III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP     

Marian J. Bakermans‐Kranenburg  Howard Steele  Charles H. Zeanah  Rifkat J. Muhamedrahimov  Panayiota Vorria  Natasha A. Dobrova‐Krol  Miriam Steele  Marinus H. van IJzendoorn  Femmie Juffer  Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.  相似文献   

大规模学生评估的影响力与重要性:德国视角     

Wilfried Bos  俞可 《复旦教育论坛》2010,8(4)

二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响."国际中学生评估项目"(PISA)、"国际学生数学与科学能力动态项目"(TIMSS)和"国际学生阅读能力进步研究项目"(PIRLS)使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度.大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据.本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴.  相似文献   

Conditions of learning in science classrooms and what we can learn from them     

Miriam Ben-Peretz  Joseph Menis 《Research in Science Education》1986,16(1):101-110

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On evaluation of a school principal's effectiveness: A critical approach     

Miriam Erez 《Studies in Educational Evaluation》1979,5(2):163-167

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The economic impact of subsidized child care     

Ruth Freis  Miriam Miller  Freis & Miller & Associates 《Early Childhood Education Journal》1981,9(1):39-43

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An experiment in psychological intervention     

David Wood  Miriam Harris 《Prospects》1977,7(4):512-527

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Museums as Media in the Emergent Global Context     

Miriam R. Levin 《Curator: The Museum Journal》2006,49(1):31-35

The papers, participants, presentations, and discussions that serve as the source of this special issue of Curator: The Museum Journal bear witness to the fact that museums are not only places to which something radical, even traumatic is currently happening. They are participants, and essentially agents of change, in the stressful, shifting ecology of globalization that has unmoored whole economies, regions and populations. Fundamentally, they are a form of media, in the sense defined by the Oxford English Dictionary. This article summarizes the challenges museums face in pursuing their mission as media, and ends with a few remarks about the need to turn some attention in the future to the topic of research.  相似文献   

What Library Managers Should Know about Emotional Labor     

Miriam L. Matteson  Shelly S. Miller 《Public Library Quarterly》2014,33(2):95-107

This article presents emotional labor in a library context and offers library managers strategies to minimize the negative effects of emotional labor on both staff and users. The components of emotional labor are explained and a framework of response levels is presented with strategies targeted to each response level: incident, training, supervision, human resources, and organizational culture. The strategies offer library managers some ideas for effectively managing emotional labor in their organizations. Understanding the effects of emotional labor and developing the tools that can offset potential negative outcomes can create a more positive work climate and better customer service.  相似文献   

Assessment of muscle fatigue after an ultra-endurance triathlon using tensiomyography (TMG)     

García-Manso JM  Rodríguez-Ruiz D  Rodríguez-Matoso D  de Saa Y  Sarmiento S  Quiroga M 《Journal of sports sciences》2011,29(6):619-625

In this study, we used tensiomyography (TMG) to assess muscle status immediately after an ultra-endurance triathlon. Maximal radial displacement or deformation of the muscle belly, contraction time, delay time, sustain time, and relaxation time were measured for both legs, and dependent t-tests were used to compare means between the beginning and end of the race. The 19 men assessed (age 37.9 ± 7.1 years; height 177.5 ± 4.6 cm; weight: 73.6 ± 6.5 kg) participated in the 2009 edition of the Lanzarote Ironman. Deterioration in the neural response was observed for contraction time (P = 0.008) and relaxation time (P = 0.011), with a moderate decrease in the response time (sustain time) and a loss in muscle stiffness (deformation of the muscle belly). The effect of muscle fatigue on the rectus femoris and biceps femoris was different. Barely any changes in contraction time, relaxation time, sustain time, and deformation of the muscle belly were observed, while only the contraction response time decreased to a significant extent (reduction in delay time; P = 0.003). The considerable loss in contractile capacity induced by a long-distance race was reflected in changes in the neuromuscular response and fluctuations in the contractile capacity of the muscle. These modifications, derived from a prolonged, exhausting effort, can be assessed in a simple, non-aggressive, non-invasive way using tensiomyography.  相似文献   

    

Miriam Miller  Ruth Freis 《Early Childhood Education Journal》1976,3(3):20

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