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排序方式: 共有133条查询结果,搜索用时 15 毫秒
61.
Emily R. Kirk Jennifer A. Becker Christopher H. Skinner Jamie Yarbrough Fearrington Sara J. McCane‐Bowling Christie Amburn Elisa Luna Corinne Greear 《Psychology in the schools》2010,47(9):931-943
Teacher referrals for consultation resulted in two independent teams collecting evidence that allowed for a treatment component evaluation of color wheel (CW) procedures and/or interdependent group‐oriented reward (IGOR) procedures on inappropriate vocalizations in one third‐ and one first‐grade classroom. Both studies involved the application of B‐C‐D‐C designs, with the initial B phase involving the application of independent group‐oriented punishment (IGOP) procedures that were applied in all classrooms at the respective schools and maintained across all phases of the studies. In Study I, the C phase involved that application of IGOP, IGOR, and CW; CW was withdrawn in the D phase and reinstated in the subsequent C phase. In Study II, IGOP procedures were supplemented with CW procedures (first C phase), then IGOR procedures were added (D phase) and withdrawn (second C phase). Results from the two studies converge and provide evidence that CW procedures are effective when applied with IGOP procedures and that supplementing them with IGOR procedures may have little classwide impact on inappropriate vocalizations. © 2010 Wiley Periodicals, Inc. 相似文献
62.
Elisa M. Stone 《CBE life sciences education》2014,13(1):90-101
New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher''s investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. 相似文献
63.
Gabriel Lima-Oliveira Gian Luca Salvagno Giuseppe Lippi Elisa Danese Matteo Gelati Martina Montagnana Geraldo Picheth Gian Cesare Guidi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):343-349
Background:
Presently the necessity of fasting time for coagulation tests is not standardized. Our hypothesis is that this can harm patient safety. This study is aimed at evaluating whether a light meal (i.e. breakfast) can jeopardize laboratory coagulation tests.Materials and methods:
A blood sample was firstly collected from 17 fasting volunteers (12 h). Immediately after blood collection, the volunteers consumed a light meal. Then samples were collected at 1, 2 and 4 h after the meal. Coagulation tests included: activated partial thromboplastin time (APTT), prothrombin time (PT), fibrinogen (Fbg), antithrombin III (AT), protein C (PC) and protein S (PS). Differences between samples were assessed by Wilcoxon ranked-pairs test. The level of statistical significance was set at P < 0.05. Mean % differences were determined and differences between and baseline and 1, 2 and 4h samples were compared with reference change value (RCV).Results:
A significantly higher % activity of AT was observed at 1 h and 4 h after meal vs. baseline specimen [113 (104–117) and 111 (107–120) vs. 109 (102–118), respectively; P = 0.029 and P = 0.016]. APTT at 2 h was found significantly lower than baseline samples [32.0 (29.9–34.8) vs. 34.1 (32.2–35.2), respectively; P = 0.041]. The results of both Fbg and PS tests were not influenced by a light meal. Furthermore, no coagulation tests had significant variation after comparison with RCV.Conclusion:
A light meal does not influence the laboratory coagulation tests we assessed, but we suggest that the laboratory quality managers standardize the fasting time for all blood tests at 12 hours, to completely metabolize the lipids intake. 相似文献64.
Nolan L. Cabrera Elisa L. Meza Andrea J. Romero Roberto Cintli Rodríguez 《The Urban Review》2013,45(1):7-22
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely “ditching,” and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. 相似文献
65.
Tiina Turunen Noona Kiuru Elisa Poskiparta Pekka Niemi Jari-Erik Nurmi 《Scientific Studies of Reading》2013,17(2):161-177
ABSTRACTSchool bullying is associated with externalizing and internalizing problems, but little is known about whether reading difficulties also play a part. We asked how, in Grades 1 and 2, word reading skills and externalizing/internalizing problems predict the degree to which students are involved in bullying in Grade 3. Using a sample of 480 Finnish children (M age = 7 years 2 months at the beginning of the study), developmental profiles were identified using mixture modeling based on reading skills, as well as externalizing and internalizing problems. In Grade 3, one fifth of the students were involved in bullying as victims, bullies, or bully/victims. Poor readers with externalizing/internalizing problems were most involved as bullies and bully/victims but not as victims. Average readers with externalizing/internalizing problems were also involved in bullying, whereas students with only reading difficulties were not. Skilled readers displayed little externalizing/internalizing problems and were not involved in bullying. 相似文献
66.
Effects of exercise intensity on salivary antimicrobial proteins and markers of stress in active men
Judith E. Allgrove Elisa Gomes John Hough Michael Gleeson 《Journal of sports sciences》2013,31(6):653-661
Abstract In the present study, we assessed the effects of exercise intensity on salivary immunoglobulin A (s-IgA) and salivary lysozyme (s-Lys) and examined how these responses were associated with salivary markers of adrenal activation. Using a randomized design, 10 healthy active men participated in three experimental cycling trials: 50% maximal oxygen uptake ([Vdot]O2max), 75%[Vdot]O2max, and an incremental test to exhaustion. The durations of the trials were the same as for a preliminary incremental test to exhaustion (22.3 min, s x = 0.8). Timed, unstimulated saliva samples were collected before exercise, immediately after exercise, and 1 h after exercise. In the incremental exhaustion trial, the secretion rates of both s-IgA and s-Lys were increased. An increase in s-Lys secretion rate was also observed at 75%[Vdot]O2max. No significant changes in saliva flow rate were observed in any trial. Cycling at 75%[Vdot]O2max and to exhaustion increased the secretion of α-amylase and chromogranin A immediately after exercise; higher cortisol values at 75%[Vdot]O2max and in the incremental exhaustion trial compared with 50%[Vdot]O2max were observed 1 h immediately after exercise only. These findings suggest that short-duration, high-intensity exercise increases the secretion rate of s-IgA and s-Lys despite no change in the saliva flow rate. These effects appear to be associated with changes in sympathetic activity and not the hypothalamic – pituitary – adrenal axis. 相似文献
67.
Albert Sangrá Juliana Elisa Raffaghelli Montse Guitert-Catasús 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1619-1638
The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. 相似文献
68.
69.
Elisa Cimetta Mauro Franzoso Marta Trevisan Elena Serena Alessandro Zambon Stefano Giulitti Luisa Barzon Nicola Elvassore 《Biomicrofluidics》2012,6(2):024127-12
Advanced cell culture systems creating a controlled and predictable microenvironment together with computational modeling may be useful tools to optimize the efficiency of cell infections. In this paper, we will present a phenomenological study of a virus-host infection system, and the development of a multilayered microfluidic platform used to accurately tune the virus delivery from a diffusive-limited regime to a convective-dominated regime. Mathematical models predicted the convective-diffusive regimes developed within the system itself and determined the dominating mass transport phenomena. Adenoviral vectors carrying the enhanced green fluorescent protein (EGFP) transgene were used at different multiplicities of infection (MOI) to infect multiple cell types, both in standard static and in perfused conditions. Our results validate the mathematical models and demonstrate how the infection processes through perfusion via microfluidic platform led to an enhancement of adenoviral infection efficiency even at low MOIs. This was particularly evident at the longer time points, since the establishment of steady-state condition guaranteed a constant viral concentration close to cells, thus strengthening the efficiency of infection. Finally, we introduced the concept of effective MOI, a more appropriate variable for microfluidic infections that considers the number of adenoviruses in solution per cell at a certain time. 相似文献
70.
Imelda S. Caleon Yuen Sze Michelle Tan Young Hoan Cho 《Research in Science Education》2018,48(1):117-149
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics. 相似文献