Preschool outcomes of children of depressed mothers: role of maternal behavior,contextual risk,and children's brain activity     

Dawson G  Ashman SB  Panagiotides H  Hessl D  Self J  Yamada E  Embry L 《Child development》2003,74(4):1158-1175

Children of depressed mothers are at risk for behavioral and emotional problems. Infants of depressed mothers exhibit behavioral disturbances and atypical frontal brain activity. The mechanisms by which children develop such vulnerabilities are not clear. Three-year-old children of mothers with (N = 65) and without (N = 59) a history of depression were assessed in terms of behavior problems and brain electrical activity. Children of mothers with chronic depression exhibited lower frontal and parietal brain activation compared with children of mothers without depression and those whose depression remitted. Depressed mothers reported higher contextual risk (e.g., marital discord and stress) and their children had more behavior problems. Children's frontal brain activation and contextual risk level mediated the relation between maternal depression and child behavior problems.  相似文献   

Role of essential trace minerals on the absorption of heavy metals with special reference to lead     

Herman Sunil D'Souza  Geraldine Menezes  T. Venkatesh 《Indian journal of clinical biochemistry : IJCB》2003,18(2):154-160

Heavy metals are important toxicants known to exert adverse effects in humans and animals, given sufficient exposure and accumulation in the body. This has a great concern both at personal and public health risk. Heavy metals are also known to interact with the essential trace minerals at the level of absorption and also during the metabolism. The adverse effects of the absorbed and accumulated heavy metals include neurological, reproductive, renal and hematological systems. Children are more sensitive than adults to the effects of lead. Efforts are made to understand the mechanism of the interactions of heavy metals with essential trace minerals at the level of absorption. With available sensitive and specific methodologies like Anodic Stripping Voltammetry for the evaluation of the levels of toxic heavy metals such as lead, cadmium, mercury etc., better understanding of heavy metal absorption is made possible. Due to the poor nutritional standards, risk of heavy metal exposure is still a major concern in developing countries. Studies carried out by the author have provided evidence towards the understanding of the prevailing mechanisms of metal-metal interaction at the intestinal level. During growth and development the demand for the essential minerals being at higher level, differentiation of various essential metals and heavy metals pose an inherent problem due to certain common properties shared by them. With this approach to the problem of heavy metal toxicity, it is preventable not only with environmental intervention but also by the nutritional management.  相似文献   

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform     

Virginia S. Lee  Michael R. Hyman  Geraldine Luginbuhl 《Innovative Higher Education》2007,32(1):3-18

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.  相似文献   

Literacy in church and family sites through the eyes of Samoan children in New Zealand     

John Dickie  Geraldine McDonald 《Literacy》2011,45(1):25-31

Samoan school children living in New Zealand were given disposable cameras and asked to photograph examples of the uses of reading and writing outside the school. Interviewed later, they explained their photographs including information about literacy in church and family. Rote learning and oral presentation of biblical texts that were read and committed to memory were characteristic of church literacy and supported by practices in the home as Shirley Brice Heath and others have reported. The purpose is closely connected to maintenance of Samoan culture and survival of the language. However, it was found that older siblings introduced school ways of learning to younger family members and that church literacy involved techniques for understanding and assessment that were similar to those of the school. It is asked whether the disparity in measured literacy performance of Samoan people is the consequence of a mismatch between church and family literacy and the literacy of the school.  相似文献   

The Rise of ‘The World's Largest Sport and Athletic Outfitter’: A Study of Gamage's of Holborn, 1878–1913     

Geraldine Biddle-Perry 《Sport in History》2014,34(2):295-317

This essay explores the evolution of modern sporting goods retailing through the development of Gamage's (A.W. Gamage Holborn Ltd.) before the First World War. The essay examines how Gamage's exploited new models of fashionable consumerism to create a unique retail environment that directly targeted young male consumers enjoying modern forms of sporting and recreational activities. By the end of the nineteenth century, the so-called ‘People's Popular Emporium’ purported to be the ‘world's largest sport and athletic outfitter’. The essay considers Gamage's rise to prominence in a crucial period in the development of commodity culture. It examines the changing cultural form of shops and shopping in relation to the desires of a burgeoning mass market that sought to express and visibly display its economic, sporting, and social status.  相似文献   

What can age by grade tell us about education in Australia?     

Geraldine McDonald 《The Australian Educational Researcher》2001,28(2):81-105

The education systems in the States and Territories of Australia are analyzed using age by grade (Year) tables produced by the Australian Bureau of Statistics from the 1 July returns from government and nongovernment schools. The demographic patterns of 8-year-olds at Year levels show that the system of promotion through school and the rates of retention in the early years differ by State and Territory. The factors producing these variations are explored. Indigenous/non-indigenous differences in school progress are uneven across States and Territories and there are small differences favoring girls. Policy implications for the findings are discussed.  相似文献   

Trace Lines for Testlets: A Use of Multiple-Categorical-Response Models     

David Thissen  Lynne Steinberg  Jo Ann Mooney 《Journal of Educational Measurement》1989,26(3):247-260

It is not always convenient or appropriate to construct tests in which individual items are fungible. There are situations in which small clusters of items (testlets) are the units that are assembled to create a test. Using data from a test of reading comprehension constructed of four passages with several questions following each passage, we show that local independence fails at the level of the individual questions. The questions following each passage, however, constitute a testlet. We discuss the application to testlet scoring of some multiple-category models originally developed for individual items, In the example examined, the concurrent validity of the testlet scoring equaled or exceeded that of individual-item-level scoring  相似文献   

Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms     

Todd S. Hawley  Alicia R. Crowe  Evan Mooney 《Clearing house (Menasha, Wis.)》2016,89(3):85-90

In this article, we promote the use of controversial images to enhance the discussion of social justice issues in schools. Controversial images provide rich opportunities for students to question what is occurring currently in society as well as what has occurred in the past. We provide an example set of activities to be used in teacher education that can help future teachers explore engaging methods for teaching with controversial images, discuss tensions involved with the use of controversial images, and to develop connections between using controversial images and teaching for social justice.  相似文献   

Using a blended learning approach to support women returning to STEM     

Clem Herman  Rosaria Gracia  Lesley Macniven  Bernie Clark  Geraldine Doyle 《Open Learning》2019,34(1):40-60

ABSTRACT

This paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics.  相似文献   

The invisible hand: designing curriculum in the afterward     

Lucinda McKnight  David Rousell  Jennifer Charteris  Kat Thomas  Geraldine Burke 《International journal of qualitative studies in education》2017,30(7):635-655

This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogical imagination composes both the material and immaterial, the corporeal and incorporeal, within ecologies continually transforming in the process of making. We complicate ‘delivery’ or ‘conduit’ metaphors of education and perceive ‘design’ in co-compositions of human and nonhuman elements, resisting stasis, resisting closure. This workshop paper positions design in the realm of the artist–activist, rather than that of the bureaucrat–technician, and shifts intentionality beyond the invisible and controlling hand of humanism, as curriculum design we might do in the afterwards, rejecting instrumentalism.  相似文献