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In an exploratory study designed to investigate Shona culture of Zimbabwe’s views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture’s views of giftedness are ability to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture’s views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students. 相似文献
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Constantine P. Therapos 《Journal of The Franklin Institute》1984,318(4):243-251
A new method for the model reduction of linear discrete stable systems in Z-transfer functions is presented. First, a set of parameters is defined, whose values uniquely determine the given system. Then an always stable reduced approximant is obtained by neglecting the parameters which do not contribute significantly in the formation of the system's responses. The proposed method slightly modified also preserves, in the reduced model, the rank of the given system. Formulae are provided to select the reduced order. 相似文献
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Nancy F. Berglas Petra Jerman Louise A. Rohrbach Francisca Angulo-Olaiz Chih-Ping Chou Norman A. Constantine 《Sex education》2016,16(5):549-567
Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person’s environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a cluster-randomised trial of a multicomponent sexuality education intervention that integrated a classroom curriculum, parent education workshops and materials, peer advocate programme, and sexual health services at 10 urban high schools. An implementation evaluation, employing quantitative and qualitative instruments, was conducted to examine whether the individual components of the intervention were delivered as planned and how they were received by the target populations. Multilevel modelling was used to evaluate the effect of the multicomponent intervention on outcomes at one-year follow-up. Results showed that the intervention components were successfully implemented with and well received by target populations. Students receiving the multicomponent intervention reported greater increases in the use of sexual health services (odds ratio [OR] = 1.73, 95% CI = 1.09–2.75) and the likelihood of carrying a condom (OR = 2.71, 95% CI = 1.44–5.09) relative to those receiving a control condition. No effects were found for other behaviours, possibly due to low prevalence of sexual activity in the sample and the small number of schools randomised. 相似文献
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Constantine Kontoghiorghes 《Performance Improvement Quarterly》2002,15(3):114-129
This exploratory study attempted to identify key predictors of motivation to learn and motivation to transfer as well as examine the relationship between the two variables. Organizational commitment, task cues, and co‐worker commitment to quality work were found to be the strongest predictors of motivation to learn. Motivation to learn, a motivating job, and being expected to use the newly learned skills and knowledge on the job were found to be the most important predictors of motivation to transfer. 相似文献
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Yang Bai Paul Hibbing Constantine Mantis Gregory J. Welk 《Journal of sports sciences》2018,36(15):1734-1741
The purpose of this investigation was to examine the validity of energy expenditure (EE), steps, and heart rate measured with the Apple Watch 1 and Fitbit Charge HR. Thirty-nine healthy adults wore the two monitors while completing a semi-structured activity protocol consisting of 20 minutes of sedentary activity, 25 minutes of aerobic exercise, and 25 minutes of light intensity physical activity. Criterion measures were obtained from an Oxycon Mobile for EE, a pedometer for steps, and a Polar heart rate strap worn on the chest for heart rate. For estimating whole-trial EE, the mean absolute percent error (MAPE) from Fitbit Charge HR (32.9%) was more than twice that of Apple Watch 1 (15.2%). This trend was consistent for the individual conditions. Both monitors accurately assessed steps during aerobic activity (MAPEApple: 6.2%; MAPEFitbit: 9.4%) but overestimated steps in light physical activity. For heart rate, Fitbit Charge HR produced its smallest MAPE in sedentary behaviors (7.2%), followed by aerobic exercise (8.4%), and light activity (10.1%). The Apple Watch 1 had stronger validity than the Fitbit Charge HR for assessing overall EE and steps during aerobic exercise. The Fitbit Charge HR provided heart rate estimates that were statistically equivalent to Polar monitor. 相似文献
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The authors explored associations among relationship harmony, perceived family conflicts, relational self‐concept, and life satisfaction in a sample of 169 African American and Asian American college women. As hypothesized, higher relational self‐concept, or the extent to which individuals include close relationships in their self‐concepts, and relationship harmony scores were predictive of greater life satisfaction, whereas perceived family conflict was associated with lower life satisfaction. Implications for counseling African American and Asian American college women are discussed. 相似文献
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Sara Silvério Marques Eva S. Goldfarb Julianna Deardorff Norman A. Constantine 《American journal of sexuality education》2017,12(1):35-54
Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research. 相似文献