Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial     

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   

Ecology in a walled city: researching urban wildlife in post-war Berlin     

Lachmund J 《Endeavour》2007,31(2):78-82

The division of Berlin in the aftermath of World War II and the erection of the Wall in 1961 were not only of tremendous political, social and cultural significance, but also had implications for the way in which science was undertaken in this city. For ecologists living and working in the enclosed city part of West Berlin, the lack of accessible countryside motivated them to focus their fieldwork increasingly on urban sites and, thereby, to engage themselves in one of the most significant attempts to develop an ecology of the city.  相似文献   

Bringing political parties into the picture: a two-dimensional analytical framework for higher education policy     

Jens Jungblut 《Higher Education》2015,69(5):867-882

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FOREKOMSTEN AF PSYKISKE LIDELSER BLANDT LÆRERE     

Af overlæge Jens Haslund  og professor Villars Lunn. 《Scandinavian Journal of Educational Research》2013,57(1):266-285

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International police co-operation and the associations for the fight against white slavery     

Jager J 《Paedagogica Historica: International Journal of the History of Education》2002,38(2-3):565-579

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Remembering Activities Performed Versus Imagined: A Comparison of Children with Mental Retardation and Children with Normal Intelligence     

Kenneth G. Jens  Betty N. Gordon  Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213

CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay.  相似文献   

The performance of African primary education systems: Critique and new analysis of PASEC data for Senegal     

Jens Naumann  Peter Wolf 《Prospects》2001,31(3):373-391

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Complex three-dimensional high aspect ratio microfluidic network manufactured in combined PerMX dry-resist and SU-8 technology     

Meier RCh  Badilita V  Brunne J  Wallrabe U  Korvink JG 《Biomicrofluidics》2011,5(3):34111-3411110

In this paper we present a new fabrication method that combines for the first time popular SU-8 technology and PerMX dry-photoresist lamination for the manufacturing of high aspect ratio three-dimensional multi-level microfluidic networks. The potential of this approach, which further benefits from wafer-level manufacturing and accurate alignment of fluidic levels, is demonstrated by a highly integrated three-level microfluidic chip. The hereby achieved network complexity, including 24 fluidic vias and 16 crossing points of three individual microchannels on less than 13 mm(2) chip area, is unique for SU-8 based fluidic networks. We further report on excellent process compatibility between SU-8 and PerMX dry-photoresist which results in high interlayer adhesion strength. The tight pressure sealing of a fluidic channel (0.5 MPa for 1 h) is demonstrated for 150 μm narrow SU-8/PerMX bonding interfaces.  相似文献   

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest     

Stefan Sorge  Melanie M. Keller  Knut Neumann  Jens Möller 《科学教学研究杂志》2019,56(7):937-955

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.  相似文献   

Spannungsfeld Polyvalenz in der Lehrerbildung     

Dr. Johannes Bauer  Dr. Uta Diercks  Prof. Dr. Jan Retelsdorf  Dr. Tabea Kauper  Dr. Friederike Zimmermann  Prof. Dr. Olaf K?ller  Dr. Jens M?ller  Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).  相似文献