We are all born free and equal. But are we? Children’s responses to issues of conflict,migration and refugees in picturebooks     

Janet Evans 《Education 3-13》2018,46(7):782-801

There has always been war and conflict in our world. Conflict almost always goes hand-in-hand with human suffering and is usually caused by issues related to religion, power and politics linked to greed and money. Ordinary people, trying to live their everyday lives often suffer the greatest effects, with extreme hardship, misery and intense unhappiness frequently leading to death, destruction and displacement. This article looks at the concept of migration caused by war and conflict as dealt with by a text set of picturebooks. It considers the responses of a group of 9- and 10-year-old children as they discuss what is meant by migration, migrants and refugees and focuses on what it would be like if, because of war, they found themselves in the situation of having to leave their homes and seek refuge in a new country.  相似文献   

不同抗阻训练方案对T淋巴细胞亚群迁移和凋亡的影响*     

王焱源 《广州体育学院学报》2019,(3):112-117

研究旨在探讨一次不同抗阻训练方案对外周血CD4＋和CD8＋T淋巴细胞亚群迁移和凋亡的影响。通过实验法15名无训练经历的健康青年男性分别进行一次以促进肌肉肥大（H-RT组，方案：70%1RM，10RM，3组，组间间歇1.5 min）和以改善肌肉耐力（E-RT组，方案：60%1RM，15RM，3组，组间间歇1 min）为目的的抗阻训练方案。并于训练前、训练后即刻、训练后2 h和24 h利用流式细胞仪测定表面标志物CX3CR1和annexin V表达量检测CD4＋、CD8＋T淋巴细胞亚群迁移和凋亡（用阳性表达率表示）。得出以下数据：（1）CD4＋T细胞在H-RT组运动后即刻和运动后24 h，annexin V和CX3CR1阳性表达率显著性升高（P<0.05）。E-RT组annexin V阳性表达率在运动后即刻降低（P<0.05），24 h显著性升高（P<0.05）；CX3CR1阳性表达率仅在运动后即刻升高（P<0.05）。（2）CD8＋T细胞在H-RT组和E-RT组运动后即刻和运动后24 h，annexin V和CX3CR1阳性表达率均显著性升高（P<0.05）。通过对以上数据的分析，研究得出以下结论：CD4＋T淋巴细胞亚群对于急性抗阻训练的免疫反应存在运动方案依赖性。  相似文献   

Reliably Assessing Growth with Longitudinal Diagnostic Classification Models     

Matthew J. Madison 《Educational Measurement》2019,38(2):68-78

Recent advances have enabled diagnostic classification models (DCMs) to accommodate longitudinal data. These longitudinal DCMs were developed to study how examinees change, or transition, between different attribute mastery statuses over time. This study examines using longitudinal DCMs as an approach to assessing growth and serves three purposes: (1) to define and evaluate two reliability measures to be used in the application of longitudinal DCMs; (2) through simulation, demonstrate that longitudinal DCM growth estimates have increased reliability compared to longitudinal item response theory models; and (3) through an empirical analysis, illustrate the practical and interpretive benefits of longitudinal DCMs. A discussion describes how longitudinal DCMs can be used as practical and reliable psychometric models when categorical and criterion‐referenced interpretations of growth are desired.  相似文献   

Interactive response system (IRS) for college students: individual versus cooperative learning     

Yi-Hsuan Wang 《Interactive Learning Environments》2018,26(7):943-957

In this study, the researcher aimed to understand how students learned the targeted knowledge with an interactive response system (IRS) tool, and whether learners in two different learning modes: individual and group use of IRS, differed in their learning performance and knowledge retention after the IRS activity. These two kinds of IRS interaction were integrated into the course which included multiple choice questions for testing memorable knowledge and open-ended questions for enhancing organization and critical thinking ability via a methodology that involved 120 college students and included the analysis of tests, survey questionnaires and a course learning diary. Overall, the results were consistent with the consensus that students perceive the IRS as a positive addition to their classes, as its use increased course participation, fostered interaction, and promoted the general enjoyment of the class. The results revealed that the immediate learning performance of the learners who participated in the activity through group use of the IRS was better than that of the learners with individual IRS accounts; however, the individual IRS users seemed to have better learning retention of the learning contents, and showed significant improvement on the delayed tests. Furthermore, the study also confirmed that the IRS with collaborative work could promote the students’ academic and social-emotional performance because the collaborative learning allowed them to learn from peers’ opinions and to make judgments and co-examine the learning concepts again while finding the correct answer. This paper contributes data and analysis that highlight the pedagogical benefits of the implementation of an IRS, and supports the value of using the IRS for college education.  相似文献   

Responses to oral glucose challenge differ by physical activity volume and intensity: A pilot study     

