Patterns of Home‐ and Classroom‐based Toy Play of Preschoolers With and Without Intellectual Disabilities

Children with and without intellectual disabilities were observed playing with toys during both home‐based independent play and classroom‐based freeplay situations. Categorical and sequential play was analysed for within‐ and between‐group patterns. Within‐group patterns during classroom freeplay were similar for both groups. There were no significant differences among home‐based categorical play variables for children with intellectual disabilities; however, children without intellectual disabilities engaged in significantly more constructive play than other home‐based categorical play types. Between‐group analyses of home–classroom difference scores revealed greater variability in play for children with intellectual disabilities than children without intellectual disabilities. The analyses presented complement and extend extant work on contextually‐based variation of children’s toy play supporting a more positive ability profile for children with intellectual disabilities than that engendered by classroom‐based observations. Results have implications for (a) perceptions of and attitudes toward children with intellectual disabilities held by stakeholders, and (b) how intervention targets are determined.     

Contextually Influenced Patterns of Play-Developmental Age Associations for Preschoolers With and Without Mental Retardation

The purpose of this paper is to present data demonstrating the differential pattern of association among play behaviors and developmental age that emerge for children with and without mental retardation across play situations. Seventeen preschool children with mental retardation and 17 preschool children without mental retardation were matched on developmental age and sex and observed during both home-based independent play and classroom-based freeplay. Results are presented for (a) between-group comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational patterns, (b) between setting comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational patterns within each group, and (c) comparisons of the pattern of categorical play–developmental age and sequential play–developmental age correlations within both setting and group. Results suggest both group and setting variation in the play–developmental age correlational patterns. Implications for multi-contextual understanding of children’s play and the use of play in early childhood assessment are discussed.     

Sequential transition patterns of preschoolers’ social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states?

Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers’ social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children’s group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states.     

Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation

It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented.     

手写识别微控制器的应用与分析

介绍了一款8位精简指令集并内置识别内核的微控制器EPH1200.该器件能够识别6 763个简体中文字体及字母、数字、符号库,支持UART通讯模式并且有四种工作模式.给出了使用该芯片进行UART接口通信的应用电路原理图并对设置指令、正确应答包和错误应答包的使用作了分析,同时还对与主芯片通信接口和通信模式的工作方式给予简要说明,对使用中的电源要求作了分析.     

Evaluation of infant/toddler intervention programs

The need for infant enrichment programs has been highlighted in the past decades. Research evidence has accumulated that infants who were raised in families that did not provide rich language and play experiences dropped drastically in IQ by three years of age compared to those raised in developmentally more stimulating environments (Golden, Birns, Bridger, & Moss, 1971). Also, increasing numbers of single and working parents have found quality substitute care for infants to be a rare commodity. Their concerns have lent urgency to efforts to evaluate the effects of infant care programs.     

Teaching conversation skills to behaviorally disordered children

The purpose of this study was to test the effectiveness of an instructional package designed to teach conversation skills to behaviorally disordered children. A multiple baseline design with a reversal was employed to assess the effectiveness of this package. Six children were taught in two groups of three. The teachers were taught to use the package prior to implementation to insure standardization across both groups. Data were collected in a contrived setting with a peer trained as a conversant. Observation also took place in the school cafeteria to assess generalization of the training to a naturalistic setting. Social validation data were collected from teachers and children to evaluate their impressions of the instructional package. Results indicated that the instructional package was effective in increasing conversational skills above baseline levels in all children and in both settings.     

Development of Light Weight Structures to Provide Blast-Resistant Designs

In the past, blast-resistant designs for structures were often constructed with massive type structural systems, which relied more on brute strength than on finesse to achieve the required blast resistance. However, structures composed of COLD-FORMED steel components, such as sheet metal and metal studs, have shown great promise in providing blast resistance with the added benefits of low cost and ease of construction. Some examples of using such structures to provide containment for package handling facilities (PHF) are described in the paper for situations where blast containment is needed, such as a potential package bomb being discovered during the package vetting process. Results from tests and analytic data are used to illustrate aspects of design peculiar to such types of applications. Designs for specific capacities of PHF are described.     

