Stress responses and decision making in child protection workers faced with high conflict situations     

LeBlanc VR  Regehr C  Shlonsky A  Bogo M 《Child abuse & neglect》2012,36(5):404-412

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Developing a Sustainable Educational Process in Indonesia: A Project of the Global Dialogue Institute     

Laurie Marion 《Higher Education in Europe》2002,27(3):197-209

This article describes the happy intersection of a philosophy of life and its recommended approach to teaching and learning and the need for educational reform in Indonesia. The philosophy is called Deep-Dialogue/Critical-Thinking and is the fruit of two professors, Ashok Gangadean and Leonard Swidler, who have set up the Global Dialogue Institute in Philadelphia to teach and to propagate the philosophy. In collaboration with UNICEF, this Institute is working with the Indonesian government to develop a programme whereby primary school teachers will learn to apply the principles of Deep-Dialogue/Critical-Thinking to their work. Given the cultural and religious diversity of this country, this approach to teaching will serve the aims of non-coercive national unity.  相似文献   

‘Zip’: An adhesive plastic film in architectural drawings     

Marion Cinqualbre  Maroussia Duranton  Jéromine Baudin  Stéphane Bouvet  Olivier Cinqualbre  Emilie Le Bourg 《文物保护研究》2016,61(3):283-285

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Evidence-based Medicine Search: a customizable federated search engine     

Paul J. Bracke  David K. Howse  Samuel M. Keim 《Journal of the Medical Library Association》2008,96(2):108-113

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The relation between mastery goals and intrinsic motivation among university students: a longitudinal study     

Sonja Bieg  Marion Reindl  Markus Dresel 《教育心理学》2017,37(6):666-679

The present work broadens previous research on students’ mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized university in Germany who completed questionnaires. The findings showed that both constructs were intra-individually stable over the course of one semester although the rank-order stability of mastery goals was higher than the rank-order stability of intrinsic motivation. Cross-lagged structural equation models revealed that students’ mastery goals predicted their intrinsic motivation throughout the semester. However, intrinsic motivation did not predict mastery goals. Results are discussed in terms of a potential integration of achievement goal theory and self-determination theory and their practical implications.  相似文献   

Menus for toddlers in Day Care: Part I     

Marion O'Brien  Emily Herbert-Jackson  Todd R. Risley 《Early Childhood Education Journal》1978,6(1):48-53

In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice and information will be included with the future sections. Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the Toddler Center.  相似文献   

Ndebele culture of Zimbabwe's views of giftedness     

Constantine Ngara  Marion Porath 《High Ability Studies》2007,18(2):191-208

This study explored Ndebele culture of Zimbabwe's views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele culture's views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad‐based culturally sensitive gifted programs in Zimbabwe.  相似文献   

Young Girls' Social Understanding: Emergent interpersonal expertise     

Marion Porath 《High Ability Studies》2001,12(1):113-126

This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys.  相似文献   

Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?     

Reindl  Marion  Gniewosz  Burkhard  Dresel  Markus 《European Journal of Psychology of Education - EJPE》2021,36(3):781-797

European Journal of Psychology of Education - Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the...  相似文献   

How does national culture affect the teaching style in higher education and what are the implications for the student experience?     

Hecht  Julia  Kahrens  Marion 《Tertiary Education and Management》2021,27(2):107-127

Tertiary Education and Management - One of the effects of globalization in Higher Education is that teachers in institutions and faculties increasingly come from diverse cultural backgrounds. This...  相似文献