Qualitative differences in the exploration of upright and upside-down faces in four-month-old infants: an eye-movement study     

Gallay M  Baudouin JY  Durand K  Lemoine C  Lécuyer R 《Child development》2006,77(4):984-996

Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region.  相似文献   

Age-related incidence curve of hospitalized Shaken Baby Syndrome cases: convergent evidence for crying as a trigger to shaking     

Barr RG  Trent RB  Cross J 《Child abuse & neglect》2006,30(1):7-16

OBJECTIVE: To determine whether there is an age-specific incidence of hospitalized cases of Shaken Baby Syndrome (SBS) that has similar properties to the previously reported "normal crying curve," as a form of indirect evidence that crying is an important stimulus for SBS. DESIGN AND SETTING: The study analyzed cases of Shaken Baby Syndrome by age at hospitalization from hospital discharge data for California hospitals from October 1996 through December 2000. PATIENTS: All cases of children less than 18 months (78 weeks) of age for whom the diagnostic code for Shaken Baby Syndrome (995.55) in the International Classification of Disease, Ninth Edition, Clinical Modification was assigned. RESULTS: There were 273 hospitalizations for SBS. Like the "normal crying curve," the curve of age-specific incidence starts at 2-3 weeks, has a clear peak, and declines to baseline by about 36 weeks of age. In contrast to the normal crying curve that peaks at 5-6 weeks, the peak of SBS hospitalizations occurs at 10-13 weeks. CONCLUSIONS: The age-specific incidence curve of hospitalized SBS cases has a similar starting point and shape to the previously reported normal crying curve but the peak occurs about 4-6 weeks later. Of the likely predisposing causes, this pattern is only consistent with the properties of early crying. There are numerous explanations for the lag in the peaks between crying and SBS hospitalizations, including the possibility of repeat shakings prior to hospitalization. The importance of crying as a stimulus to SBS may provide an opportunity for preventive intervention.  相似文献   

Implementing internationalisation     

Roger Brown 《Perspectives: Policy and Practice in Higher Education》2013,17(2):42-47

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Policy Watch     

Roger Brown 《Perspectives: Policy and Practice in Higher Education》2013,17(3)

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Towards a Definition of Community Education     

Roger B. Casemore 《School Leadership & Management》2013,33(1):17-25

Community work in the UK has developed in a haphazard way and would appear to have two major roots which have influenced its development and application. In one direction community work has grown out of education and in the other direction out of social work, and it would seem that much of community work in this country can be viewed and evaluated as having objectives which are either educationally or socially remedial. In recent years, the term ‘community work’ has come to be related much more clearly to socially remedial work rather than to educationally remedial work. The term ‘community education’ has tended to be applied much more to the changing and developing role of the secondary school within the community and the establishment of the concept of the community school or community college.  相似文献   

What Tanzanian parents want (and do not want) covered in school-based sex and relationships education     

Kitila A.K. Mkumbo  Roger Ingham 《Sex education》2013,13(1):67-78

Despite evidence that demonstrates the benefits of school-based sex and relationships education (SRE) in promoting and protecting young people's sexual health, there are still controversies regarding what should be covered in the SRE curriculum among different stakeholders, including parents. This study assessed Tanzanian parents' attitudes towards the provision of SRE in schools in order to ascertain their level of support and what they wanted covered in school-based SRE. Two hundred and eighty-seven parents, recruited from one urban district and one rural district, completed a questionnaire assessing their attitudes towards school-based SRE. Results show that, in both districts, more than 75% supported the provision of SRE in schools as well as the inclusion of a wide range of topics in school-based SRE curriculum. However, the results also show that parents do not equally welcome the inclusion of some topics – especially those in the domain of attitudes and values, such as homosexuality and masturbation. The study concludes that, although parents may object to the inclusion of some topics, they generally support the provision of SRE in schools. It is hoped that the results of this study will help to overcome some of the resistance to a more widespread introduction of SRE in Tanzanian schools that rests on fears of parental reaction.  相似文献   

A Review of: “Camping in the curriculum: A history of outdoor education in New Zealand schools”     

Roger Greenaway 《Journal of Adventure Education & Outdoor Learning》2013,13(1):91-93

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Teaching as Theater     

Roger W. Schmenner 《Decision Sciences Journal of Innovative Education》2013,11(3):213-219

As new media proliferate, professors need to be particularly attentive to the ways by which students learn—in and out of the classroom—and how scarce classroom time can be organized. This article argues that professors' comparative advantage lies as an exemplar of discipline‐based thinking. Effective training in how to think about problems (the essence of any discipline) demands that professors embrace the classroom as theater, where business drama and the story it tells can capture the hearts and minds of the student participants. The article talks through a case as theater.  相似文献   

Multicultural Education for Preservice Teachers     

Roger G. Olstad  Clifford D. Foster  Richard M. Wyman Jr. 《Equity & Excellence in Education》2013,46(1-6):137-139

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TRENDS RESHAPING COLLEGES     

Dale F. Campbell  Roger C. Peek 《Community College Journal of Research & Practice》2013,37(9):695-700

The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program.  相似文献