甲烷八叠球古菌及其他广古菌同义密码子使用偏好性

比较分析了甲烷八叠球古菌(Methanosarcina mazei str.Goe1)和其他2种系统发育相关的广古细菌(嗜苦古菌(Picrophilus torridus str.DSM 9790)和盐碱古菌(Natronomonas pharaonis str.DSM 2160))的同义密码子使用偏好性.结果表明甲烷八叠球古菌的密码子使用偏好性很小,并且与GC3S值有很高的相关性.这3种广古细菌的密码子使用模式在进化上很保守.通过分层聚类分析,得出较之基因功能对密码子使用的影响,这些广古菌密码子的使用更是由其物种所决定的.考虑到这3个物种生活在pH值差异很大的环境中,推测其生活环境在很大程度上决定了这些微生物密码子的使用方式.     

The comparative effects of teacher-demonstration and self-paced instruction on concept acquisition and problem-solving skills of college level chemistry students

A comparison is made of the relative effectiveness of teacher-demonstration and self-paced modes of teaching concepts and problem-solving skills in chemistry. Sixty students were randomized into two treatment groups. A self-paced instructional package was used by subjects in the self-paced group. Subjects in the second group were taught by a teacher who used the same self-paced package. Results of the analyses of variance performed showed that the selfpaced mode of instruction was significantly more effective for teaching concepts and problem-solving skills. An attitude test was given at the end of the third unit. Results of the test showed that most students preferred the self-paced instruction to the teacher-demonstration method.     

Self-paced use of a consumer education learning package

Two groups of junior high social studies students were provided a learning package covering typical content found in consumer education material. Groups differed as to whether they were allowed to schedule their own study efforts (self-pacing) during the 15-day unit. Results indicated that students under the self-paced format mastered the material slightly better and logged less time spent in actual study. Both groups revealed similar positive attitudes toward the learning package.     

The Cultural Organization of Parenting: Change and Stability of Behavior Patterns During Feeding and Social Play Across the First Year of Life

Objective. This study explores the cultural patterning of maternal beliefs and practices across the first year of life among middle-class Anglo and Puerto Rican mother-infant dyads in two daily situations, feeding and social play. Design. Sixty middle-class mothers (32 Anglo from northeastern Connecticut, and 28 Puerto Rican from San Juan, Puerto Rico) were interviewed regarding their long-term socialization goals and videotaped in their homes during feeding and social play when their infants were 4-, 8-, and 12-months of age. Results. Group comparisons revealed that across time and contexts the Anglo mothers were more likely to show patterns of beliefs and behaviors that emphasized the infant's personal choice and mastery of the situation, whereas the Puerto Rican mothers were more likely to show patterns of beliefs and behaviors that emphasized the infant's interdependence on the mother. The groups did not differ in nurturant behaviors toward their infants. Conclusions. The organization of feeding and social play differs by culture. Within this larger cultural frame, mother-infant interactions differ by context and adjust to universal aspects of infant development.     

Preschool teachers’ talk,roles, and activity settings during free play

The purpose of the study was to describe teachers’ involvement in activity settings, their roles, and their talk during free play time. Forty teachers and assistant teachers from 22 Head Start classrooms in two midwestern Head Start programs were audiotaped during free play time. Audiotapes were transcribed and coded. Results revealed that teachers were most often in the role of play enhancer/playmate and stage manager. They spent the most time in constructive and manipulative activity settings. Their talk focused most often on statements supporting play with objects, practical/personal assistance, and questions supporting play with objects. There was evidence that teachers modified their role by activity setting and modified their talk by role and activity setting. Teachers exhibiting different patterns of involvement in roles and activity settings were found to differ in how they talked to children.     

长白山参茸产品包装设计模式探研

包装是一种文化,任何一种产品想要成功打入市场、被消费者接受,都需要进行文化的包装。近年来,包装设计的进步,往往体现在技术层面、材料层面,很少有人关注包装文化内涵的提升和对产品进行文化包装的重要性。目前,我国的参茸包装设计正处于向前发展的阶段,现代的包装设计模式要求我们在参茸包装设计理念上要传递民族文化,以大众消费心理为基石,创新参茸包装设计模式。文中提出了长白山参茸产品使用“品牌包装设计模式”的理念,并对其进行探讨与研究。     

汉英民族思维方式差异及其对语言的影响

汉英民族由于文化、历史背景不同,形成了不同的思维方式。思维方式差异是造成语言差异的一个重要原因。本文通过对比英汉民族思维方式的差异,并用具体实例分析这些差异对语言表达上的影响。     

Educational Media: innovation and evaluation

Reliance on the power of audiovisual media in nurse education has substantially increased in the last few years. This has been especially so when changing approaches to patient care have required large‐scale innovations in clinical and educational practice. Successful innovation depends on effective educational provision and audiovisual media such as videotape and videodisc have been expected to act as powerful agents in this process. Yet there has been little research on the effectiveness of such media. This article examines what actually happened when the multi‐media package Who Cares? (1983) was used in the United Kingdom. The package consisted of two video films and a teacher's handbook.

