Review of the book by George Wheeler: “Alkoxysilanes and the consolidation of stone”, Published by: Getty Trust Publications Book Distrib.center (2005).     

Mara Camaiti 《Journal of Cultural Heritage》2005,6(4)

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A monozygotic twin difference study of friends' aggression and children's adjustment problems     

Vitaro F  Brendgen M  Boivin M  Cantin S  Dionne G  Tremblay RE  Girard A  Pérusse D 《Child development》2011,82(2):617-632

This study used the monozygotic (MZ) twin difference method to examine whether differences in friends' aggression increased the differences in MZ twins' aggression and depressive symptoms from kindergarten to Grade 1 and whether perceived victimization by the friend played a mediating role in this context. Participants were 223 MZ twin pairs. Results showed that differences in kindergarten friends' aggression significantly predicted an increased difference in MZ twins' aggression from kindergarten (mean age = 6.7 years) to Grade 1 (mean age = 7.5 years) for both boys and girls. Differences in perceived victimization by the friend mediated this association, albeit only in boys. Differences in perceived victimization by the friend also predicted an increase in MZ twins' differences in depressive symptoms. These results support the importance of friendship experiences during early childhood.  相似文献   

BOOK REVIEWS     

Ellen Santora  Carolyn H. Livingston  Mara Sapon-Shevin 《Equity & Excellence in Education》2013,46(4):72-73

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Self-concept in children receiving special support at school     

Mara Westling Allodi 《欧洲特需教育杂志》2013,28(1):69-78

The aim of this study is to investigate the variations of self-concept in pupils attending basic compulsory schools and special units. It also examines self-concept in pupils receiving support according to different models. The study involved 183 pupils aged nine to 13 years, attending basic compulsory schools or special programme units in Sweden. Seventy-seven pupils were receiving support from special educators, who have completed a supplementary programme in special education. A comparison was made between pupils receiving support and pupils receiving no support and between pupils in different organization models of support. Global self-concept at school does not seem to be related to the model of special support. Pupils at compulsory schools who are receiving support differ from pupils who receive no support, in that peer relations appear to be more important for their self-concept at school. This could be interpreted as being a compensatory strategy to maintain a good self-concept in spite of difficulties at school. Some implications for educational strategies are discussed.  相似文献   

Effects of concurrent training on interleukin-6, tumour necrosis factor-alpha and C-reactive protein in middle-aged men   总被引：1，自引：1，他引：0  

Libardi CA  Souza GV  Gáspari AF  Dos Santos CF  Leite ST  Dias R  Frollini AB  Brunelli DT  Cavaglieri CR  Madruga VA  Chacon-Mikahil MP 《Journal of sports sciences》2011,29(14):1573-1581

The purpose of this study was to evaluate the effects of moderate- to high-intensity resistance and concurrent training on inflammatory biomarkers and functional capacity in sedentary middle-aged healthy men. Participants were selected on a random basis for resistance training (n = 12), concurrent training (n = 11) and a control group (n = 13). They performed three weekly sessions for 16 weeks (resistance training: 10 exercises with 3 × 8-10 repetition maximum; concurrent training: 6 exercises with 3 × 8-10 repetition maximum, followed by 30 minutes of walking or running at 55-85% [Vdot]O(2peak)). Maximal strength was tested in bench press and leg press. The peak oxygen uptake ([Vdot]O(2peak)) was measured by an incremental exercise test. Tumour necrosis factor-α, interleukin-6 and C-reactive protein were determined. The upper- and lower-body maximal strength increase for both resistance (+42.52%; +20.9%, respectively) and concurrent training (+28.35%; +21.5%, respectively) groups (P = 0.0001).[Vdot]O(2peak) increased in concurrent training when comparing pre- and post-training (P = 0.0001; +15.6%). No differences were found in tumour necrosis factor-α and interleukin-6 for both groups after the exercise. C-reactive protein increased in resistance training (P = 0.004). These findings demonstrated that 16 weeks of moderate- to high-intensity training could improve functional capacity, but did not decrease inflammatory biomarkers in middle-aged men.  相似文献   

Ethanol-glycerin fixation with thymol conservation: a potential alternative to formaldehyde and phenol embalming     

Hammer N  Löffler S  Feja C  Sandrock M  Schmidt W  Bechmann I  Steinke H 《Anatomical sciences education》2012,5(4):225-233

Anatomical fixation and conservation are required to prevent specimens from undergoing autolysis and decomposition. While fixation is the primary arrest of the structures responsible for autolysis and decomposition, conservation preserves the state of fixation. Although commonly used, formaldehyde has been classified as carcinogenic to humans. For this reason, an adequate substitute was developed. Ethanol-glycerin fixation and thymol conservation are described and compared with formaldehyde and phenol in this technical report. The setup, tissue qualities, financial aspects, and health concerns of this method are discussed. Ethanol-glycerin fixation and thymol conservation provide outstanding haptic and optic tissue qualities. Typical formaldehyde and phenol effects, such as skin, airway, and eye irritation, as well as carcinogenic effects, can be circumvented by using ethanol-glycerin and thymol instead. Ethanol-glycerin fixation is more expensive than formaldehyde and requires an explosion-proof facility. However, the absence of health effects and its convincing tissue qualities balance these higher costs. Therefore, ethanol-glycerin fixation and thymol conservation provide a potential alternative and complement established fixation techniques. The use of carcinogenic formaldehyde and toxic phenol can be effectively restricted through the use of the described method.  相似文献   

Laryngeal support device enhances the learning of laryngeal anatomy and voice physiology     

Curcio DF  Behlau M  Barros MD  Smith RL 《Anatomical sciences education》2012,5(4):241-245

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Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings From a Longitudinal Twin Study     

Michel Boivin  Mara Brendgen  Frank Vitaro  Ginette Dionne  Alain Girard  Daniel Pérusse  Richard E. Tremblay 《Child development》2013,84(3):1098-1114

This study assessed the genetic and environmental contributions to peer difficulties in the early school years. Twins' peer difficulties were assessed longitudinally in kindergarten (796 twins, M_age = 6.1 years), Grade 1 (948 twins, M_age = 7.1 years), and Grade 4 (868 twins, M_age = 10 years) through multiple informants. The multivariate results revealed that genetic factors accounted for a strong part of both yearly and stable peer difficulties. At the univariate level, the genetic contributions emerged progressively, as did a growing consensus among informants with respect to those who experienced peer difficulties. These results underline the need to intervene early and persistently, and to target the child and the peer context to prevent peer difficulties and their consequences.  相似文献   

Welcoming the child with special needs     

Mara Jambor 《Early Childhood Education Journal》1990,17(4):40-41

Mara Jambor is a kindergarten teacher with the Jefferson County School System, Jefferson County, AL.  相似文献   

Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback     

Mara Gerich  Monika Trittel  Bernhard Schmitz 《Journal of educational and psychological consultation》2017,27(2):203-238

Counseling parents concerning students’ learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time–series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers’ counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers’ counseling competence within the context of teacher education.  相似文献