Proteolysis of Sardine (Sardina pilchardus) and Anchovy (Stolephorus commersonii) by Commercial Enzymes in?Saline Solutions     

Chau Minh Le  Claire Donnay-Moreno  Sandrine Bruzac  Régis Baron  Huong Thi My Nguyen  Jean Pascal Bergé 《Food Technology and Biotechnology》2015,53(1):87-90

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Validation of two accelerometers to determine mechanical loading of physical activities in children     

Ursina Meyer  Dominique Ernst  Silvia Schott  Claudia Riera  Jan Hattendorf  Jacqueline Romkes 《Journal of sports sciences》2015,33(16):1702-1709

The purpose of this study was to assess the validity of accelerometers using force plates (i.e., ground reaction force (GRF)) during the performance of different tasks of daily physical activity in children. Thirteen children (10.1 (range 5.4–15.7) years, 3 girls) wore two accelerometers (ActiGraph GT3X+ (ACT), GENEA (GEN)) at the hip that provide raw acceleration signals at 100 Hz. Participants completed different tasks (walking, jogging, running, landings from boxes of different height, rope skipping, dancing) on a force plate. GRF was collected for one step per trial (10 trials) for ambulatory movements and for all landings (10 trials), rope skips and dance procedures. Accelerometer outputs as peak loading (g) per activity were averaged. ANOVA, correlation analyses and Bland–Altman plots were computed to determine validity of accelerometers using GRF. There was a main effect of task with increasing acceleration values in tasks with increasing locomotion speed and landing height (P < 0.001). Data from ACT and GEN correlated with GRF (r = 0.90 and 0.89, respectively) and between each other (r = 0.98), but both accelerometers consistently overestimated GRF. The new generation of accelerometer models that allow raw signal detection are reasonably accurate to measure impact loading of bone in children, although they systematically overestimate GRF.  相似文献   

Optimal search strategies for identifying moderators and predictors of treatment effects in PubMed     

Marcia Tummers  Ralph van Hoorn  Charlotte Levering  Andrew Booth  Gert Jan van der Wilt  Wietske Kievit 《Health information and libraries journal》2019,36(4):318-340

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Differential Susceptibility in Early Literacy Instruction Through Computer Games: The Role of the Dopamine D4 Receptor Gene (DRD4)     

Cornelia A. T. Kegel  Adriana G. Bus  Marinus H. van IJzendoorn 《Mind, Brain, and Education》2011,5(2):71-78

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7‐repeat) profited most from the computer program with positive feedback, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.  相似文献   

David F. Treagust: congenial soul, science educator, and international research leader     

Kenneth Tobin  Leonie Rennie  Grady Venville  Hye-Eun Chu  Peter Fensham  James Gallagher  Reinders Duit  Wolfgang Graeber  Ed van den Berg  Brian Hand  Stephen Ritchie  Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793

For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work.  相似文献   

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

The unacknowledged value of female academic labour power for male research careers     

Petra Angervall  Jan Gustafsson 《高等教育研究与发展》2015,34(5):815-827

Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital have become both more restricted and more dependent on external funding. These developments are in focus in the present article. Based on ethnographic research and a series of semi-structured interviews with new academics and senior academic mentors in education faculties, the research suggests that several factors intercede in how careers are developed and experienced. The unacknowledged exploitation of female academic labour is perhaps amongst the more significant of these.  相似文献   

Estimation of a Nonlinear Intervention Phase Trajectory for Multiple-Baseline Design Data     

Ian Hembry  Rommel Bunuan  John M. Ferron  Wim Van den Noortgate 《Journal of Experimental Education》2015,83(4):514-546

A multilevel logistic model for estimating a nonlinear trajectory in a multiple-baseline design is introduced. The model is applied to data from a real multiple-baseline design study to demonstrate interpretation of relevant parameters. A simple change-in-levels (ΔLevels) model and a model involving a quadratic function (Quadratic) for the nonlinear intervention phase data were also estimated. In addition, a simulation study was conducted to assess Markov chain Monte Carlo estimation of the logistic model and compare its trajectory recovery with use of the ΔLevels and Quadratic models. While most of the logistic model's parameter values were recovered well, trajectory recovery was very reasonable using the simpler Quadratic model. Results are discussed along with recommendations for practitioners and directions for future research.  相似文献   

Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept     

Sofie Wouters  Hilde Colpin  Jan Van Damme  Karine Verschueren 《教育心理学》2015,35(2):252-270

The big-fish-little-pond effect (BFLPE) model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators. Integrating the BFLPE model with Achievement Goal Theory, the present study aims to determine whether the negative effect of class-average achievement on academic self-concept is moderated by individual and class-average achievement goals. Our sample comprised of 2987 students (50% boys) from Grade 6 in 112 elementary schools in the Flemish region of Belgium (174 classes). Applying multilevel modelling, we found a stronger BFLPE when students’ individual achievement goals were higher, regardless of the specific nature of these goals. The BFLPE was not moderated by class-average levels of achievement goals. Overall, our findings demonstrate that the BFLPE is moderated by individual goal-related factors.  相似文献   

Innovative learning and developments in motivation and achievement in upper primary school     

Lisette Hornstra  Ineke van der Veen  Thea Peetsma  Monique Volman 《教育心理学》2015,35(5):598-633

Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students’ motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students’ background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students’ motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students’ gender, and social and ethnic background characteristics.  相似文献