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Chelsea A.K. Duran Elizabeth Cottone Erik A. Ruzek Andrew J. Mashburn David W. Grissmer 《Child development》2020,91(2):577-595
Economic hardship can affect children's development through child–caregiver interactions, which may mediate cascading effects of other family stress processes. This study examined, simultaneously, the relations of financial strain, caregiver general stress, and child–caregiver conflict—each measured at two time points—with child self-regulatory outcomes in a high-poverty sample (age 5–7 years; n = 343). Increase in child–caregiver conflict mediated negative relations between other processes and development of executive function. In contrast, only increase in financial strain had direct, negative association with development of delay of gratification and did not significantly mediate relations between any other process and children's outcomes. Results have implications for understanding effects of family stress on self-regulatory outcomes and for interventions with low-income families. 相似文献
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Lisa Hochtritt Willa Ahlschwede Bonnie Halsey‐Dutton Laura Mychal Fiesel Liz Chevalier Taylor Miller Chelsea Farrar 《The International Journal of Art & Design Education》2018,37(2):287-299
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry. 相似文献
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Daniel A. Hackett Timothy B. Davies Rhonda Orr Kenny Kuang Mark Halaki 《European Journal of Sport Science》2018,18(4):473-482
Currently, it is unclear whether manipulation of movement velocity during resistance exercise has an effect on hypertrophy of specific muscles. The purpose of this systematic review of literature was to investigate the effect of movement velocity during resistance training on muscle hypertrophy. Five electronic databases were searched using terms related to movement velocity and resistance training. Inclusion criteria were randomised and non-randomised comparative studies; published in English; included healthy adults; used dynamic resistance exercise interventions directly comparing fast training to slower movement velocity training; matched in prescribed intensity and volume; duration ≥4 weeks; and measured muscle hypertrophy. A total of six studies were included involving 119 untrained participants. Hypertrophy of the quadriceps was examined in five studies and of the biceps brachii in two studies. Three studies found significantly greater increases in hypertrophy of the quadriceps for moderate-slow compared to fast training. For the remaining studies examining the quadriceps, significant within-group increase in hypertrophy was found for only moderate-slow training in one study and for only fast training in the other study. The two studies that examined hypertrophy of the biceps brachii found greater increases for fast compared to moderate-slow training. Caution is required when interpreting the findings from this review due to the low number of studies, hence insufficient data. Future longitudinal randomised controlled studies in cohorts of healthy adults are required to confirm and extend our findings. 相似文献
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Background:Project ECHO (Extension for Community Healthcare Outcomes) is a telehealth initiative that aims to reduce disparities in delivery of health care by leveraging technology and local expertise to provide guidance on specialized subjects to health care providers across the world. In 2018, a new ECHO hub convened in Indianapolis with a focus on health care for individuals in the lesbian, gay, bisexual, trans, and queer (LGBTQ+) populations. This ECHO iteration was one of the first of its kind and would soon be followed by a new human immunodeficiency virus (HIV) ECHO as well.Case Presentation:In a novel approach, information professionals participated in the early planning stages of the formation of these ECHO teams, which enabled the provision of real-time medical evidence and resources at the point-of-need once the teams were launched. This case study demonstrates proof of concept for including health sciences librarians and/or information professionals in the ECHO as hub team members. In this case study, the authors describe and quantify the value added to the HIV and LGBTQ+ ECHO sessions by the medical librarians, as well as provide a template for how other telehealth initiatives can collaborate with their local health information professionals.Conclusions:Librarian involvement in Project ECHO over the past three years has been enthusiastically received. The librarians have contributed hundreds of resources to ECHO participants, helped build and curate resource repositories, and expanded the embedded librarian program to an additional two ECHO iterations. ECHO hub team members report high rates of satisfaction with the performance of embedded librarians and appreciate the provision of point-of-need evidence to ECHO participants. 相似文献
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Brandon A. Baiamonte Robert R. Kraemer Chelsea N. Chabreck Matthew L. Reynolds Kayla M. McCaleb Georgia L. Shaheen 《Journal of sports sciences》2017,35(18):1831-1837
