Quantification of Helicobacter pylori levels in soil samples from public playgrounds in Spain     

Leonardo Martín Pérez  Francesc Codony  Daniela López Leyton  Mariana Fittipaldi  Bárbara Adrados  Jordi Morató 《Journal of Zhejiang University. Science. B》2010,11(1):27-29

Helicobacter pylori are ubiquitous Gram-negative bacteria with a high estimated level of infection in the world populations, but a majority of the infected persons are asymptomatic. This pathogen has been classified by the World Health Organization as a class I carcinogen and recognized as the causal agent of most peptic ulcers and chronic gastritis that might lead to stomach cancer. Although not all the transmission pathways of these bacteria into humans have been properly identified, enough data have suggested that the oral-oral or fecal-oral ones are the main infection routes. Helicobacter pylori have been detected in non-treated water and in drinking water, which suggested that water might be an important infection source. As childhood is the critical period of infection, the aim of the present work was to examine the presence of Helicobacter pylori in soil samples from public playing areas of Spanish parks.  相似文献   

Professor Pontecorvo, concerned scientist or notorious spy? Science, secrecy, and identity in the atomic age     

Daniela Monaldi 《Metascience》2013,22(3):599-602

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Prayer for a Sleeping Child: Iconography of the Funeral Ritual of Little Angels in Mexico     

Daniela Marino 《Journal of American culture (Malden, Mass. : 2003)》1997,20(2):37-44

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Organisationsentwicklungen und De-Institutionalisierungsprozesse im Sport     

Piepgras  Daniela  Teubert  Hilke 《Sportwissenschaft》2003,33(1):104-107

German Journal of Exercise and Sport Research -  相似文献   

A Review of: “Paul D'Angelo & Jim A. Kuypers (Eds.). Doing News Framing Analysis: Empirical and Theoretical Perspectives.”     

Daniela V. Dimitrova 《Mass Communication and Society》2013,16(4):547-549

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‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement     

Daniela Sime  Marion Sheridan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):327-342

Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children’s social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children’s development can have positive effects on both parents’ skills and the educational progress of their children.

Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children’s learning.

Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals.

Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes.

Results: While all parents recognised the value of education for their children’s social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families’ economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon.

Conclusions: We draw on concepts of social and cultural capital to examine parents’ positioning in relation to their children’s education. The conclusion highlights parents’ strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups.  相似文献   

Empowering Staff in Dementia Long-Term Care: Towards a More Supportive Approach to Interventions     

Daniela Figueiredo  Ana Barbosa  Joana Cruz  Alda Marques  Liliana Sousa 《Educational gerontology》2013,39(6):413-427

This pilot-study aimed to assess a psychoeducational program for staff in care homes. The program was designed to increase knowledge regarding dementia care, promote skills to integrate motor and multisensory stimulation in daily care, and develop coping strategies to manage emotional work-related demands. Six staff members received eight psychoeducational sessions held fortnightly and individualized assistance during the provision of morning care to six residents with dementia. An audio-recorded focus group interview with staff and video recordings of residents' behavior during morning care were made and used to assess the program. Staff reported several benefits: acquisition of new knowledge; demystification of preexisting beliefs related to dementia; group cohesion; self-worth feelings; and positive coping. A trend towards improvements at residents' levels of interaction was found. The findings suggest the need of interventions to go beyond the objectives exclusively centered on staff education and the promotion of residents' well-being. This should be achieved by also allowing workers to feel supported and empowered.  相似文献   

Climate change education: quantitatively assessing the impact of a botanical garden as an informal learning environment     

Daniela Sellmann  Franz X. Bogner 《Environmental Education Research》2013,19(4):415-429

Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing the test scores revealed a significant short-term knowledge gain as well as a long-term knowledge gain. Consequently, our results show the potentials of botanical gardens as effective learning environments, and for complementing formal school-based learning settings regarding climate change education.  相似文献   

Drawing digital pictures: An investigation of primary pupils’ representations of ICT and schools     

Neil Selwyn  Daniela Boraschi  Suay Melisa Özkula 《British Educational Research Journal》2009,35(6):909-928

The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use.  相似文献   

Le lancement des projectiles     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1979,10(2):147-159

Sans résumé  相似文献