排序方式： 共有52条查询结果，搜索用时 31 毫秒
11.
12.
In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field of energy efficiency, which is a new and rapidly developing knowledge-intensive field. We examined the creation of networking ties among all course participants, the process of networking in small groups, and individual participants’ networking activity. Data was collected by administering a social networking questionnaire in the beginning and at the end of the training to all course participants (n = 87) and analysed using social network analysis and repeated measures ANOVA. In addition, semi-structured interviews were conducted with organizers of the training to examine how the operational practices of the training supported networking. The results indicated that there was little change in the networking ties among all course participants. However, those small groups that were able to communicate appeared to create internal linkages. At the individual level, more new ties emerged for private sector actors than for public sector actors. In conclusion, we propose that a consolidated educational model should be created for the Academic Apprenticeship Education model in general. The quality of education might be better assured if the current ad hoc networks were not the only way to organise knowledge exchange among participants. 相似文献
13.
The aim of this study was to compare the 'anaerobic threshold' (AnT) of subjects determined during a continuous 2-min incremental exercise test until exhaustion and the 'maximal lactate steady-state' (BLaSsmax) determined during prolonged exercise at constant loads corresponding to the subjects' AnT and/or 5-25% above and below it. Seventeen subjects performed an incremental exercise test and 1-5 prolonged exercise tests on a cycle ergometer until exhaustion at intervals of 1 week, and work rates, oxygen uptake (VO2) values and brachial venous blood lactate (BLa) levels were measured. It was proposed that when exercising at a constant workload below AnT, BLa would fall after having reached its peak; at the level of AnT, BLa reaches maximal steady-state (BLaSsmax); and above AnT, BLa increases continuously. Altogether, in 34 of 45 tests with a constant workload between 80 and 125% AnT, BLa values were as expected. In those cases in which BLaSsmax was reached, BLa increased on average by 3.8 mM from resting levels. This increase was 2.0 mM greater than that seen between resting levels and AnT during incremental exercise. There was no correlation between BLa values at BLaSsmax and at AnT, both when expressed as an increase in BLa (delta BLa) and absolute BLa concentration. Altogether, 81% of the variation in BLa concentration at BLaSsmax could be explained by the subjects' age, the percentage of slow-twitch fibres and BLa levels at rest. The AnT and BLaSsmax did not differ significantly, and these values were correlated (r = 0.83). Together, AnT and age accounted for 85% of the variation seen in BLaSsmax. The BLaSsmax did not correlate with AnT when fixed at a BLa concentration of 4 mM (AnT4mM). The three hypotheses tested in this study were confirmed, and the present results demonstrate that AnT correlates with BLaSsmax. The few exceptions to anticipated BLa kinetics were small in magnitude and could be explained by physiological variations. 相似文献
14.
This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated prospective associations between peer and adjustment variables. Among friended children, there were no prospective associations between social isolation and either internalizing or externalizing problems. Among unfriended children, initial social isolation was positively linked to subsequent increases in internalizing and externalizing problems, and initial internalizing and externalizing problems predicted subsequent increases in social isolation. The findings suggest that friendship buffers against the adverse consequences associated with being isolated and presenting adjustment difficulties. 相似文献
15.
Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
16.
Although the benefits of exercise are well documented, an international problem of physical inactivity exists. More research, especially theory based, has been recommended. One promising approach for studying exercise behavior is that proposed in the Transtheoretical Model (TTM) of behavior change. This model, however, has received minimal cross-cultural attention and, relative to the current study, measurement instruments have only recently been translated into the Finnish language. The purpose of this study was to assess American and Finnish college students' exercise behaviors on the basis of TTM. Participants were American (n = 169) and Finnish (n = 168) college students who completed language-specific measures of exercise behavior, stage of change, processes of change, decisional balance, self-efficacy, and temptation. The only cultural difference observed was that the American participants rated themselves higher on barrier self-efficacy relative to the Finnish participants. Regardless of nationality orgender, participants classified by their stage of change differed on all the core constructs assessed. These results generally support the utility of TTM for understanding American and Finnish college students' exercise behavior. 相似文献
17.
Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators 
下载免费PDF全文
下载免费PDF全文 Jaana Viljaranta Kaisa Aunola Sari Mullola Johanna Virkkala Riikka Hirvonen Eija Pakarinen Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. 相似文献
18.
19.
The present study investigated the extent to which parents’ causal attributions predict the accuracy of, and bias in, their children’s self‐concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children’s first and second primary school years. The results showed that the more parents thought that their children succeeded because of ability, the more accurate the children’s self‐concept of maths ability became. In contrast, the more the parents attributed their children’s success to effort, the less accurate and more optimistic the children’s self‐concept of ability became. 相似文献
20.
This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N?=?94). The results showed that WM skills significantly increase during the time span from Finnish kindergarten to second grade. Verbal (VWM) and visuospatial WM (VSWM) resources seem to develop quite independently, whereas individual progress showed some stability. WM resources measured just before the start of formal school predicted later academic performance and VWM acted as more powerful predictor than VSWM resources. The results have two important educational implications: first, an individual or group-based intervention designed to enhance children’s WM skills would be most important even before the start of school, and second, poor WM skills should be addressed when planning the learning environment beginning in kindergarten. 相似文献