Previous research has demonstrated significant decreases in pain perception in healthy individuals following both aerobic and upper body resistance exercise, but research on circuit training has been limited. The purpose of the study was to determine the effects of a strenuous bout of dynamic circuit resistance exercise on pain threshold and pain tolerance in conjunction with changes in blood lactate levels, heart rate (HR), and perceived exertion. A sample of 24 college-age students participated in 2 sessions: (1) a maximal strength testing session and (2) a circuit training bout of exercise that consisted of 3 sets of 12 repetitions with a 1:1 work to rest ratio at 60% one-repetition maximum (1-RM) predicted from a three-repetition maximum (3-RM) for 9 exercises. Participants exhibited increases in pain tolerance, blood lactate levels, HR and perceived exertion following resistance exercise. Preference for exercise intensity was positively correlated with lactate post exercise and tolerance for exercise intensity was positively correlated with pain tolerance and lactate post exercise. In conclusion, this is the first study to demonstrate increases in pain tolerance following a dynamic circuit resistance exercise protocol and disposition for exercise intensity may influence lactate and pain responses to circuit resistance exercise. 相似文献
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Megan S. Bennett William P. Erchul Hannah L. Young Chelsea M. Bartel 《Journal of educational and psychological consultation》2013,23(3):187-207
The purpose of this research was to understand the relational communication patterns that characterize school-based prereferral intervention teams (PITs). Fifteen PIT meetings were used as the basis for analyses, with each meeting audiotaped, transcribed, and coded using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Additionally, the PIT Meeting Evaluation Coding Form was used to assess each meeting's adherence to a traditional problem-solving framework. Important results included (a) relatively consistent domineeringness (i.e., attempted influence) scores across participants, with the exception of the referring teacher; (b) relatively consistent dominance (i.e., successful influence) scores across participants; (c) significantly greater (p < .05) domineeringness displayed by the school psychologist compared with the referring teacher; and (d) no significant differences in dominance scores between the school psychologist and teacher. In sum, this study represents an important first step in understanding communication patterns found in school-based problem-solving groups. 相似文献
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Chelsea La Valle 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):213-227
Parents of children with significant externalizing and internalizing behavioral problems habitually report greater parenting stress compared to parents of children without these challenges. One avenue to alleviate parenting stress and ameliorate youth outcomes is youth mentoring, which includes a supportive adult paired with a child with the objective of engendering positive outcomes. The researcher sought to (a) evaluate the effectiveness of mentoring programs for children with significant externalizing and internalizing behavioral problems on parenting stress and youth outcomes and (b) explore moderator variables that may influence program effectiveness. Five studies were included in the current meta-analysis. Results revealed a small effect of these specialized mentoring programs on youth outcomes and parenting stress. Moderator analyses revealed program characteristics that enhance effectiveness. Mentoring programs that target children with significant behavioral and emotional problems may function as an additional service to improve youth outcomes and family functioning. 相似文献
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Chelsea Schelly Jennifer E. Cross William Franzen Pete Hall Stu Reeve 《The Journal of environmental education》2013,44(3):143-161
This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education. 相似文献
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James D. Whitworth Shawn Lawrence Sophia F. Dziegielewski Chelsea L. Mandes 《Journal of Teaching in Social Work》2013,33(3):197-211
Military social work certificates, courses, and specializations have emerged to address the need for competent and culturally aware practitioners to serve military and veteran clients. This study evaluates one of these certificate programs surveying 27 previous graduate students and 11 field supervisors affiliated with this program. The majority of the participants endorsed this certificate as a viable means to prepare for practice with these clients. Findings highlight the importance of participants understanding military culture and common psychiatric conditions. Results point to the benefits of future programs teaching this material using real-life case scenarios and addressing veteran benefits, different periods of service, macro content, and complex ethical challenges. 相似文献