Parental Reports of Children’s Scale Errors in Everyday Life     

Karl S. Rosengren  Isabel T. Gutiérrez  Kathy N. Anderson  Stevie S. Schein 《Child development》2009,80(6):1586-1591

Scale errors refer to behaviors where young children attempt to perform an action on an object that is too small to effectively accommodate the behavior. The goal of this study was to examine the frequency and characteristics of scale errors in everyday life. To do so, the researchers collected parental reports of children’s (age range = 13–21 months at onset) scale errors over a 6‐month period. All but 1 of the parents (N = 30) reported at least 1 scale error with an average of 3.2 scale errors per child. These results suggest that most, if not all, children commit scale errors during early childhood.  相似文献   

MTHFR (Ala 222 Val) polymorphism and AMI in patients with type II diabetes mellitus     

T. Angeline  G. Thiruvarutselvi  W. Isabel  Rita Mary Aruna  Rama Devi  Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2009,24(2):137-141

The prevalent Ala222Val single nucleotide polymorphism of the MTHFR gene has been shown to be associated with type II diabetes. The objective of the present study was to find out whether there is genetic predisposition for development of acute myocardial infarction in type II diabetes mellitus among South Indian Tamil population. PCR-based restriction enzyme analysis was performed in DNA isolated from 120 acute myocardial infarction patients with diabetes mellitus and 100 non diabetic healthy individuals with no documented cardiovascular diseases. The results indicate that the MTHFR 677TT genotype is absent in both case and controls. The MTHFR 677CT genotype was observed among 32 (26.7 %) cases and 20 (20%) controls and the MTHFR 677CC genotype among 88 (73.3%) cases and 80 (80%) controls. The allelic frequencies were in accordance to Hardy Weinberg equilibrium. There was no statistical difference in genotype distribution between cases and controls. In conclusion, we suggest that the analysis of MTHFR genotyping for C677T polymorphism alone need not be considered to find out whether there is genetic predisposition for development of acute myocardial infarction in type II diabetes mellitus among South Indian Tamil population.  相似文献   

Effects of different percentages of body weight support on spatiotemporal step characteristics during running     

Luis E. Roche-Seruendo  Isabel Auria-Martin  Ana V. Bataller-Cervero  Pedro A. Latorre Román  Victor M. Soto -Hermoso 《Journal of sports sciences》2018,36(13):1441-1446

This study aimed to determine the effect of different percentages of body weight support (BWS) on spatiotemporal step characteristics during running. 26 endurance runners (age: 37 ± 9 years) completed a running treadmill protocol consisting of 6 different conditions (BWS combinations: 0–50%), with velocity maintained at 12 km/h. Each condition lasted 1 minute. Step angle, ground contact time (CT), flight time (FT), step length (SL) and frequency (SF), and duration of phases during stance time (phase1: initial contact; phase2: midstance; phase3: propulsion) were measured for every step during the test using a photoelectric cell system. Compared with the baseline condition (100% BW), FT was longer, CT was shorter, SL was longer, SF was lower, and the step angle was higher with each increase in BWS (p < 0.05). Also, some changes were observed in the duration of phases during stance time: phase1 did not experience changes across experimental conditions (p = 0.096), phase2 decreased and phase3 increased as BW was supported (p < 0.05). These results indicate that as BW was supported, runners showed longer FT and SL, shorter CT, lower SF, and greater step angle as well as some changes in the phases during the ground contact. Therefore, this study highlights the effect of different percentages of BWS on spatiotemporal parameters.  相似文献   

The impact of firm participation in R&D programmes on R&D partnerships     

Isabel Busom  Andrea Fernández-Ribas 《Research Policy》2008,37(2):240-257

R&D subsidies designed to encourage innovation efforts by firms may have intended and unintended effects on the way they organize their innovation process. We present empirical evidence on how R&D subsidies affect firms’ R&D cooperation strategies. In particular, we investigate whether receiving public R&D subsidies affect the probability that a firm will set up an R&D partnership with a public research organization (PRO), or with other firms. Our main findings are: (i) public support significantly increases the chances that a firm will cooperate with a PRO, and (ii) public support also increases the likelihood that a firm will establish private partnerships, but to a smaller extent and only when firms have intangible knowledge assets. These results suggest that public R&D programmes trigger a behavioural change in firms’ R&D partnerships, alleviating barriers to cooperation.  相似文献   

