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ResumenEste trabajo versa sobre la adquisición del lenguaje en bilingües familiares. Los datos que se aportan se refieren al léxico de uno de los sujetos de la investigación que se ve recogido en sesiones de 30' grabadas en magnetoscopio, cada 2 semanas aproximadamente, a partir de los 6 hasta los 24 meses de edad. Los resultados concuerdan con los de investigaciones precedentes, donde se demuestra que los niños que adquieren dos lenguas a la vez pasan por una primera fase de “sistema lexical único”, en la cual el niño incorpora palabras de una u otra lengua, sin diferenciar los dos códigos. 相似文献
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Laura Freitas Tânia Amorim Ludovic Humbert Roger Fonollá Andreas D. Flouris George S. Metsios 《Journal of sports sciences》2019,37(1):82-89
Given the lack of relevant data, the aim of this study was to examine femur cortical and trabecular bone in female and male professional ballet dancers. 40 professional ballet dancers and 40 sex- and age-matched non-exercising controls volunteered. Femoral bone density was scanned by dual-energy X-ray absorptiometry (DXA) scan. A 3D-DXA software was used to analyse trabecular and cortical bone. Anthropometry, maturation (Tanner staging), menstrual parameters (age at menarche and primary amenorrhea), energy availability and nutritional analysis (3-day record) were also assessed.Compared to non-exercising participants, dancers exhibited significantly higher volumetric density for integral, cortical and trabecular bone, and thicker cortex at the femur. Ballet dancers demonstrated lower body weight compared to controls (p < 0.01). Female dancers had their menarche later than controls, and the prevalence of primary amenorrhea were significantly higher in dancers than controls (p < 0.01). Dancer’s energy availability was below the normal range (<30 kcal/kgFFM/day). Despite the presence of certain osteoporosis risk factors such as low energy availability, primary amenorrhoea and lower body weight, professional ballet dancers revealed higher bone density for both cortical and trabecular bone compartments compared to controls. 相似文献
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Marjorie Darrah Roxann Humbert Jeanne Finstein Marllin Simon John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs. 相似文献
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Lugossy Anne-Marie Froehlich Chow Amanda Humbert M. Louise 《Early Childhood Education Journal》2022,50(3):411-424
Early Childhood Education Journal - The aim of this integrative review was to provide a synthesis of existing evidence on the impact of early childhood educators’ (ECEs) personal health and... 相似文献
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The effectiveness of the Canadian Quality Daily Physical Education (QDPE) program in creating awareness, support, and influencing school based physical education programs was determined using quantitative and qualitative methodologies. Participants included teachers, principals and vice principals, school board officials and trustees, professional agencies and association, and provincial ministry of education officials. Findings showed this national initiative increased awareness and support of QDPE among all participants. Although the influence of this increased awareness and support on school physical education programming was limited, the greatest impact was in time committed to instruction, development of curricula, instruction of classes, delivery of intramural programs, professional development, and student response to physical education. The least impact was on hiring of physical education specialists, the number of staff, and funding for physical education. 相似文献
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