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61.
Beate W. Hygen Jay Belsky Frode Stenseng Vera Skalicka Marianne N. Kvande Tonje Zahl-Thanem Lars Wichstrøm 《Child development》2020,91(3):861-875
Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls. 相似文献
62.
第二章神秘娱乐的层次关系
从我们的这边看出去,我们带给观众的表演是魔术效果(effect)。而从观众的角度来看呢,我们的演出可分成三种不同的感受: 相似文献
63.
Tania M. Schusler Marianne E. Krasny Scott J. Peters Daniel J. Decker 《Environmental Education Research》2009,15(1):111-127
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts. 相似文献
64.
Marianne Fenech Naomi Sweller Linda Harrison 《International Journal of Early Years Education》2010,18(4):283-296
Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research. 相似文献
65.
The nature of science (NOS) is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the concept of species is a highly discussed one in the science and the philosophy of biology. A multitude of species concepts exist, reflecting both the views and interests of researchers and their utility in different organism groups. The present study serves to address the following questions: How do textbooks in Norwegian primary and lower secondary schools present the concept of species? Can inquiries into the concept of “species” serve to highlight aspects of NOS? A review of the available literature on species and species concepts in school is also performed. In the schoolbooks, the biological species concept is commonly used as the main definition, whereas the morphological species concept is represented by additional remarks of similarity. The potential and pitfalls of using the species concept for teaching NOS are discussed, with NOS being discussed both as a family resemblance concept and as a consensus list. Teacher education is proposed as a starting point for inducing a more sophisticated view of biology into schools. 相似文献
66.
The use of university-industry collaboration in the innovation process is viewed as a major driver of firm competitiveness. The organizational dynamics underlying successful external relationships, however, remain poorly understood. Using longitudinal case studies of 15 innovation projects, we examine how firms with varying degrees of experience in collaborating with universities and public research organizations rely on different social capital dimensions to achieve successful collaborations. We find that experienced firms establish external collaborations on the basis of cognitive social capital, but this basis is reinforced by relational social capital over time. Conversely, less experienced firms initially base their university collaborations on relational social capital, which is reinforced by cognitive social capital over time. Based on these findings, we theorize on the interplay of different dimensions of social capital in university-industry collaborations over time. Our study has important implications for the management of collaborative innovation projects. In particular, it provides guidance to enable less experienced firms to develop successful collaborations with university partners. 相似文献
67.
Maximum intensity and volume rendered CT displays of caput medusae are provided to demonstrate both the anatomy and physiology of this portosystemic shunt associated with portal hypertension. Anat Sci Educ 2:184–185, 2009. © 2009 American Association of Anatomists. 相似文献
68.
When Cultural Norms Discourage Talking to Babies: Effectiveness of a Parenting Program in Rural Senegal
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In some areas of rural Africa, long‐standing cultural traditions and beliefs may discourage parents from verbally engaging with their young children. This study assessed the effectiveness of a parenting program designed to encourage verbal engagement between caregivers and infants in Wolof‐speaking villages in rural Senegal. Caregivers (n = 443) and their 4‐ to 31‐month‐old children were observed at baseline in 2013 and 1 year later at follow‐up. Results showed that caregivers in program villages nearly doubled the amount of child‐directed speech during a play session compared to baseline, whereas caregivers in matched comparison villages showed no change. After 1 year, children in program villages produced more utterances, and showed greater improvement in vocabulary and other language outcomes compared to children in comparison villages. 相似文献
69.
This paper reviews the development of education governance in South Africa during the 1990s. It outlines ambiguities within and between competing policies, tracing the historical trajectory and explaining its outcome. Apartheid governance, the attempts to reform it, policy options originating within the anti-apartheid movement, and the law passed in 1996 by the new Parliament, are discussed. Trends in South Africa during this decade have been consistent with trends in international education: decentralization, ‘rolling back the state’, privatization, increased class and/or regional disparities, and greater parental governance responsibilities. 相似文献
70.
Marianne Dickie 《高等教育研究与发展》2019,38(2):428-430