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The scope of the present study was first to evaluate the cross‐cultural reliability and validity of the Social Emotional Questionnaire (SEQ) and second to estimate and compare the prevalence rates of childhood developmental and psychiatric disorders in the general population of young children in the Netherlands and Greece. To this end, the caregivers of 1748 Dutch and 384 Greek 4–12‐year‐old children from the general population completed the SEQ. The number of children displaying symptoms of childhood developmental disorders was estimated by applying the Diagnostic and Statistical Manual of Mental Disorders‐IV criteria of symptom occurrence. Results showed that the reliability and the construct validity of the SEQ were acceptable in both countries and for all the age‐groups of children. Concerning the prevalence, the Greek children were found to display overall significantly more symptoms of developmental disorders than the Dutch children. However, when the number of children suffering from psychiatric symptoms in the clinical range was estimated using the clinical criteria provided by categorical classification systems, no statistical significant differences emerged between the two countries. This finding suggests that when the criterion of clinical impairment is applied in diagnostic procedures, the number of children suffering from severe psychiatric disorders is about equal in the two countries. The implications of the study are discussed. 相似文献
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This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations. 相似文献
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Irina Petroviciu Ina Vanden Berghe Ileana Cretu Florin Albu Andrei Medvedovici 《Journal of Cultural Heritage》2012,13(1):89-97
In this study, the dyes present in five 17th- to 18th-century textiles from the National Museum of Art of Romania, three religious embroideries and two brocaded velvets, are characterized and discussed, together with earlier results on textiles from Romanian collections obtained by the same research group. Dye analyses were performed using two methods: the well-established liquid chromatography-diode array detection (LC–DAD) and a recently developed liquid chromatography-mass spectrometry (LC–MS) analytical protocol. The examination of very small historical samples by both techniques allows a better insight in the advantages and limitations of the two approaches to real analyses to be obtained. LC–MS data interpretation is based entirely on the results accumulated for dye standards. Electrospray ionization (ESI) was used in the negative ion mode and an ion trap served as mass analyzer. Both single stage (MS) and tandem (MS/MS) mass spectrometric approaches were considered. The dyes and natural sources identified by both analytical techniques are discussed in the historical context of the textiles, with respect to earlier results collected for similar Romanian objects. The study showed that the dye sources found in the 17th- and 18th-century Romanian velvets and embroideries were produced using a wide variety of dye sources, suggesting influences from Europe as well as from Asia Minor. Dye sources imported from New World have been also detected. The range of biological sources is in very good correspondence with earlier results obtained from textiles in the Romanian Collections. LC-MS (single stage and tandem MS) approaches have been demonstrated to be valuable tools for dye identification in small-scaled samples from historical textile objects only if sufficient knowledge on the dyes and their biological sources is first accumulated within experiments performed on standard dyes and standard dyed fibers. 相似文献
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Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
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Explicit Theory of Mind Is Even More Unified Than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development 
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下载免费PDF全文 Existing evidence suggests that children, when they first pass standard theory‐of‐mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that he believes his mother is beautiful. In three experiments, 3‐ to 6‐year‐olds' (N = 119) understanding of aspectuality was tested with a novel, radically simplified task. In contrast to all previous findings, this task was as difficult as and highly correlated with a standard false belief task. This suggests that a conceptual capacity more unified than previously assumed emerges around ages 4–5, a full‐fledged metarepresentational scheme of propositional attitudes. 相似文献
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“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning. 相似文献