“Strategy redundancy” and its impact on the effectiveness of technology-enhanced instruction: A case study     

Isabel Borrás 《The Internet and Higher Education》1998,1(4):263-280

In this study, eight teachers and three college students involved in a graduate-level Internet course developed skill in using Internet tools and authoring webware materials. The course followed a traditional classroom-based format, but was supported by a webware package developed by the instructor (http://www.sover.net/~milcasa/503). A case study research methodology was utilized to investigate how the implementation of a “strategy redundancy” device, which consisted of the instructor's use of five teaching strategies and their mirroring in five of the features of the webware package, affected the participants′ learning outcomes. Qualitative and quantitative data were collected from seven sources. A causal relationship was found between the “strategy redundancy” device and the effectiveness of the course. The need to emphasize the “quality” of the teaching/ learning experience, vis-à-vis the “cost savings” value of technology tools, and the need to conciliate constructivist and instructivist learning were highlighted.  相似文献   

The construction of a transnational Lusophone media space: A historiographic analysis     

Stuart Davis  Joseph Straubhaar  Isabel Ferin Cunha 《Popular Communication》2016,14(4):212-223

This piece examines the historical construction of a Lusophone cultural-linguistic media space and market that spans portions of Europe, Africa, and South America. Beginning with the Portuguese colonization of Brazil and Lusophone Africa in the 17th century and continuing to the contemporary moment, our discussion examines how a combination of political, ideological, and economic patterns created linkages between Portugal, Brazil, and Portuguese-speaking colonies in Africa (namely Angola, Cape Verde, and Mozambique). After examining how Brazil grew to become the dominant cultural producer in this transnational matrix (most explicitly expressed through the massive exports of telenovelas and music since the late 1970s), we examine how other countries are beginning to carve out distinctive national niches, including the contemporary music scene in Cape Verde and the rise of domestically produced telenovelas in Portugal and Angola that are increasing in circulation in the contemporary transnational Lusophone media space.  相似文献   

The evolution of student-coach’s pedagogical content knowledge in a combined use of sport education and the step-game-approach model*     

Rui Manuel Flores Araújo  Peter Andrew Hastie  Cristiana Helena de Assunção Bessa Pereira  Isabel Maria Ribeiro Mesquita 《Physical Education & Sport Pedagogy》2017,22(5):518-535

Background: One of the essential elements within Sport Education is the inclusion of student roles and responsibilities. While previous research has examined students’ performance in officiating tasks, the examination of student-coaches’ pedagogical content knowledge (PCK) within peer-assisted tasks of Sport Education has been scarce. Indeed, the only study to date which has examined student-coach effectiveness was conducted by Wallhead and O’Sullivan [2007. “A Didactic Analysis of Content Development During the Peer Teaching Tasks of a Sport Education Season.”Physical Education and Sport Pedagogy 12 (3): 225–243]. In that study, student-coaches struggled to manifest PCK by providing appropriate demonstrations, to diagnose errors, or to modify tasks for higher order content development. The study of PCK may be a useful heuristic to examine instructional effectiveness in physical education.

Purpose: The purpose of this study was to examine the evolution of the PCK of a cohort of student-coaches across three hybrid Sport Education-Step Game Approach seasons, and to examine the impact of protocols put in place to specifically enhance coaches’ PCK.

Participants and setting: Twenty-one students and one teacher from a school class in the north of Portugal participated in the present study.

Method: Data from multiple sources were collected: (a) videotape observations of all lessons, (b) field notes, and (c) pre-lesson interviews with the student-coaches. These were then subjected to deductive examination through a process of thematic analysis.

Findings and conclusions: Following a baseline season that identified four key limitations within the student-coaches’ instruction (task presentation, error diagnosis, feedback, and task modification), these students participated in specific coach preparation that involved modelling teacher’s instruction, pre-lesson meetings, and coaches’ corners. While showing marked improvement in their content knowledge across the second season, a second protocol was instigated during the third that involved the student-coaches to participate in stimulated reflections of their instruction and the incorporation of planning sheets to enhance their instruction. It was found that both interventions were efficacious in developing student-coaches’ PCK, which allowed a more complete transfer of the instructional responsibility from the teacher to the students. These results give insight into the importance of including coach education protocols within the design of seasons of Sport Education with respect to student-coaches’ instructional preparation.  相似文献   

A quoi servent les reunions d'enseignants?     

