排序方式： 共有9条查询结果，搜索用时 31 毫秒
1
1.
2.
Hillman CH Belopolsky AV Snook EM Kramer AF McAuley E 《Research quarterly for exercise and sport》2004,75(2):176-185
Electrocortical and behavioral responses of low, moderate, and high physically active older adults were compared with a younger control group on neutral and incompatible conditions of a flankers task. Compared to younger adults, high and moderate active older adults exhibited increased event-related potentials component P3 amplitude for the incompatible condition at the frontal electrode site. For the neutral condition, only low active older adults exhibited decreased amplitude at the central-parietal site, compared to younger adults. P3 latency revealed the longest latencies for low active older adults, followed by moderate active, high active, and younger adults, respectively. Reaction time (RT) data revealed that younger adults exhibited faster RT compared to all three older groups. Results suggest that physical activity may improve executive control function in older adults by affecting the distribution of P3 amplitude, which has been related to memory and attentional processes, and by decreasing P3 latency, which relates to the speed of cognitive processing. 相似文献
3.
Ivan Snook 《Educational Philosophy and Theory》2013,45(2):191-201
Abstract I argue that, after Dewey, Peters was the first modern philosopher of education to write material (in English) that was both philosophically respectable and relevant to the day-to-day concerns of teachers. Since then, some philosophers of education have remained (more or less) relevant but not really respectable while others have ‘taken off into the skies’ learning acclaim from the philosophical community but ceasing to produce anything which would be of any relevance to teachers in their work. I suggest that Peters might again point the way towards a form of academic philosophy of education that is both relevant and reasonably respectable. 相似文献
4.
5.
Ivan Snook 《Higher Education》1991,21(4):621-634
For over one hundred years, the structure of the New Zealand education system has been basically stable. After re-election in 1987, however, the Labour government initiated a major reform of the system, from early childhood to tertiary. Although the pace of change has been great, most of the changes are only recently in place or, in the case of the tertiary sector, not yet fully operative. It is, then, too early to assess the consequences of the changes except rather intuitively. Nevertheless, this is an opportune moment to begin to document and analyze the changes in the tertiary sector. 相似文献
6.
7.
Ivan Snook 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):219-232
New Zealand (Aotearoa) was colonized from Britain and the colonizers imposed on the indigenous Maori people a foreign view of education. From then on tradition has vied with local adaptations to produce a school system with substantial traces of the Old Country but with many local features. The curriculum for boys continued to dominate, with that for girls struggling to make itself felt. There has been constant debate about basics and frills though these terms have not been clearly defined. More recently there has been more serious consideration of the curriculum but this has been overtaken by a market forces view of schooling. A new administration system comes into operation on 1st October 1989. The future is unclear but it is reasonable to hope that there will continue a dialectic which may one day produce a genuine synthesis suited to the multicultural nature of Aotearoa.
Zusammenfassung Neuseeland (Aotearoa) wurde von Großbritannien kolonisiert, und die Kolonialherren zwangen dem einheimischen Volk der Maori ein fremdes Erziehungssystem auf. Von da an konkurrierten Tradition und lokale Anpassungsformen. so daß ein Schulsystem mit wesentlichen Merkmalen des Alten Landes, aber trotzdem mit vielen lokalen Grundzügen aufgebaut wurde. Das Curriculum der Jungen dominiert weiterhin das Curriculum der Mädchen, welches nur mühsam zur Geltung kommt. Es wurde ständig über Grundzüge und Extras debattiert, obwohl diese Begriffe nicht klar definiert sind. In letzter Zeit machte man sich ernsthaftere Gedanken über das Curriculum, dies wurde aber von einer marktorientierten Erziehungsauffassung überholt. Am 1. Oktober 1989 wurde ein neues Verwaltungssystem eingeführt. Die Zukunft ist unklar, aber es besteht begründete Hoffnung, daß eine Dialektik fortgeführt wird, die eines Tages eine echte Synthese hervorbringt, die der multikulturellen Kultur Aotearoas gerecht wird.
Résumé La Nouvelle Zélande a été colonisée par la Grande Bretagne, et les colonisateurs ont imposé un système d'éducation étranger à la population indigène maori. Dès lors, la tradition et les adaptations locales rivalisèrent pour produire un système scolaire comportant des traces substantielles du vieux pays et de nombreuses caractéristiques locales. Le curriculum pour les garçons n'a pas cessé de dominer alors que celui pour les filles lutte toujours pour s'imposer. Il y a un débat permanent sur l'essentiel et le superflu, bien que ces termes n'aient pas été clairement définis. Récemment, on s'est occupé plus sérieusement du curriculum, mais cet intérêt a été dépassé par une vision de l'instruction déterminée par les forces du marché. Un nouveau système administratif entre en vigueur le ler octobre 1989. Le futur est incertain mais il est raisonnable d'espérer que se poursuivra la dialectique qui pourrait produire un jour une véritable synthèse adaptéc à la nature multiculturelle d'Aotearoa.相似文献
8.
9.
1