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911.
对南京市1068名在校小学生采用整群分层抽样方式进行的生命意识问卷调查显示,小学生对生命现象已形成初步认识,但对于死亡现象存在一定程度的认识偏差;对生命价值有所感知与体验,但层次较浅;学习是小学生生活的中心与主导活动;小学生对生活趣味的感知与体验不足,缺乏自觉意识,生活质量有待提高。开展小学生生命教育具有深远意义,应当构建小学生生命教育内容并选择恰当的实施途径。 相似文献
912.
Over the past three decades, the environmental justice movement has developed out of growing concern about unequal distribution of environmental harm and unequal access to environmental resources. The mainstream environmental movement has been criticized for failing to address adequately environmental justice issues. Several scholars have claimed that environmental education has also failed to incorporate environmental justice concepts regarding the unequal distribution of environmental harm, but no studies thus far have tried to measure this claim empirically. This content analysis examines the level of inclusion of environmental justice concepts, as well as their context of representation, within mainstream, US national, 6–12 environmental education curricula. National curricula from Project WILD, Project Learning Tree, Project WET and the World Wildlife Fund were examined in this study. All guides were developed between the late 1990s and early 2000s, but were revised more recently. A total of 224 lessons were reviewed and evaluated based on several environmental justice indicators, with consideration for the presence of these indicators and whether they were presented within an environmental justice context. The lessons were also coded for implied environmental justice content and supplementary sections of the educational guides, such as appendices and conceptual frameworks, were also coded. The results suggest that these curriculum guides often address issues related to environmental justice (e.g. environmental health impacts on humans); however, they rarely present the issues within an explicit environmental justice context. The guides also rarely address issues traditionally considered to be environmental justice issues. The results show many missed opportunities to incorporate environmental justice, indicating that lessons could be adapted easily to be more inclusive. These results reveal potential cooperative opportunities between those calling for more environmental justice inclusion in mainstream environmental education and those who create mainstream guides. 相似文献
913.
Kathryn S. Young 《Teaching and Teacher Education》2011,27(2):483-493
The purpose of this spatial study is to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. The data provides evidence for the pervasive separation between general and special education within the new program. This study points to the importance of examining space in relation to teacher education reform as a way to highlight where policy, institutional, programmatic, physical, and pedagogic changes are needed to support inclusive teacher preparation. 相似文献
914.
Michael Young 《课程研究杂志》2015,47(6):820-837
In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory. 相似文献
915.
Chad Ebesutani Matthew Fierstein Andres G. Viana Lindsay Trent John Young Manuel Sprung 《Psychology in the schools》2015,52(3):223-234
Identifying mechanisms that explain the relationship between anxiety and depression are needed. The Tripartite Model is one model that has been proposed to help explain the association between these two problems, positing a shared component called negative affect. The objective of the present study was to examine the role of loneliness in relation to anxiety and depression. A total of 10,891 school‐based youth (Grades 2–12) and 254 clinical children and adolescents receiving residential treatment (Grades 2–12) completed measures of loneliness, anxiety, depression, and negative affect. The relationships among loneliness, anxiety, depression, and negative affect were examined, including whether loneliness was a significant intervening variable. Various mediational tests converged showing that loneliness was a significant mediator in the relationship between anxiety and depression. This effect was found across children (Grades 2–6) and adolescent (Grades 7–12) school‐based youth. In the clinical sample, loneliness was found to be a significant mediator between anxiety and depression, even after introducing negative affect based on the Tripartite Model. Results supported loneliness as a significant risk factor in youths' lives that may result from anxiety and place youth at risk for subsequent depression. Implications related to intervention and prevention in school settings are also discussed. 相似文献
916.
Amelia Guadalupe-Grau Ulla Plenge Signe Helbo Marianne Kristensen Peter Riis Andersen Angela Fago 《Journal of sports sciences》2015,33(6):570-578
The present investigation was performed to elucidate if the non-erythropoietic ergogenic effect of a recombinant erythropoietin treatment results in an impact on skeletal muscle mitochondrial and whole body fatty acid oxidation capacity during exercise, myoglobin concentration and angiogenesis. Recombinant erythropoietin was administered by subcutaneous injections (5000 IU) in six healthy male volunteers (aged 21 ± 2 years; fat mass 18.5 ± 2.3%) over 8 weeks. The participants performed two graded cycle ergometer exercise tests before and after the intervention where VO2max and maximal fat oxidation were measured. Biopsies of the vastus lateralis muscle were obtained before and after the intervention. Recombinant erythropoietin treatment increased mitochondrial O2 flux during ADP stimulated state 3 respiration in the presence of complex I and II substrates (malate, glutamate, pyruvate, succinate) with additional electron input from β-oxidation (octanoylcarnitine) (from 60 ± 13 to 87 ± 24 pmol · s?1 · mg?1 P < 0.01). β-hydroxy-acyl-CoA-dehydrogenase activity was higher after treatment (P < 0.05), whereas citrate synthase activity also tended to increase (P = 0.06). Total myoglobin increased by 16.5% (P < 0.05). Capillaries per muscle area tended to increase (P = 0.07), whereas capillaries per fibre as well as the total expression of vascular endothelial growth factor remained unchanged. Whole body maximal fat oxidation was not increased after treatment. Eight weeks of recombinant erythropoietin treatment increases mitochondrial fatty acid oxidation capacity and myoglobin concentration without any effect on whole body maximal fat oxidation. 相似文献
917.
Examining relative age effects on performance achievement and participation rates in Masters athletes 总被引:2,自引:0,他引:2
Although the relative age effect has been widely observed in youth sports (Musch & Grondin, 2001), it is unclear whether it generalizes across the lifespan. The purpose of this study was to examine the relative age effect among a population of Masters athletes using archived data. Two successive studies examined the frequency of record-setting achievements (Study 1) and the frequency of participation entries (Study 2) at the US Masters track-and-field and swimming championships as a function of an individual's constituent year within any 5-year age category. Results of Study 1 indicated that the probability of setting a record increased if Masters athletes were in the first year, and decreased if they were in the third, fourth or fifth year, of an age category. Results of Study 2 indicated that the likelihood of participating in the National championships increased if Masters athletes were in the first or second year, and decreased if they were in the fourth or fifth year, of an age category. We highlight and discuss potential advantages afforded to Masters athletes who are relatively younger than their peers in the same 5-year age category. 相似文献
918.
Marianne Modica 《Multicultural Perspectives》2013,15(1):38-43
The “Whites as victims” motif in conversations about race has been well documented in recent decades. When discussing affirmative action hiring policies, a common belief expressed by Whites is that people of color have been permitted to progress unfairly at the expense of harder working Whites. Whites using this discourse see themselves as victims of a political process that ignores individual responsibility and caters to people of color who are not willing to work toward their own success. Using students’ Blackboard discussion forum postings, the author analyzes ideas about race expressed by students in education classes at a small denominational Christian college in the northeastern United States, and compares these students’ constructions of race to those analyzed in previous research using Whites as subjects in both religious and non-religious settings. The author argues that these students do not differ in their constructions of race and racism from other Whites in non-religious settings. Further, with more complete education and intentional conversation about the history of racism in the United States, these students are able to incorporate understandings of deeper structural causes of racial inequality. 相似文献
919.
920.