Isabel Martinez et Ana Vasquez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(1):47-58

Résumé Le C.P.E.D.S. de Barcelone est une institution chargée de l'intégration des déficients sensoriels à l'école dite normale. Sur la base d'une étude longitudinale effectuée entre 1978 et 1986 dans 12 écoles, on a analysé le matériel recueilli concernant les réunions d'enseignants. Avec une méthode à orientation ethnographique, on a distingué trois types de réunions: Les réunions d'évaluation de toutes les classes d'un même cycle, où participent enseignants, personnel spécialisé et le directeur; des réunions programmées entre un enseignant et le spécialiste du C.P.E.D.S.; et des réunions informelles (dites de couloir) entre ces derniers. Dans un premier niveau on a analysé les actions, pour chercher à dégager, dans une deuxième étape, la structure sous-jacente à la réunion en dévoilant les rôles, les rites et les stratégies de défense et d'évitement. En guise de synthèse, enfin, l'analyse a été replacée dans son contexte (institutionnel et historique), le but étant de saisir l'écart entre les objectifs explicites et le mode de fonctionnement des réunions d'enseignants.

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TheCentro Psico-Pedagógico para la Educación del Deficiente Sensorial (C.P.E.D.S.) in Barcelona was established for the purpose of integrating children with sensory handicaps into so-called normal schools. On the basis of a longitudinal study carried out in 12 schools between 1978 and 1986, the authors have analysed the data collected on teachers' meetings. Using an ethnographically based approach, they have identified three types of meeting: evaluatory meetings for all classes in one year-group in which teachers, specialist staff and the director participate; scheduled meetings between one teacher and the C.P.E.D.S. specialist; and informal, so-called corridor meetings between the latter. At the first level the actions of participants have been analysed, in order to try and bring into the open the latter's roles, rituals, defence strategies and methods of evasion. By way of synthesis, the analysis is finally placed once more into its institutional and historical context, the aim being to indicate the disparity between the explicit objectives of the teachers' meetings and the manner in which these function.

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Zusammenfassung DasCentro Psico-pedagógico para la Educación del Deficiente Sensorial (C.P.E.D.S.) in Barcelona ist eine Einrichting zur Integration sinnesgestörter Kinder in sogenannte Normal schulen. Die aufgrund einer in der Zeit von 1978 bis 1986 an 12 Schulen durchgeführten Langzeitstudie gesammelten Daten über Lehrerzusammenkünfte wurden von den Verfassern analysiert. Anhand einer ethnographisch-orientierten Methode wird zwischen drei verschiedenen Arten von Lehrerzusammenkünften unterschieden: Zusammenkünfte für die Auswertung aller Klassen einer Stufe unter Beteiligung der Lehrer, der Fachkräfte und des Direktors; Zusammenkünfte, die zwischen einem Lehrer und der C.P.E.D.S. Fachkraft geplant sind; und informelle, sogenannte Korridorgespräche zwischen den beiden letztgenannten. In einem ersten Schritt werden die Handlungen der Teilnehmer untersucht, um anschließend deren Rollen und Rituale sowie Verhaltensweisen des Abwehrens und Ausweichens ans Licht zu bringen. Abschließend wird in Form einer Synthese die Analyse wiederum in ihren institutionellen und historischen Kontext gestellt, mit der Absicht, die Ungleicheit zwischen den expliziten Zielsetzungen der Lehrerzusammenkünfte und der Art und Weise, in der diese ablaufen, zu verdeutlichen.

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The impact of visual communication on the intersubjective development of early parent-child interaction with 18- to 24-month-old deaf toddlers     

Loots G  Devisé I  Jacquet W 《Journal of deaf studies and deaf education》2005,10(4):357-375

This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.  相似文献   

Learning from human cadaveric prosections: Examining anxiety in speech therapy students          下载免费PDF全文

Juan Jose Criado‐Álvarez  Jaime González González  Carmen Romo Barrientos  Isabel Ubeda‐Bañon  Daniel Saiz‐Sanchez  Alicia Flores‐Cuadrado  Juan Carlos Albertos‐Marco  Alino Martinez‐Marcos  Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.  相似文献