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91.
92.
Anne Bülow Eeske van Roekel Savannah Boele Jaap J. A. Denissen Loes Keijsers 《Child development》2022,93(3):e315-e331
Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (Mage = 15.80, SDage = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes. 相似文献
93.
Laura Crane Jade Davies Anne Fritz Sarah O’Brien Alison Worsley Anna Remington 《British Educational Research Journal》2022,48(1):22-48
Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood. 相似文献
94.
95.
Anne Pirrie 《Journal of Philosophy of Education》2015,49(4):525-538
This article offers a critique of the notion of ‘capacity building’ in educational theory. Are the intentions behind the latter enterprise as benign and altruistic as they first appear? How is the term ‘capacity building’ to be understood? The article presents a radical and daring alternative for re‐invigorating educational research that foregrounds the ethical engagement of the researcher by exploring the expressive, cognitive and imaginative possibilities of language. Drawing on the Calvino's idea of the ‘lightness of thoughtfulness’, I suggest that the emphasis accorded to the notion of ‘capacity building’ may detract attention from the equally significant role of incapacity in helping us to move the discussion forward in a responsive and ethical way. 相似文献
96.
Allana Slater Anne Smith Leon Straker 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):45-56
High impact forces during gymnastic landings are thought to contribute to the high rate of injuries. Lower limb joint flexion is currently limited within gymnastic rules, yet might be an avenue for reduced force absorption. This study investigated whether lower limb flexion during three gymnastic landings was related to force. Differences between landings were also explored. Twenty-one elite women's artistic gymnasts performed three common gymnastic techniques: drop landing (DL), front and back somersaults. Ankle, knee, and hip angles, and vertical ground reaction force [(vGRF) magnitude and time to peak], were measured using three-dimensional motion analysis and force platform. The DL had significantly smaller peak vGRF, greater time to peak vGRF and larger lower limb flexion ranges than landing from either somersault. Peak vGRF and time to peak vGRF were inversely related. Peak vGRF was significantly reduced in gymnasts who landed with greater hip flexion, and time to peak was significantly increased with increasing ankle, knee, and hip flexion. Increased range of lower limb flexion should be encouraged during gymnastic landings to increase time to peak vGRF and reduce high impact force. For this purpose, judging criteria limitations on lower limb flexion should be reconsidered. 相似文献
97.
Jack H. Wilmore Anne E. Atwater Bess D. Maxwell Dorothy L. Wilmore Stefan H. Constable Michael J. Buono 《Research quarterly for exercise and sport》2013,84(1):90-92
Tennis is an activity requiring both endurance and anaerobic components, which could have immunosuppressive effects postexercise. Purpose The purpose of this investigation was to determine the effect of a simulated tennis match on apoptotic and migratory markers on lymphocyte subsets. Method Male high school (n = 5) and college (n = 3) tennis players (M age = 18.9 ± 3.3 years) completed 10 sets of a tennis protocol including serves, forehand strokes, and backhand groundstrokes with 1-min rest periods between sets. Apoptosis antigen 1 receptor (CD95) and chemokine receptor fractalkine (CX3CR1) expression was analyzed on helper T lymphocytes (CD4+), cytotoxic T lymphocytes (CD8+), and B lymphocytes (CD19+) twice, at resting baseline and immediately after all 10 sets of the tennis protocol. Results An increase was observed in each lymphocyte subtype (p < .02, effect size = .41), and comparison of absolute changes revealed increases in CD4+/CD95+, CD8+/CD95+, and CD8+/CX3CR1 lymphocytes following the tennis protocol (p < .01, effect size = .43), but not in CD19+ cells. Conclusions A simulated tennis match has adequate intensity to induce immune modulations in terms of increased cell death and cellular migration in T lymphocyte subsets. Lymphocytopenia following tennis play is influenced by both apoptotic and migratory mechanisms. 相似文献
98.
Transforming engagement: a case study of building intrinsic motivation in a child with autism 下载免费PDF全文
Jackie Dearden Anne Emerson Tom Lewis Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25
This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described. 相似文献
99.
Graduation patterns were examined for 905 deaf students (1990-1998) at the National Technical Institute for the Deaf. Students with higher reading and language skills had the best overall graduation percentage. Comparison of recipients of different degrees--bachelor of science (BS) versus fine arts (BFA); associate of applied science (AAS) versus occupational studies (AOS)--showed 92% of BS and 82% of AAS graduates reading at the 9th-grade level or above, versus 65% of BFA and 47% of AOS graduates. Interestingly, 80% of non-degree-earning students read at the 9th-12th grade levels; in absolute terms, they outnumbered graduates with similar reading skills in the AAS and BFA programs combined, and in the BS program. This indicates a need for improved counseling, placement, and retention strategies. Students performed similarly across degree categories, regardless of curriculum requirements and difficulty. Only non-degree-earning students had significantly lower grade averages. 相似文献
100.
Anne‐Katharina Weilenmann 《Learned Publishing》2016,29(3):219-221
Key points
- Publishing is fixated on the format of the scholarly article, and this is stifling innovation.
- Content should be presented in a way that adapts dynamically to the reader's needs.
- A lot of interdisciplinary research is needed to transform reading, writing, and publishing processes.