VII. PHYSICAL GROWTH AND MATURATION FOLLOWING EARLY SEVERE INSTITUTIONAL DEPRIVATION: DO THEY MEDIATE SPECIFIC PSYCHOPATHOLOGICAL EFFECTS?     

Edmund J. Sonuga‐Barke  Wolff Schlotz  Michael Rutter 《Monographs of the Society for Research in Child Development》2010,75(1):143-166

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Dietary supplements     

Ron J Maughan  Doug S King  Trevor Lea 《Journal of sports sciences》2013,31(1):95-113

For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread.  相似文献   

Banking on Knowledge: The new knowledge projects of the World Bank     

Kenneth King 《Compare》2002,32(3):311-326

The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries. Beginning with its president's decision in 1996 to become 'the Knowledge Bank', different elements within the Bank went on to elaborate a knowledge discourse, most notably within the World Development Report on Knowledge for Development (1998), as well as a whole series of 'knowledge projects' and 'knowledge-based initiatives'. The article examines some of the tensions and debates that are at the very heart of the Bank's desire to become a knowledge agency. Amongst these, some of the more salient are the implications of the new knowledge discourse for the Bank's changing priorities towards education; the trade-off between knowledge sharing for the improved efficiency of Bank operations versus knowledge development by the Bank's clients; and the use of information and communications technology to create a global knowledge hypermarket, called the Development Gateway.  相似文献   

The Forces Shaping National Response(s) to Global Educational Regulatory Initiatives: The Case for Germany and Ontario     

Edmund G. Adam 《Interchange》2017,48(4):331-350

This article argues that the stance toward global regulatory initiatives is influenced by the extent to which these regulatory initiatives threaten the comparative institutional advantages of the national economy. The cases through which this proposition is examined are the showpieces of Germany and Ontario: their system of vocational education and training. The article draws on the Varieties of Capitalism literature to explore the factors that implicated the most into the educational reforms introduced in Germany in the context of the Bologna Process. In the case of Ontario, the paper used educational reforms in the context of two OECD reports, Learning for Job and A Skills beyond School. The paper concludes that comparative institutional advantage and the institutional complementarity sustaining it explain the different trajectories countries take in their response to global pressures.  相似文献   

The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations     

Edmund J. S. Sonuga‐Barke  Jim Stevenson  Margaret Thompson  Mike Lamparelli  Mandy Goldfoot 《教育心理学》1995,15(2):141-148

The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.  相似文献   

Does your approach to time matter for your learning? The role of time perspectives on engagement and achievement     

Ronnel B. King 《教育心理学》2016,36(7):1264-1284

Time perspectives have been found to be related to a wide range of psychological phenomena. However, in the educational context, there remains to be a lack of research on how they relate to important academic outcomes. Therefore, the aim of this research was to examine how time perspectives are related to educational outcomes such as engagement, its opposite disaffection and achievement. A model positing time perspectives as antecedents, engagement and disaffection as mediators, and academic achievement as an outcome was proffered. Filipino university students were recruited to answer relevant questionnaires. Results showed that future and past-positive time perspectives were positively associated with engagement and negatively associated with disaffection. Past negative and present fatalistic time perspectives were associated with disaffection. Interestingly, present fatalistic time perspective was related to both positive (engagement) and negative (disaffection) outcomes. A cultural explanation was proposed. Moreover, engagement positively predicted academic achievement, while disaffection negatively predicted it. Implications for integrating research on individual differences in time perspectives and academic outcomes are discussed.  相似文献   

Is day care safe? A review of research on accidental injuries     

Charles W. Snow  Jane King Teleki  David M. Cline  Kathleen Dunn 《Early Childhood Education Journal》1992,19(3):28-31

A major concern about the effects of day care has been the safety of the children who participate. Although studies are limited, a body of research literature is beginning to emerge that provides some important information about the magnitude of accidental injuries in day care centers.Charles W. Snow is Professor and Jane King Teleki is Associate Professor, Department of Child Development and Family Relations; David M. Cline is Assistant Professor, Department of Emergency Medicine; and Kathleen Dunn is Clinical Instructor, Department of Preventive Medicine and Public Health Policy, East Carolina University, Greenville, NC.  相似文献   

A Critical Review of Line Graphs in Behavior Analytic Journals     

Richard M. KubinaJr.  Douglas E. Kostewicz  Kaitlyn M. Brennan  Seth A. King 《Educational Psychology Review》2017,29(3):583-598

Visual displays such as graphs have played an instrumental role in psychology. One discipline relies almost exclusively on graphs in both applied and basic settings, behavior analysis. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. Behavior analysis, like the rest of psychology, has opted to use non-standard line graphs. Therefore, the degree to which graphical quality occurs remains unknown. The current article surveys the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicate a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors, future directions for graphing in the field of behavior analysis, and the need for standards adopted for line graphs follows.  相似文献   

Incorporating technologies into a flexible teaching space     

Mike Joy  Jonathan Foss  Emma King  Jane Sinclair  Jirarat Sitthiworachart  Rachel Davis 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):272-284

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.  相似文献   

Youth,skills development,and work in the Education for All Global Monitoring Report 2012: Learning from Asia or for Asia?     

Kenneth King 《Prospects》2014,44(2):141-158

The article underlines the historic importance of the treatment of skills development, finally, by the Education for All Global Monitoring Report (GMR) team. Among the many challenges in its analysis are the multiple and overlapping meanings of the word skill, and the consequent difficulties of quantifying and monitoring efforts at skills development. The positioning of skills development within secondary education is a further area of huge diversity and contestation. Beyond this, the claimed relationships between skills and growth require careful teasing out. As important as any, however, are the relations amongst skills, work, and employment (and unemployment) in both the urban and rural informal sectors. The article argues that although GMR 2012 breaks a great deal of new ground in addressing skills development, it ends up being rather a school-based account of skill; very little attention is given to post-school skills development in the further education and training colleges of many societies. Equally, it underplays the impact of the wider macroeconomic environment on skills development. Finally, the article suggests that much can be learned from Asia, as well as for Asia, in this crucial world of skills development.  相似文献