Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realization of their potential for enhancing primary children’s learning can be affected by many factors. This paper focuses on teachers’ perceptions of classroom animals, drawing on accounts and reflections provided by 19 participants located in an Australian primary school where each classroom kept an animal. This study aims to progress the conversation about classroom animals, the learning opportunities that they afford, and the issues they present. Phenomenographic analysis of data resulted in five categories of teachers’ perceptions of the affordances and constraints of keeping classroom animals. 相似文献
The cucumber mosaic virus (CMV) isolate P1 caused very mild symptoms on many plant species After serial passages by mechanical
inoculation over five years, CMV P1 caused severe symptoms on several tobacco cultivars and tomato. A specific band of approximately
0.3 kb in length was amplified by RT-PCR with primers synthesized based on reported CMV satellite RNA (satRNA) sequences.
Sequence analysis showed there were two satRNAs (Sat-P1-1 and Sat-P1-2). Sat-P1-1 contained 335 nucleotides, and Sat-P1-2
contained 394 nucleotides. These two satRNAs shared 64% overall nucleotide sequence homology, and differences between the
two satRNAs included mutations as well as deletions. Sat-P1-1 was identical to a satRNA (Z96099) reported in 1995 in CMV P1.
Based on differences in the sequence and secondary structure between these two satRNAs, we conclude that Sat-P1-2 represents
the emergence of a new satellite (necrotic satellite) from attenuated satRNA populations. The possible effect of the emergence
of this new satRNA is discussed.
Project supported by research grants from the Teaching and Research Award Program for Outstanding Teachers in Higher Education
Institutes of the Ministry of Education of China and by the National Outstanding Youth Foundations of National Natural Science
Foundation of China (No. 30125032).
PhD student in Zhejiang University, from Agrarian University of Havana, Cuba. 相似文献
Whether we know it or not, the environment teaches children how to read. The symbols, pictures, and print in our classrooms are a foundation for later reading. Children need useful and practical information communicated through visual messages.Sandra L. Gordon and Beth C. Anderson are Associate Professors in the Education Department at Moorhead State University in Minnesota. 相似文献
It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.
Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes. 相似文献
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
The majority of naturalistic reading occurs within passages. Therefore, it is important to understand how reading in context affects the division of labor between semantic and orthographic processing. However, it is difficult to compare the cognitive processes elicited by reading in context and lists because of the perceptual differences that define them. In 2 experiments, undergraduate students read 72 different words divided across three conditions (context, semantic-list, and orthographic-list). Participants then completed a memory task that was used to estimate either the semantic processing (surprise recall; Experiment 1) or orthographic processing (word stem completion; Experiment 2) elicited during reading. In both experiments, memory performance for words read in context more closely resembled words read in the semantic-list condition and differed greatly from those read in the orthographic-list condition. We interpret these results as showing that contextual reading biases the division of labor toward semantic processing and away from orthographic processing. 相似文献