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Alison Edgley Theodore Stickley Stephen Timmons Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330
This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix. 相似文献
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Fateheya M. Metwally Hend Rashad Hala M. Zeidan Ayman Kilany Ehab R. Abdol Raouf 《Indian journal of clinical biochemistry : IJCB》2018,33(2):196-201
The role of bisphenol A (BPA) in autism was investigated in 49 children (mean age = 5.950 ± 1.911 years) with autism spectrum disorders (ASDs) and 40 comparable age and sex matched children used as controls (mean age = 5.333 ± 2.279 years). In addition, 8-Hydroxydeoxyguanosine (8-oxodG) was also studied as a biomarker of oxidative stress in the same set of two selected groups. The results showed that both BPA and 8-oxodG were significantly higher in children with autism than those of control children (p values = 0.025 and 0.0001, respectively). There were positive correlations between both BPA and 8-oxodG with ASDs severity (r = 0.400 and 0.805, respectively), these correlations were highly significant (p values = 0.004 and 0.001, respectively). There was a significance positive correlation between BMI and BPA, but the correlation between BMI and 8-oxodG was not significant in children with autism. The observed results revealed that BPA may increase oxidative stress resulting in mitochondrial dysfunction that affecting the behavior and functioning of ASDs children. 相似文献
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A study of seriation was conducted from the perspective of Gibson's theory of perceptual development. Kindergarten children who evidenced little seriation of height or brightness were assigned to either 1 of 3 perceptual training conditions or to a fourth, control condition. Training consisted of nonreinforced same-different judgments to wooden dowels varying in height, or in brightness, or simultaneously in height and brightness. The theoretical rationale for this training was that it would facilitate perception of the stimulus dimension(s) on which the dowels differed. It was found that perceptual training did facilitate seriation, particularly if both the height and brightness dimensions varied simultaneously in training. 相似文献
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Aurelia Di Santo Kristy Timmons Angelike Lenis 《Journal of Early Childhood Teacher Education》2017,38(3):223-241
Preservice early childhood educators begin postsecondary programs with established beliefs about children, children’s learning, and their roles as future educators. The present study examined 26 first-year students’ beliefs about children, classroom practice, and guiding children’s behavior. Participants completed the Teacher Beliefs Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta, & La Paro, 2006) at three time points over the course of their first year of studies. We compared responses across the three time points to explore whether the students’ beliefs changed over time. Findings are presented under three main themes: 1) beliefs about children; 2) beliefs about classroom practice; and 3) beliefs about behavior management. Overall, findings reveal that for all three themes, at each time point, practices that are most characteristic of the participants’ beliefs are child-centered, whereas beliefs that are least characteristic of their beliefs are teacher-directed. To support students’ application of theory to practice, they should be given opportunities during their studies to voice, explore, and critically examine their beliefs in relation to philosophies and teaching approaches. 相似文献
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Norman E. Spear Gregory J. Smith Richard G. Bryan William C. Gordon Robin Timmons David A. Chiszar 《Learning & behavior》1980,8(2):273-281
Contextual events redundant to the learning, in sequence, of passive and active avoidance were of one type for the former task and of another for the latter. During later testing, these contextual events were found to determine which of these acquired, conflicting dispositions would be manifested in behavior. Mutual interference in retention otherwise seen under similar circumstances seemed subordinate to the influence of the three types of contextual stimuli tested—drug (pentobarbital), compound (the experimental room in which conditioning took place), and a relatively unitary stimulus (a constantly sounding buzzer). The discussion considered the defining characteristics of a “contextual stimulus” and the mechanisms through which contextual events control the manifestation of learned behaviors and alleviation of interference in retention. 相似文献