Trevor N. Simper  Cecile Morris  Anthony Lynn  Ciara O'Hagan  Karen Kilner 《运动与健康科学(英文)》2020,9(6):645-650

BackgroundOne-hour postprandial hyperglycemia is associated with increased risk of type 2 diabetes and cardiovascular disease. Physical activity (PA) has short-term beneficial effects on post-meal glucose response. This study compared the oral glucose tolerance test results of 3 groups of people with habitually different levels of PA.MethodsThirty-one adults without diabetes (age 25.9 ± 6.6 years; body mass index 23.8 ± 3.8 kg/m²; mean ± SD) were recruited and divided into 3 groups based on self-reported PA volume and intensity: low activity < 30 min/day of moderate-intensity activity (n = 11), moderately active ≥ 30 min/day of moderate-intensity PA (n = 10), and very active ≥ 60 min/day of PA at high intensity (n = 10). Participants completed an oral glucose tolerance test (50 g glucose) with capillary blood samples obtained at baseline, 15 min, 30 min, 45 min, 60 min, 90 min, and 120 min post-ingestion.ResultsThere were no significant differences between groups for age or body fat percentage or glycated hemoglobin (p > 0.05). The groups were significantly different in terms of baseline glucose level (p = 0.003) and, marginally, for gender (p = 0.053) and BMI (p = 0.050). There was a statistically significant effect of PA on the 1-h postprandial glucose results (p = 0.029), with differences between very active and low activity groups (p = 0.008) but not between the moderately active and low activity groups (p = 0.360), even when baseline glucose level and gender differences were accounted for. For incremental area under the curve there was no significant effect of activity group once gender and body fat percentage had been accounted for (p = 0.401). Those in the low activity group took 15 min longer to reach peak glucose level than those in the very active group (p = 0.012).ConclusionThe results suggest that high levels of PA have a beneficial effect on postprandial blood glucose profiles when compared to low and moderate levels of activity.  相似文献   

关键反应训练法干预自闭症儿童主动提问技能的个案研究     

郝怡娜  王树林 《保定学院学报》2020,(1):103-110

为探讨关键反应训练法对自闭症儿童主动提问技能的干预效果,采用单一被试研究中的跨行为多基线实验设计对一名自闭症儿童的物品主动提问、人物主动提问、地点主动提问等三个主动提问技能进行干预。研究结果表明关键反应训练法对自闭症儿童主动提问技能具有立即效果、维持效果和类化效果。为此,可以应用关键反应训练法对自闭症儿童进行训练。  相似文献   

Digital Module 07: Subscores: Evaluation and Reporting https://ncme.elevate.commpartners.com     

Sandip Sinharay 《Educational Measurement》2019,38(3):114-115

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The Danish Bereavement Response in 2015—Historic Development and Evaluation of Success     

Martin Lytje 《Scandinavian Journal of Educational Research》2018,62(1):140-149

In the 1980s, Norwegian researchers pioneered efforts towards developing school support for bereaved children. Eighteen years later, a Danish approach was created based on these foundations. This article explores the Danish school bereavement response plans (b-plans) and investigates their ability to support both teachers and bereaved children. Today, the system has one of the highest implementation rates in the world and the majority of teachers feel equipped to deal with bereavement in school. Nevertheless, adopting a standardised approach potentially leads to the neglect of individual needs. Moreover, concerns exist over whether existing b-plans are current. This article concludes that b-plans have succeeded in becoming the primary tool used by teachers, a feat that systems in other countries often fail to achieve. However, the system seldom includes the perspectives of the students it was designed to help. This is the challenge that the next generation of b-plans must remedy.  相似文献   

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs     

Melissa A. Heath  Elizabeth A. Cutrer-Párraga 《Psychology in the schools》2020,57(5):718-734

Historically, disaster response efforts have focused primarily on basic physical survival and safety—addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors' cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school-based therapeutic interventions with children's religious and spiritual beliefs.  相似文献   

An NCME Instructional Module on Polytomous Item Response Theory Models     

Randall David Penfield 《Educational Measurement》2014,33(1):36-48

A polytomous item is one for which the responses are scored according to three or more categories. Given the increasing use of polytomous items in assessment practices, item response theory (IRT) models specialized for polytomous items are becoming increasingly common. The purpose of this ITEMS module is to provide an accessible overview of polytomous IRT models. The module presents commonly encountered polytomous IRT models, describes their properties, and contrasts their defining principles and assumptions. After completing this module, the reader should have a sound understating of what a polytomous IRT model is, the manner in which the equations of the models are generated from the model's underlying step functions, how widely used polytomous IRT models differ with respect to their definitional properties, and how to interpret the parameters of polytomous IRT models.  相似文献