排序方式： 共有20条查询结果，搜索用时 15 毫秒
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Laerke Sass Elín Bjarnadóttir Jakob Stokholm Bo Chawes Rebecca K. Vinding Anna-Rosa C. Mora-Jensen Jonathan Thorsen Sarah Noergaard Bjørn H. Ebdrup Jens R.M. Jepsen Birgitte Fagerlund Klaus Bønnelykke Lotte Lauritzen Hans Bisgaard 《Child development》2021,92(4):1624-1635
A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems. 相似文献
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Birgitte Lund Nielsen Hilmar Dyrborg Laursen Lise Andersen Reol Helle Jensen Ana Kozina Masa Vidmar 《欧洲师范教育杂志》2019,42(3):410-428
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. 相似文献
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Pulmonary diffusing capacity (DICO), together with spirometric variables, arterial oxygen tension (paO2) and cardiac output were determined before and at intervals after maximal arm cranking, treadmill running and ergometer rowing. Independent of the type of exercise, D1CO increased immediately post-exercise from a median 13.6 (range 7.3-16.3) to 15.1 (9.3-19.6) mmol min-1 kPa-1 (P < 0.01). However, it decreased to 11.6 (6.9-15.5) mmol min-1 kPa-1 (P < 0.01) after 24 h with cardiac output and paO2 at resting values, and D1CO normalized after 20 h. Thoracic electrical impedance at 2.5 and 100 kHz increased slightly post-exercise, indicating a decrease in thoracic fluid balance, and there were no echocardiographic signs of left ventricular failure at the time of the decrease in D1CO. Also, active muscle (limb) circumference and volume, and an increase in haematocrit from 43.8 (38.0-47.0) to 47.1 (42.7-49.8) (P < 0.01), had normalized at the time of the decrease in D1CO. Vital capacity, forced vital capacity, forced expiratory volume in 1 s, peak and peak mid-expiratory flows did not change. However, total lung capacity increased from 6.8 (5.0-7.6) to 7.0 (5.1-7.8) litres (P < 0.05) immediately after exercise and remained elevated at 6.9 (5.1-8.7) litres (P < 0.05) when a decrease in D1CO was noted. The results demonstrate that independent of the type of maximal exercise, an approximate 15% reduction in D1CO takes place 2-3 h post-exercise, which normalizes during the following day of recovery. 相似文献
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Jason L. Selwitz Birgitte Ahring Manuel Garcia-Perez Judith Morrison 《Community College Journal of Research & Practice》2018,42(6):405-421
Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the needs of the institution, its students, and industry partners—and avoids the pitfalls of programs designed without a plan or process in place. To achieve validity and reliability, curriculum assessment tools should be conduits to collect critical feedback from students, graduates, and the industries and academic partners served. Research was undertaken to design and evaluate an associate degree-level STEM workforce education program at the nexus of bioenergy/bioproducts, electrical systems and maintenance, and wastewater treatment plant operations. Component to the research, a program’s graduates were interviewed and professionals representing a spectrum of manufacturing/processing-type industries were surveyed. A curriculum development and assessment model emerged to help community and technical college faculty and administrators develop, evaluate, and revise associate degree-level STEM workforce education programs. 相似文献
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Anne Birgitte Fyhn 《Interchange》2013,44(3-4):349-367
Norway ratified the ILO convention 169 concerning indigenous and tribal people in independent countries in 1990. In accordance with the convention the education programs for the Sami shall address their value systems and their cultural aspirations. Our aim is to investigate the implementation of this convention. The focus is on how Sami values are reflected in the national mathematics exam for the compulsory school. In Sami traditional knowledge the term “knowledge” means knowledge as a process, not just the final outcome of a process. The tasks are analyzed with respect to four different Sami values. We present an overview of one complete exam and more profound analyses of three selected tasks. The analyses reveal that the tasks more or less reflect some Sami values. A stronger focus on modeling problems in school mathematics may open up for forms of teaching that focus on Sami values to a larger extent than today. 相似文献
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Jess Rasmussen Birgitte Hanel Kari Saunamaki Niels H. Secher 《Journal of sports sciences》2013,31(6):525-531
Abstract Pulmonary diffusing capacity (Dlco), together with spirometric variables, arterial oxygen tension (paO2) and cardiac output were determined before and at intervals after maximal arm cranking, treadmill running and erogmeter rowing. Independent of the type of exercise, Dlco increased immediately post‐exercise from a median 13.6 (range 7.3–16.3) to 15.1 (9.3–19.6) mmol min‐1 kPa‐1 (P <0.01). However, it decreased to 11.6 (6.9–15.5) mmol min‐1 kPa‐1 (P <0.01) after 24 h with cardiac output and paO2 at resting values, and Dlco normalized after 20 h. Thoracic electrical impedance at 2.5 and 100 kHz increased slightly post‐exercise, indicating a decrease in thoracic fluid balance, and there were no echocardiographic signs of left ventricular failure at the time of the decrease in Dlco. Also, active muscle (limb) circumference and volume, and an increase in haematocrit from 43.8 (38.0–47.0) to 47.1 (42.7–49.8) (P <0.01), had normalized at the time of the decrease in Dlco. Vital capacity, forced vital capacity, forced expiratory volume in 1 s, peak and peak mid‐expiratory flows did not change. However, total lung capacity increased from 6.8 (5.0–7.6) to 7.0 (5.1–7.8) litres (P <0.05) immediately after exercise and remained elevated at 6.9 (5.1–8.7) litres (P <0.05) when a decrease in Dlco was noted. The results demonstrate that independent of the type of maximal exercise, an approximate 15% reduction in Dlco takes place 2–3 h post‐exercise, which normalizes during the following day of recovery. 相似文献
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Birgitte Holm S?rensen Oluf Danielsen Janni Nielsen 《Education and Information Technologies》2007,12(1):17-27
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s
principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority
of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ
informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These
informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important
contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal
forms of learning into the school context. This happens particularly when the school has undergone physical alterations and
when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part
of the school work and with the media available in the learning environment. Using organisation theory, the school working
with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial
and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the
knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the
school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning
processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators
of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue
with the pupils.
相似文献
| Janni NielsenEmail: |
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Birgitte Lund Nielsen 《Journal of Science Teacher Education》2012,23(6):621-649
A group of teachers?? meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers?? meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students?? learning. Furthermore, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed. 相似文献
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