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61.
综合布线系统与智能化图书馆 总被引：4，自引：0，他引：4
本文主要讨论综合布线系统及智能化图书馆,提出在建设新的图书馆时应当充分利用综合化布线系统来构筑智能化的图书馆大厦. 相似文献
62.
高校体育教师知识结构与能力结构的探究 总被引：2，自引：0，他引：2
培养高素质的人才必须要有高素质的教师。具有合理知识结构和较强的综合能力的体育教师,是提高高校体育教学质量的关键。本文就高校体育教师面对高校体育教学改革和发展的需要,应具备何种的知识结构和能力结构进行了探讨。 相似文献
63.
预警原则作为一种新颖的环境资源管理手段,其对海洋渔业资源养护的有效性已为一些国际协定和国外立法所确认。适用预警原则应满足以下条件:存在不确定危险;遵循成本收益分析原则、比例原则和非歧视原则;并定期检查、适时调整。目前我国海洋渔业资源管理工作也面临着内外双重压力,有必要在未来制定一部《海洋生物资源养护和管理法》。而当务之急是尽快修订现行《渔业法》,将预警原则确定为我国海洋渔业资源管理的基本原则;同时,还应通过建立综合性海洋管理部门、大量搜集科学信息、拓展群众参与途径、以及根据各海域的具体情况,有针对性地实施预警原则,促进我国海洋渔业资源的可持续利用。 相似文献
64.
Mia Consalvo 《Critical Studies in Media Communication》2017,34(1):84-87
This essay describes current research in player studies, focusing on how play is a social activity, and how sociality is mediated and performed in a variety of settings. It starts by explaining the concept of tandem play and then moves to an exploration of gameplay that is performed for differently sized audiences via the Twitch.tv platform. Our research finds that even single-player gameplay can very often be a social activity. Additionally, how we perform gameplay is contingent on multiple factors, including where we and others are physically located, whether play is professional or amateur, and how particular play platforms shape our expectations for play and spectatorship actions. 相似文献
65.
浅谈新时期高校和谐师生关系的构建 总被引：1，自引：0，他引：1
师生关系是学校教育过程中最基本的人际关系,是构建和谐校园的根本,关系到大学生良好心理素质的形成,关系到高校学生培养质量和学校的未来发展。 相似文献
66.
Mia Gentle Rebecca Milne Stefanie J. Sharman 《International Journal of Disability, Development & Education》2013,60(1):30-43
We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID. 相似文献
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68.
Nancy Eisenberg Richard A. Fabes Mia Nyman Jane Bernzweig Angel Pinuelas 《Child development》1994,65(1):109-128
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (attentional control, mode of coping) to preschoolers' naturally occurring anger reactions. School personnel's ratings of 4–6-year-olds' constructive coping and attentional control were associated with boys' constructive anger reactions whereas their ratings of acting out versus avoidant coping, emotional intensity, and anger intensity generally were correlated with low levels of constructive reactions to anger. Mothers' reports of children's constructive coping and low emotional intensity were associated with children's use of nonabusive language to deal with anger, whereas aggressive coping and negative emotionality were associated with escape behavior when angered. The findings are consistent with the conclusion that individual differences in emotionality and regulatory skills are associated with children's constructive versus nonconstructive anger reactions. 相似文献
69.
Leila Selimbegovi&#x; Mia Karabegovi&#x; Mirta Blaev Josip Buru&#x;i&#x; 《Psychology in the schools》2019,56(10):1614-1632
On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers. 相似文献
70.
Mia Angélica Sosa-Provencio Annmarie Sheahan Shiv Desai Shawn Secatero 《Critical Studies in Education》2020,61(3):345-362
ABSTRACT For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels. 相似文献