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In recent years, the huge success of social network sites (SNSs) has principally been determined by their ability to link people and their respective relationships. These relationships allow people to access different resources, information, emotional and social support, entertainment, as well as providing them with the opportunity to extend personal social ties. This paper investigates the way in which SNSs are used by emerging adults, defined as young people in the transition from adolescence to adulthood, and particularly those in their last year of high school or at university. The study focuses on different types of social capital and on the use of SNSs by emerging adults during this transitional phase in maintaining and developing relationships. Data collected from a questionnaire administered to 927 emerging adults show, first of all, the relevance of different types of social capital (bridging, bonding and maintaining) based on the student's position (high school, university first‐year student or university student). Second, the data analysis indicates that SNSs can be conceived as part of functional organs that support emerging adults in their ability to connect and to be connected to a social network and to develop and maintain it over time.  相似文献   
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ABSTRACT

The recent development of making secondary school education free in Ghana has raised concerns about the level of preparedness of teachers to teach students with diverse needs in one classroom. Significantly, mathematics is one of the core areas that the Ghanaian government has prioritised, and it has institutionalised mechanisms to encourage participation by many students. Accordingly, this qualitative study aimed to document the level of preparedness of mathematics teachers to support the teaching of students with Down syndrome in secondary school classrooms. Twenty-seven mathematics teachers from 14 schools, made up of 18 males and nine females, took part in the study. We found that participants were in favour of implementation of inclusive education. However, regarding the prospect of teaching students with Down syndrome, most of the participants thought that the regular secondary school classroom is not a suitable environment for these students to access education, especially due to a number of challenges. The need for the government to support schools with appropriate teaching materials and facilities is discussed extensively.  相似文献   
3.
Wayfinding is one of the most important skills that children have to learn in order to safely move in the environment. One problem that 5-year-old children encounter with wayfinding is changing their point of view to that of another person in different position in the same environment, such as that of a person opposite them whose perspective is turned 180° with respect to their own. Robots could help children in learning this skill, since children can instruct them to move in the environment, in predetermined paths, by starting from a rotated perspective. This study compares classic socio-cognitive conflict with a human partner, but in this case with a robot partner, in order to evaluate how a specific activity (instructing a robot to perform a given route) enhances the wayfinding skills of 156 5-year-old children. Using two different robots (humanoid and non-humanoid) and two different conditions (a child and the robot and two children and the robot), the study shows that children who performed the task with the humanoid robot improved their performance significantly better compared with those who used the non-humanoid robot. Furthermore, children engaged in the Socio-Cognitive Conflict situation with another child-outperformed children in the Socio-Cognitive Conflict with robots. Finally, children with low-level performance in the pretest made the greatest improvement both in terms of moves made and time taken to complete the task in comparison with children in the High-Level Group and of the Control Group.  相似文献   
4.
Abstract

This study investigated the interaction between emotion-eliciting pictures and power output during a repetitive supra-maximal task on a cycle ergometre. Twelve male participants (mean (±SD) age, height and weight: 28.58 ± 3.23 years, 1.78 ± 0.05 m and 82.41 ± 13.29 kg) performed 5 repeated sprint tests on a cycle ergometre in front of neutral, pleasant or unpleasant pictures. For each sprint, mechanical (peak power and work), physiological (heart rate) and perceptual (affective load) indices were analysed. Affective load was calculated from the ratings of perceived exertion, which reflected the amount of pleasant and unpleasant responses experienced during exercise. The results showed that peak power, work and heart rate values were significantly lower (P < 0.05) for unpleasant pictures (9.18 ± 0.20 W ? kg?1; 47.69 ± 1.08 J ? kg?1; 152 ± 4 bpm) when compared with pleasant ones (9.50 ± 0.20 W ? kg?1; 50.11 ± 0.11 J ? kg?1; 156 ± 3 bpm). Furthermore, the affective load was found to be similar for the pleasant and unpleasant sessions. All together, these results suggested that the ability to produce maximal power output depended on whether the emotional context was pleasant or unpleasant. The fact that the power output was lower in the unpleasant versus pleasant session could reflect a regulatory process aimed at maintaining a similar level of affective load for both sessions.  相似文献   
5.
A survey of the literature on evolution instruction provides evidence that teachers’ personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean, specifically in Belize, an English-speaking nation with a high school system guided by a regional biology syllabus and strict standardized tests. Using the Measure of Acceptance of the Theory of Evolution (MATE) instrument and knowledge test, we investigated (1) the current level of acceptance and understanding of evolution as given by 97% of high school biology teachers in Belize; (2) the factors associated with acceptance and understanding of evolutionary theory. With an average MATE score of 64.4 and a mean knowledge score of 47.9%, Belizean teachers were classified as having both ‘Low Acceptance’ and ‘Low Understanding’ of evolutionary theory. A positive correlation was found between teacher acceptance and understanding of evolution. A review of the Caribbean Secondary Examination Certificate biology syllabus suggests that evolution plays a minimal role in the high school biology classroom. We believe that Belize presents a unique opening for future training on evolution instruction since 57% of the biology teachers self-proclaim to be unprepared to teach evolution. The results of this study have implications for policy, practice and research with teachers’ acceptance, understanding and confidence in teaching evolution serving as important predictors for instructional approaches used in the biology classroom.  相似文献   
6.
This study examined perceived threat as a predictor of Finnish adolescent’s prejudice towards Russian immigrants. Moreover, since Russian immigrants represent the largest immigrant group in Eastern Finland, this study also explored the relationship between intergroup contact, threat, and prejudice. The sample consisted of 305 Finnish adolescents ranging from 11 to 19 years old. Results showed threat to be a significant predictor of prejudice towards Russian immigrants in Eastern Finland. Individually, negative stereotype was found to be the only threat that significantly predicted prejudice towards Russian immigrants. Realistic and symbolic threats were not important to the attitudes of Finnish adolescents towards Russian immigrants. Moreover, there was no significant relationship between intergroup contact, prejudice, and threat (realistic threat, symbolic threat, and negative stereotype). Implications are also discussed.  相似文献   
7.
Research has shown Russian speakers in Finland are often victims of prejudice and discrimination. Utilizing integrated threat theory, this study investigated the extent to which threats are significant predictors of prejudice towards Russian speakers in Finland among a highly neglected research population – the elderly. This study also aimed at finding out which threat (realistic threat, symbolic threat, and negative stereotyping) was the most significant predictor of attitudes towards members of the Russian-speaking minority, and the extent to which men and women differed. In a sample of 90 participants, aged 65 and above, results indicated realistic threat and symbolic threat were not significant predictors of prejudicial attitudes towards members of the Russian-speaking community. Negative stereotyping however had a negative effect on prejudice. Moreover, contrary to previous research on prejudice, there were no significant differences between men and women on threat.  相似文献   
8.
Using integrated threat theory, this study examined how perceived threat, or fear of immigrants, manifests among early, middle, and late Finnish adolescents, and the relationship between perceived threat and prejudice among early, middle, and late adolescents. The sample consisted of 795 Finnish adolescents between 11 and 19 years of age. Realistic and symbolic threats were the most perceived threats and were more prevalent among late adolescents. There was a positive relationship between prejudice and realistic threat, and between prejudice and symbolic threat, but a negative relationship between prejudice and negative stereotyping, and this relationship remained relatively stable from early to late adolescence. Implications on the fight against prejudice towards immigrants among early, middle, and late adolescents are also discussed.  相似文献   
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