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611.
Gabriella Thorell Christian Augustsson Owe Stråhlman Karin Morgan 《Sport in Society》2018,21(9):1416-1431
The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders’ main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master–apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child’s rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills. 相似文献
612.
613.
Xiang Peng Weihao Wang Men Xia Hui Chen A R Ravishankara Qinyi Li Alfonso Saiz-Lopez Pengfei Liu Fei Zhang Chenglong Zhang Likun Xue Xinfeng Wang Christian George Jinhe Wang Yujing Mu Jianmin Chen Tao Wang 《国家科学评论(英文版)》2021,8(7):94-104
Halogen atoms affect the budget of ozone and the fate of pollutants such as hydrocarbons and mercury. Yet their sources and significances in polluted continental regions are poorly understood. Here we report the observation of unprecedented levels (averaging at 60 parts per trillion) of bromine chloride (BrCl) at a mid-latitude site in North China during winter. Widespread coal burning in rural households and a photo-assisted process were the primary source of BrCl and other bromine gases. BrCl contributed about 55% of both bromine and chlorine atoms. The halogen atoms increased the abundance of ‘conventional’ tropospheric oxidants (OH, HO2 and RO2) by 26%–73%, and enhanced oxidation of hydrocarbon by nearly a factor of two and the net ozone production by 55%. Our study reveals the significant role of reactive halogen in winter atmospheric chemistry and the deterioration of air quality in continental regions where uncontrolled coal combustion is prevalent. 相似文献
614.
615.
Tasia Brafford Beth Harn Ben Clarke Christian T. Doabler Derek Kosty Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14
Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure. 相似文献
616.
Xingna Qin Lydia Laninga-Wijnen Christian Steglich Yunyun Zhang Ping Ren René Veenstra 《Child development》2023,94(6):1531-1549
This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (Mage = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development. 相似文献