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1.
Estelle Macdonald Uttom Chowdhury Jackie Dabney Miranda Wolpert Samuel M. Stein 《Emotional and Behavioural Difficulties》2013,18(1):43-52
Abstract An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt. 相似文献
2.
Ortiz R Jiménez JE García Miranda E Guzmán Rosquete R Hernández-Valle I Rodrigo M Estévez A Díaz A Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92
The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit. 相似文献
3.
4.
Miranda Lee Pao 《Information processing & management》1985,21(4):305-320
Instead of the commonly accepted inverse square law, Lotka's original formulation was based on a more general inverse power law: xn·y = c. The exponent and the constant must be estimated from the given set of author productivity data. A step-by-step outline is presented for testing the applicability of Lotka's law. Steps include the computation of the values of the exponent and the constant based on Lotka's method, and the test for significance of the observed frequency distribution against the estimated theoretical distribution derived from Lotka's formula. 相似文献
5.
Based on quantitative data from the Norwegian Statistisk Sentralbyrå (Statistics Norway) study of Mosjon, Friluftsliv og Kulturaktiviteter, this paper explores trends in Norwegians' participation in sports, with a focus on young people. Norway boasts particularly high levels of sports participation as well as sports club membership and young Norwegians are the quintessential sporting omnivores. Among other things, the Statistics Norway study reveals substantial increases in participation (among young people and females especially) during the period 1997–2007, a shift in the peak of participation to the late teenage years, a relatively high level of lifelong participants, a re-bound effect in the post-child rearing years and a growth in lifestyle sports. Young Norwegians grow up in a socio-economic context of relative equality between the sexes and high standards of living. An abundance of natural and artificial outdoor and indoor sporting facilities alongside a well-established voluntary sports club sector and an elementary school system that emphasizes physical exercise and recreation, as well as high levels of parental involvement, add to the favourable socio-economic conditions to create seemingly optimal circumstances for sports participation. All these reinforce the sporting and physical recreation cultures deeply embedded in Norwegian society and embodied by the very many middle-class parents in a country which, for the time being at least, remains relatively young in demographic terms. In terms of lessons to be learned for policy towards sports and physical education beyond Norway, there may be grounds for some optimism around parental involvement in children's sport as well as the potential appeal of lifestyle sports. That said, it is likely to be the greater socio-economic equalities in Scandinavian countries such as Norway that make them unrealistic benchmarks for sports participation elsewhere. 相似文献
6.
Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however, that in this aspect of their professional knowledge PE teachers might not be as conversant with patterns of participation—among young people, generally, and their own pupils, in particular—as one might expect. In order to examine this tentative hypothesis, the present study involved focus groups with a total of 29 PE teachers at six secondary schools in England. A central finding of the study was that PE teachers' perceptions of their youngsters' leisure-sport lives tended to be characterized by a blend of myth and reality. Many teachers, for example, underestimated the levels of participation in leisure-sport both of their own pupils and the 15–16 years age group, generally. Nevertheless, the teachers' observations regarding what amounted to growing and diversifying sporting repertoires among their pupils were, to a greater or lesser degree, commensurate with the profiles reported by the pupils, and with wider trends associated with the changing lifestyles and preferences of young people. The paper concludes by briefly locating this study of professional knowledge within the sociology of knowledge, while observing that the content and form of PE for Year 11 pupils at the six schools in this study appeared to be informed by the common-sense, everyday knowledge of PE teachers rather than by evidence from national or local surveys of young people or studies of their own pupils. 相似文献
7.
Manuel Toral Ibañez Margarita Caru Miguel A. Herrera Luis Gonzalez Luis M. Martin Jorge Miranda Rafael M. Navarro-Cerrillo 《Journal of Zhejiang University. Science. B》2009,10(2):112-119
A protocol of polymerase chain reaction-random amplified polymorphic DNAs (PCR-RAPDs) was established to analyse the gene
diversity and genotype identification for clones of Sequoia sempervirens (D. Don) Endl. in Chile. Ten (out of 34) clones from introduction trial located in Voipir-Villarrica, Chile, were studied.
The PCR-RAPDs technique and a modified hexadecyltrimethylammonium bromide (CTAB) protocol were used for genomic DNA extraction.
The PCR tests were carried out employing 10-mer random primers. The amplification products were detected by electrophoresis
in agarose gels. Forty nine polymorphic bands were obtained with the selected primers (BG04, BF07, BF12, BF13, and BF14) and
were ordered according to their molecular size. The genetic similarity between samples was calculated by the Jaccard index
and a dendrogram was constructed using a cluster analysis of unweighted pair group method using arithmetic averages (UPGMA).
Of the primers tested, 5 (out of 60) RAPD primers were selected for their reproducibility and high polymorphism. A total of
49 polymorphic RAPD bands were detected out of 252 bands. The genetic similarity analysis demonstrates an extensive genetic
variability between the tested clones and the dendrogram depicts the genetic relationships among the clones, suggesting a
geographic relationship. The results indicate that the RAPD markers permitted the identification of the assayed clones, although
they are derived from the same geographic origin.
Project (No. CONICYT-FONDEF PROYECT D01 I 1008) supported by the National Commission of Science and Research of Chile 相似文献
8.
This study is an extension of an initial study conducted by Wiese Rogers in 1992 that examined the diversity literature in school psychology journals. The purpose of this study was to review all research published in four major school psychology journals during the decade of the 90s for diversity content to determine if there had been an increase. Results indicated that 10.6% of the articles have diversity as a focus, a slight increase over Wiese Rogers's findings. Assessment continues to be the area that has the greatest number of diversity articles. Six reasons are proposed for the continued gap in the literature base. Implications for the field of school psychology and suggestions for increasing diversity articles are provided. © 2002 Wiley Periodicals, Inc. 相似文献
9.
Paloma Díaz Ignacio Aedo Nuria Torra Pilar Miranda & María Martín 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):35-45
Computers seem to be an unquestionably useful tool to support the learning process, although positive students' and teachers' attitude towards the system is required to guarantee a successful introduction of new technologies in traditional classrooms. Training or exercises provide the students with the challenge of using their knowledge to solve concrete problems, so that they incite students to participate actively. Training can be adapted to different learning styles in order to strengthen student involvement. Moreover, tools to adapt the didactic material to several educational methods must be provided, in such a way that teachers consider the system a helpful tool rather than a substitute. Taking into account the foregoing, this paper describes a training system to create and use exercises in a hypermedia learning environment for hearing-impaired children called CESAR. 相似文献
10.
Research and evaluation has become increasingly important in many professions, including educational psychology, particularly as the profession moves to becoming more evidence‐based in its practice. The recent move to a three year doctoral programme in England, Wales and Northern Ireland may be viewed as a positive one in developing research skills, although it is also crucial to consider what could be done to extend the research skills of those already qualified. Lessons may be learned by looking to clinical psychology and some of the health professions. Finally, some further implications for the training and professional development of Educational Psychologists (EPs) in the UK are considered. 相似文献