All known users of the package in the United Kingdom were followed up in order to establish what sort of people used it, in what contexts, how its use was organised and how effective it was for learners. This article explores how the specific educational contexts in which media are used play a vital role in making learning effective. Relevant theory is examined to provide a model of how teachers and learners use media. The results of the research are closely related to recent developments in education and training and, finally, practical recommendations are made for improving the efficiency and effectiveness with which modern educational media are used.     

社会转型期弘扬焦裕禄精神的着力点

在中国共产党80多年革命、建设和改革改革开放的历程中,产生了种种精神范式并留下了宝贵的精神遗产。当前,中国正处于改革与发展的重要历史时期,大力弘扬这些精神范式,以此来推进中国特色社会主义建设,确实是时代的呼唤和人民的期盼。因此,如何寻求一种与之相适应的方式和路径来弘扬其精神就显得尤为必要。本文尝试着以焦裕禄精神为个案,从把握其原生性、先进性、科学性、实践性和创造性来探索弘扬这些精神范式的路径。     

Childcare Workers’ Use of Talking Up and Incidental Teaching Procedures under Standard and Self‐management Staff Training Packages

Two childcare workers in a daycare setting were trained in the use of Talking Up and Incidental Teaching procedures, designed to increase children's language. Training was introduced in two stages. The first was a standard training package comprising oral and written instructions, roleplay, modelling and feedback. The second was a modified package comprising a self‐management component (the formulation by childcare workers of specific plans to implement each procedure, and a correspondence training component in which they received feedback on correspondence between their performance and their plans). Following a baseline period in which rates of child‐initiated language were monitored the standard training package was introduced for both Talking Up and Incidental Teaching. Next, the modified (self‐management) training package was introduced, first for Incidental Teaching, and subsequently for Talking Up. Introducing the standard training package resulted in markedly increased use of Talking Up by one worker and Incidental Teaching by both workers. However there was a concomitant decrease in child‐initiated language (and hence opportunities to use Incidental Teaching). When the modified (self‐management) package was introduced for Incidental Teaching, there was a resultant increase in the use of that procedure as well as a marked increase in child‐initiated language. When the modified (self‐management) package was introduced for Talking Up, there was a resultant increase in the use of that procedure but in contrast, there was a decrease in child‐initiated language. With the introduction of each training package, nevertheless, both workers responded to increased proportions of child initiations over baseline. Results are discussed in terms of the confounding effects of the two procedures in this study and their relative usefulness in improving child language.     

Arts enrichment and school readiness for children at risk

Arts enrichment provides varied channels for acquiring school readiness skills and may offer important educational opportunities for students from diverse backgrounds and with diverse needs. Study 1 examined achievement within an arts enrichment preschool that served low-income children. Results indicated that students practiced school readiness skills through early learning, music, creative movement, and visual arts classes. Students who attended the preschool for 2 years demonstrated higher achievement than those who attended for 1 year, suggesting that maturation alone did not account for achievement gains. Across 2 years of program attendance and four time points of assessment, students improved in school readiness skills, and there were no significant effects of race/ethnicity or developmental level on achievement growth. Study 2 compared students attending the arts enrichment preschool to those attending a nearby alternative on a measure of receptive vocabulary that has been found to predict school success. At the end of 1 year of attendance, students in the arts program showed greater receptive vocabulary than those at the comparison preschool. Results suggest that arts enrichment may advance educational outcomes for children at risk.     

论人性化包装设计

市场上有些包装的设计是非人性化的,存在着极大的社会负面效应,它们是资源的浪费,视觉的浪费,也是设计的浪费。设计人性化反映的就是“为人而设计“的设计本质。设计师一直努力从包装的形象、造型、材料、经济成本的核算等方面寻找人性化包装设计实现的途径,力图将人与包装的关系转化为类似于人与人之间存在的一种可以相互交流的关系。关心人,以人为中心,满足人类普遍的生理和心理需要。