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41.
A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder 下载免费PDF全文
Edward D. Barker Esther Walton Charlotte A.M. Cecil Richard Rowe Sara R. Jaffee Barbara Maughan Thomas G. O'Connor Argyris Stringaris Alan J. Meehan Wendy McArdle Caroline L. Relton Tom R. Gaunt 《Child development》2018,89(5):1839-1855
In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong). 相似文献
42.
Brian Edward Hubner 《Archival Science》2007,7(3):195-206
Census information of some form has been collected in Canada since the 1611 census of New France. Aboriginal people, identified
or not, have been included in these enumerations. The collection of this information has had a profound impact on Aboriginal
people and has been an element that has shaped their relationship with the dominant society. In response, Canadian Aboriginal
people have often resisted and refused to co-operate with census takers and their masters. This article is an examination
of this phenomenon focused on the censuses conducted in the post-Confederation period to the present. A census is made to
collect information on populations and individuals that can then be used to configure and shape social and political relations
between those being enumerated and the creators of the census. However, the human objects of the census are not just passive
integers and they have resisted its creation in a number of ways, including being “missing” when the census is taken, refusing
to answer the questions posed by enumerators or even driving them off Aboriginal territory. A census identifies elements of
the social order and attempts to set them in their “proper” place and those who do not wish to be part of that order may refuse
to take part. Archivists and historians must understand that the knowledge gained in a census is bound with the conditions
of own creation. This has been noted by contemporary Aboriginal researchers who often state that the archival record of their
people often distorts history and reflects the ideas and superficial observations of their Euro-Canadian creators. Changes
to the Census of Canada since 1981, have increased the participation rate and therefore changed the nature of the record.
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
Brian Edward HubnerEmail: |
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
43.
Rogers Kaliisa Edward Palmer Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways. 相似文献
44.
Is earlier intervention always superior? Using two complementary forms of meta-analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. 相似文献
45.
Matthew Krehl Edward Thomas Benjamin Jay Whitburn 《British Journal of Sociology of Education》2019,40(2):159-173
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it. 相似文献
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47.
This study aimed to identify the continuous ground reaction force (GRF) features which contribute to higher levels of block phase performance. Twenty-three sprint-trained athletes completed starts from their preferred settings during which GRFs were recorded separately under each block. Continuous features of the magnitude and direction of the resultant GRF signals which explained 90% of the variation between the sprinters were identified. Each sprinter’s coefficient score for these continuous features was then input to a linear regression model to predict block phase performance (normalised external power). Four significant (p < 0.05) predictor features associated with GRF magnitude were identified; there were none associated with GRF direction. A feature associated with greater rear block GRF magnitudes from the onset of the push was the most important predictor (β = 1.185), followed by greater front block GRF magnitudes for the final three-quarters of the push (β = 0.791). Features which included a later rear block exit (β = 0.254) and greater front leg GRF magnitudes during the mid-push phase (β = 0.224) were also significant predictors. Sprint practitioners are encouraged, where possible, to consider the continuous magnitude of the GRFs produced throughout the block phase in addition to selected discrete values. 相似文献
48.
Ernest A. Collabolletta Allen J. Fossbender Thomas Edward Bratter 《Psychology in the schools》1983,20(4):450-455
Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse. 相似文献
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