5-6):465-479

The research described in this paper concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point, together with the familiarisation of student teachers with the ‘looked after’ system in the UK. We discuss an exploratory awareness‐raising curriculum project within a Teacher Education Department at a University in the UK that utilises digital multimedia to develop a ‘community of awareness’ of young people and student teachers. As a result of this work, the student teachers were able to reflect on their pedagogical knowledge and practices related to teaching and wider pupil pastoral care. Further, those involved in the project therefore not only learned how to use technology, but to apply it in meaningful, productive ways, which were potentially transforming in terms of appreciation and knowledge of diversity. Benefits for the participants – the young people involved and the student teachers, as well as implications for both student teachers’ understanding of diversity and limitations of the technology – are discussed.  相似文献   

Defining ‘science-based targets’     

Inger Andersen  Naoko Ishii  Thomas Brooks  Cynthia Cummis  Gustavo Fonseca  Astrid Hillers  Nicholas Macfarlane  Nebojsa Nakicenovic  Kevin Moss  Johan Rockstrm  Andrew Steer  Dominic Waughray  Caroline Zimm 《国家科学评论(英文版)》2021,8(7)

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Learning,teaching, ‘searching’, and ‘healing’: conceptual and practical challenges for education     

Caroline Sarojini Hart 《International Studies in Sociology of Education》2019,28(2):87-89

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A capability approach to children's well-being,agency and participatory rights in education     

Caroline Sarojini Hart  Nicolás Brando 《European Journal of Education》2018,53(3):293-309

This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward.  相似文献