Distinguishing between poor/dysfunctional parenting and child emotional maltreatment     

Wolfe DA  McIsaac C 《Child abuse & neglect》2011,35(10):802-813

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Fundamental movement skill performance of preschool children in relation to family context     

Cools W  De Martelaer K  Samaey C  Andries C 《Journal of sports sciences》2011,29(7):649-660

Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father-child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.  相似文献   

Bandpass sorting of heterogeneous cells using a single surface acoustic wave transducer pair     

Gergely Simon  Caroline Busch  Marco A. B. Andrade  Julien Reboud  Jonathan M. Cooper  Marc P. Y. Desmulliez  Mathis O. Riehle  Anne L. Bernassau 《Biomicrofluidics》2021,15(1)

Separation and sorting of biological entities (viruses, bacteria, and cells) is a critical step in any microfluidic lab-on-a-chip device. Acoustofluidics platforms have demonstrated their ability to use physical characteristics of cells to perform label-free separation. Bandpass-type sorting methods of medium-sized entities from a mixture have been presented using acoustic techniques; however, they require multiple transducers, lack support for various target populations, can be sensitive to flow variations, or have not been verified for continuous flow sorting of biological cells. To our knowledge, this paper presents the first acoustic bandpass method that overcomes all these limitations and presents an inherently reconfigurable technique with a single transducer pair for stable continuous flow sorting of blood cells. The sorting method is first demonstrated for polystyrene particles of sizes 6, 10, and 14.5 μm in diameter with measured purity and efficiency coefficients above 75 ± 6% and 85 ± 9%, respectively. The sorting strategy was further validated in the separation of red blood cells from white blood cells and 1 μm polystyrene particles with 78 ± 8% efficiency and 74 ± 6% purity, respectively, at a flow rate of at least 1 μl/min, enabling to process finger prick blood samples within minutes.  相似文献   

The role that schools hold in supporting young people with selective mutism: a systematic literature review     

Joe White  Caroline Bond 《Journal of Research in Special Educational Needs》2022,22(3):232-242

Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).  相似文献   

Analogical reasoning in adolescents with intellectual disability: effects of external memories and time processing     

Caroline Denaes  Jean‐Louis Berger 《Journal of Research in Special Educational Needs》2014,14(2):82-95

Analogical reasoning involves the comparison of pictures as well as the memorisation of relations. Young children (4–7 years old) and students with moderate intellectual disability have a short memory span, which hampers them in succeeding traditional analogical tests. In the present study, we investigated if, by providing external memory hints, the visual aid could enable these participants to succeed in analogies comprising more relations than their memory span was able to manage. Our analogical test, composed of 2 × 2 matrices, was administered in two versions: the standard version, similar to traditional tests, required the participant to memorise all the relations involved in order to discover the solution, whereas the construction version required him/her to construct the answer part by part by using external memories, which potentially increased success by offloading the memory. Our results show that students with moderate intellectual disability reached results similar to typically developing control children when provided with external memory hints (referred to as external memories). Moreover, in the most complex levels of the test, they did not spend more time than control children in solving the analogies.  相似文献   

National Library of Medicine Classification User Group (UK) Immunology for librarians: report of a meeting held on 16 November 1983 at the Wellcome Institute for the History of Medicine     

Caroline Sheard 《Health information and libraries journal》1984,1(1):50-51

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Reviews and Update     

Giles Barrow  Susan Askew  Caroline Lodge 《Pastoral Care in Education》2003,21(3):30-33

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国际学术出版开放式访问(OA):Ⅱ.开放访问期刊"作者付费模式"的实践与争论   总被引：3，自引：2，他引：1  

李若溪  Fytton Rowland 《编辑学报》2006,18(4):315-318

综述当前国际学术出版界开放访问(OA)运动实践和理论研究的热点问题之一--OA期刊的"作者付费模式".讨论该经营模式的收费来源和方式,经营成本估算和现行的价格标准.对比了OA期刊与传统期刊的经营模式的区别和利弊,分析了OA期刊的可持续发展存在的问题.  相似文献   

Relationships Between Teaching and Research     

Stephen Rowland 《Teaching in Higher Education》2013,18(1):7-20

Abstract

This paper reports a study conducted amongst heads of department at a British university into their perspectives of teaching and research. It explores the reasons why research is given higher status, even though academics believe that, in principle, both aspects of the lecturer's role are equally valuable and mutually supportive. The links between teaching and research are investigated, and the categories of ‘teaching’ and ‘research’ are found to be somewhat inadequate concepts for distinguishing between different aspects of the academic role. The article concludes that closer relationships between the two can provide the basis for a programme to improve the quality of university teaching. Such an approach is underpinned by the view that students’ understandings should be taken seriously. They can make a significant contribution to the lecturer's research, as well as to student learning.  相似文献   

An interview with Geoff Whitty & Michael Worton     

Len Barton  Stephen Rowland 《Teaching in Higher Education》2013,18(4):563-578

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