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创业教育不等于创建企业的教育,不是要把每个学生都培养成企业家,而是要培养学生具有企业家那样的开拓精神。创业不仅仅是一种纯粹的商业活动,更是渗透于人们生活中的一种思维方式和行为模式。为此,高校的创业教育需要解决好两个方面的问题:一是要正确把握创业教育的概念和内涵;二是要建立完善的创业教育体系。 相似文献
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ObjectiveThe main purpose of this paper is to use the Brassard and Donovan [Brassard, M. R. & Donovan, K. L. (2006). Defining psychological maltreatment. In M. M. Freerick, J. F. Knutson, P. K. Trickett, & S. M. Flanzer (Eds.), Child abuse and neglect: Definitions, classifications, and a framework for research (pp. 151–197). Baltimore, MD: Paul H. Brookers Publishing Co., Inc.] framework to examine and describe the nature of emotional abuse experienced by a sample of urban, ethnically diverse male and female youth (N = 303) identified as maltreated by a very large public child welfare agency.MethodsCase record abstraction was conducted on the DCFS records of these maltreated youth using the Maltreatment Case Record Abstraction Instrument (MCRAI) which was based on the work of Barnett et al. [Barnett, D., Manly, J. T., & Cicchetti, D. (1993). Defining child maltreatment: The interface between policy and research. In D. Cicchetti & S. L. Toth (Eds.), Advances in applied developmental psychology: Child abuse, child development and social policy (pp. 7–73). Norwood, NJ: Ablex Publishing Corp.] as modified by English and LONGSCAN [English, D. J., & the LONGSCAN Investigators. (1997). Modified maltreatment classification system (MMCS). Retrieved from http://www.iprc.unc.edu/longscan/]. Fifteen items of parental behavior deemed emotionally abusive were coded and organized into four subtypes of emotional abuse (spurning, terrorizing, isolating, exploiting/corrupting) using the Brassard and Donovan (2006) framework.ResultsUsing this coding system, almost 50% of the sample were found to have experienced emotional abuse in contrast to 9% identified at the time of referral by DCFS. Most of the emotionally abused youth also experienced physical abuse (63%) and/or neglect (76%) as well. The most frequent subtype of emotional abuse experienced was terrorizing. Most youth experienced more than one subtype.ConclusionsEmotional abuse, while frequent, was seldom the focus of the child protection services investigation. The nature of this abuse was not minor, but rather likely to be dangerous to the mental health and well-being of these children. Further more emotional abuse, in this sample of young adolescents, at least, was likely to be accompanied by other forms of maltreatment, especially physical abuse and/or neglect. These findings have important implications for practice and the direction of future research.Practice implicationsAll those who interact with child welfare clients must recognize the prevalence of emotional abuse in maltreated children so that appropriate interventions are instituted. Screening for emotional abuse should be part of all intake referrals and when confirmed should be noted in official records. When children are placed, foster parents (both kin and non-kin) need training on the prevalence and consequences of emotional abuse, and strategies to help their foster children recover from the aftermath. When children remain with maltreating parents, emotional abuse should be a focus of the interventions designed to help maltreating parents with more effective parenting strategies and also should be a focus of the interventions designed to help the child recover from the consequences of maltreatment. 相似文献
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Cultural Studies of Science Education - This commentary reinterprets the findings of Macalalag, Johnson, and Lai’s study in terms of the substantive content of and ways of initiating... 相似文献
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中医的养生保健思想与方法 总被引:1,自引:0,他引:1
本文对中医的养生保健思想与方法进行了剖析,认为人体衰老的主要机理是真阳元精内乏和脾胃气弱。提出情态调养,精神内守;饮食调理,起居有常;防病祛病,延年益寿等三个方面的中医养生保健方法。 相似文献
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Jina Chang 《International Journal of Science Education》2016,38(5):747-766
The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members’ understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education. 相似文献
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Cheryl L. Somers Lisa M. Chiodo Jina Yoon Hilary Ratner Elizabeth Barton Virginia Delaney‐Black 《Psychology in the schools》2011,48(4):357-370
The purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement. Of all variables studied, the role of fathers in the lives of these adolescents was the most influential on academic outcomes. In this unique sample, even variables such as involvement with child protective services were not significantly related to outcomes after important control variables were factored into analyses. Results of this study have important implications for future research and for prevention and intervention efforts in urban, at‐risk samples. Emphasis is made for work in the school context, particularly for school psychologists. © 2011 Wiley Periodicals, Inc. 相似文献
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本文运用对比法,从四个方面着重剖析现代高新技术对图书馆信息服务的作用,指出了现代高新技术在信息服务工作中的各种障碍,以及克服这些障碍所采取的具体措施.并阐述了现代化技术在信息服务中的关键问题是培养跨世纪人才. 相似文献
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为了吸取我国古代养生健身精华,从理论上部析了我国古代著名的思想家老子和庄子丰富的养生思想中的几个片段。结果表明老庄学派确有积极的现实意义。 相似文献
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