National report on identification     

Susanne Richert  James J. Alvino  Rebecca C. McDonald 《Roeper Review》2013,35(2)

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ADMINISTRATIVE PRESSURE TO PRACTICE UNETHICALLY AND BURNOUT WITHIN THE PROFESSION OF SCHOOL PSYCHOLOGY     

Dana E. Boccio  Gaston Weisz  Rebecca Lefkowitz 《Psychology in the schools》2016,53(6):659-672

This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one‐third of participants claimed to have been pressured to behave unethically, with directives most commonly consisting of instructions to withhold recommendations for support services and to agree with inappropriate special education placement decisions. Practitioners who experienced administrative pressure reported higher levels of burnout, less satisfaction with their current position and the profession, and a greater desire to leave their job and the field of school psychology. The findings are presented within the context of current and projected shortages of practicing school psychologists. Implications for preventing burnout and promoting school psychologists’ occupational well‐being are discussed.  相似文献   

Educational Imagination in a Period of “Reconfiguration”     

Rebecca Martusewicz 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):299-302

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Fertility and Female Sexuality: Revisiting the ‘Sexual Revolution’     

Rebecca Gill 《Metascience》2007,16(1):101-105

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Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia     

Jackie Kirk  Rebecca Winthrop 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,55(5):715-723

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Selecting Undergraduate Students: What can the UK Learn from the American SAT?     

Anne West  Rebecca Gibbs 《Higher Education Quarterly》2004,58(1):63-67

This short paper explores the contribution or otherwise that could be made by using a test akin to the American Scholastic Assessment Test or SAT to select students for undergraduate degrees in the UK. It examines the political context to the debate about the potential value of such a test, before outlining how SAT results in America vary along dimensions related to social background and how American universities have adapted their admissions procedures in response to these differences. From the research examined it cannot be assumed that the introduction of a test such as the SAT would be any more equitable then the current use of public examinations in England. It is suggested that profiling students along the lines used by some American universities may assist with making access ‘fairer’.  相似文献   

A Social Development Curriculum: Applying Nurture Group Principles and Practices to Support Socially and Emotionally Vulnerable Children Within Mainstream Classrooms     

Rebecca Doyle 《British Journal of Special Education》2004,31(1):24-30

Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in working with socially and emotionally vulnerable children in their classes using the principles and practices from the nurture group. A social development curriculum was written to support this interest, offering mainstream staff a planning tool to complement their existing schemes of work and to help in the drive to make the curriculum appropriate for every child, regardless of their barriers to learning. This article indicates that mainstream staff are now able to bring the increasing knowledge of nurture group working to the fore in their planning, supporting the development of whole-school nurturing approaches. The social development curriculum has become a well-used document alongside current planning frameworks, supporting staff in meeting the diverse needs of pupils within mainstream classrooms with minimal cost and little additional workload.
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia.  相似文献   

Microwells support high-resolution time-lapse imaging and development of preimplanted mouse embryos     

Yu-Hsiang Chung  Yi-Hsing Hsiao  Wei-Lun Kao  Chia-Hsien Hsu  Da-Jeng Yao  Chihchen Chen 《Biomicrofluidics》2015,9(2)

A vital aspect affecting the success rate of in vitro fertilization is the culture environment of the embryo. However, what is not yet comprehensively understood is the affect the biochemical, physical, and genetic requirements have over the dynamic development of human or mouse preimplantation embryos. The conventional microdrop technique often cultures embryos in groups, which limits the investigation of the microenvironment of embryos. We report an open microwell platform, which enables micropipette manipulation and culture of embryos in defined sub-microliter volumes without valves. The fluidic environment of each microwell is secluded from others by layering oil on top, allowing for non-invasive, high-resolution time-lapse microscopy, and data collection from each individual embryo without confounding factors. We have successfully cultured mouse embryos from the two-cell stage to completely hatched blastocysts inside microwells with an 89% success rate (n = 64), which is comparable to the success rate of the contemporary practice. Development timings of mouse embryos that developed into blastocysts are statistically different to those of embryos that failed to form blastocysts (p–value < 10⁻¹⁰, two-tailed Student''s t-test) and are robust indicators of the competence of the embryo to form a blastocyst in vitro with 94% sensitivity and 100% specificity. Embryos at the cleavage- or blastocyst-stage following the normal development timings were selected and transferred to the uteri of surrogate female mice. Fifteen of twenty-two (68%) blastocysts and four of ten (40%) embryos successfully developed into normal baby mice following embryo transfer. This microwell platform, which supports the development of preimplanted embryos and is low-cost, easy to fabricate and operate, we believe, opens opportunities for a wide range of applications in reproductive medicine and cell biology.  相似文献   

Collagen-based brain microvasculature model in vitro using three-dimensional printed template     

Jeong Ah Kim  Hong Nam Kim  Sun-Kyoung Im  Seok Chung  Ji Yoon Kang  Nakwon Choi 《Biomicrofluidics》2015,9(2)

We present an engineered three-dimensional (3D) in vitro brain microvasculature system embedded within the bulk of a collagen matrix. To create a hydrogel template for the functional brain microvascular structure, we fabricated an array of microchannels made of collagen I using microneedles and a 3D printed frame. By culturing mouse brain endothelial cells (bEnd.3) on the luminal surface of cylindrical collagen microchannels, we reconstructed an array of brain microvasculature in vitro with circular cross-sections. We characterized the barrier function of our brain microvasculature by measuring transendothelial permeability of 40 kDa fluorescein isothiocyanate-dextran (Stoke''s radius of ∼4.5 nm), based on an analytical model. The transendothelial permeability decreased significantly over 3 weeks of culture. We also present the disruption of the barrier function with a hyperosmotic mannitol as well as a subsequent recovery over 4 days. Our brain microvasculature model in vitro, consisting of system-in-hydrogel combined with the widely emerging 3D printing technique, can serve as a useful tool not only for fundamental studies associated with blood-brain barrier in physiological and pathological settings but also for pharmaceutical applications.  相似文献   

Impact of age on haematological markers pre- and post-marathon running     

Thomas G. Martin  Rachel W. Pata  Johanna D’Addario  Lauren Yuknis  Rebecca Kingston  Richard Feinn 《Journal of sports sciences》2015,33(19):1988-1997

This study investigated whether haematological markers differ between young and masters marathon participants, running at similar performance levels. Nine young (31.89 ± 4.96 years) and eight masters (63.13 ± 4.61 years) runners participated. At five time points (pre-race through 54 h post-race), a complete blood cell count, basic metabolic panel and creatine kinase (CK) isoenzyme panel were assessed. Race performance was standardised using the World Masters Association Age Grading Performance Tables. Total CK levels were elevated for all participants at all time points post-race (P < 0.001). The CK-isoenzyme MB% was elevated across groups at 6, 30 and 54 h post-race (P < 0.01, P < 0.01 and P < 0.05), with masters runners having a higher CK-MB% at 30 and 54 h (P < 0.05, P < 0.05). Total white blood cell and neutrophil counts were elevated through 6 h post-race (P < 0.001), with higher levels found in younger runners (P < 0.001). When considering all blood work, masters runners had a higher number of abnormal values at 6, 30 and 54 h post-race (P < 0.05, P < 0.01 and P < 0.05). In conclusion, masters runners demonstrated sustained CK-MB elevation, which may suggest greater cardiac stress. However, future studies using additional cardiac markers should be completed to confirm these findings. In addition, masters runners showed an increased number of laboratory values outside normal range, indicating the body’s reduced capacity to respond to marathon running.  相似文献