Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness     

Caitlin M. Lombardi  Eric Dearing 《Child development》2021,92(1):e39-e55

This study examined maternal support of children’s math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children’s counting and calculation skills at 4½ and 6–7 years. Family income was associated with this measure of children’s math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children’s numerical skills at 36 months. Maternal support of children’s spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support.  相似文献   

Early Maternal Employment and Children's Academic and Behavioral Skills in Australia and the United Kingdom          下载免费PDF全文

Caitlin McPherran Lombardi  Rebekah Levine Coley 《Child development》2017,88(1):263-281

This study assessed the links between early maternal employment and children's later academic and behavioral skills in Australia and the United Kingdom. Using representative samples of children born in each country from 2000 to 2004 (Australia N = 5,093, U.K. N = 18,497), OLS regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's skills in first grade. There were neutral associations between maternal employment and children's first‐grade skills in both countries. However, there was a slight indication that more time away from parenting was negatively linked to children's behavioral functioning in Australia and employment begun between 9 and 24 months was positively linked to cognitive skills for U.K. children of low‐wage mothers.  相似文献   

Emotions about Teaching about Human-Induced Climate Change     

Doug Lombardi  Gale M. Sinatra 《International Journal of Science Education》2013,35(1):167-191

Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships among preservice elementary and in-service secondary science teachers' emotions about and plausibility perceptions of climate change, background knowledge of weather and climate distinctions (a principle related to understanding climate change), and dispositions toward knowledge. Teachers' topic emotions (anger and hopelessness) were significant predictors of plausibility perceptions, with more anger associated with lesser plausibility and greater hopelessness associated with higher plausibility. Decisiveness—an urgent desire to reach closure—was also significantly related to plausibility perceptions with greater decisiveness associated with reduced plausibility perceptions. In-service secondary teachers who do not currently teach about climate change exhibited greater anger and decisiveness than preservice elementary teachers and in-service secondary teachers who do teach about climate change. Implications for climate literacy education are discussed.  相似文献   

Aerobic plus resistance training was more effective in improving the visceral adiposity,metabolic profile and inflammatory markers than aerobic training in obese adolescents     

Ana Raimunda Dâmaso  Danielle Arisa Caranti  Aline de Piano  Mauro Fisberg  Denis Foschini 《Journal of sports sciences》2013,31(15):1435-1445

Abstract

The purpose of this study was to determine whether aerobic plus resistance training (AT + RT) is more effective than aerobic training (AT) at reducing inflammatory markers and cardiovascular risk in obese adolescents. A total of 139 obese adolescents were enrolled, aged 15–19 years, body mass index (BMI) ≥ 95th percentile and participated in 1 year of interdisciplinary intervention. They were randomised into two groups: AT (n = 55), AT + RT (n = 61). Blood samples were collected to analyse glycaemia, insulin, the lipid profile, leptin and adiponectin concentrations. Insulin resistance was measured by homeostasis model assessment of insulin resistance index (HOMA-IR). The AT + RT group showed better results with regard to decreased body fat mass, low-density lipoprotein concentration (LDL-c) levels, subcutaneous and visceral fat and increased body lean mass. Indeed, a reduction of hyperleptinaemia and an increase in adiponectin concentrations, promoting an improvement in the leptin/adiponectin ratio, was observed. Important clinical parameters were improved in both types of exercise; however, AT + RT was more effective in improving the visceral adiposity, metabolic profile and inflammatory markers than AT alone, suggesting clinical applications for the control of intra-abdominal obesity and cardiovascular risk in the paediatric population.  相似文献   

TEST-retest reliability of kinetic variables measured on campus board in sport climbers     

Edgardo Alvares de Campos Abreu  Sílvia Ribeiro Santos Araújo  Gustavo Henrique da Cunha Peixoto Cançado  André Gustavo Pereira de Andrade  Mauro Heleno Chagas 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(6):649-662

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Cardiac indexes, cardiac damage biomarkers and energy expenditure in professional cyclists during the Giro d'Italia 3-weeks stage race     

Corsetti R  Lombardi G  Barassi A  Lanteri P  Colombini A  D'Eril GM  Banfi G 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(2):237-246

Introduction

The study of cardiac response to strenuous and continuous exercise is crucial to understanding the physiology of endurance. N-terminal proB-type natriuretic peptide (NT-proBNP) is a potential marker for monitoring myocardial wall stress, and troponins (TnT and TnI) are widely used in the diagnosis of cardiac ischemia and infarction. Strenuous exercise may generate transitory ischemia, myocardial stress, and diastolic left ventricular dysfunction, inducing the increased production of both these biomarkers. We measured changes in NT-proBNP and TnT in elite cyclists during a 3-week stage race, a model of strenuous exercise.

Materials and methods:

The study population was 9 professional cyclists participating in the 2011 Giro d’Italia. Pre-analytical and analytical phases scrupulously followed official recommendations. Anthropometric data, net energy expenditure and cardiac indexes (rate, diastolic and systolic blood pressure) were recorded. Blood samples were drawn pre-race (day −1) and at days 12 and 22; NT-proBNP and highly sensitive-troponin (Hs-TnT) concentrations were assayed and corrected for plasma volume changes.

Results:

Body-mass index decreased and energy expenditure increased by 52% during the race. NT-proBNP concentrations increased [day −1: 23.52 ng/L (9.67–34.33); day 12: 63.46 ng/L (22.15–93.31); P = 0.039; day 22: 89.26 ng/L (34.66–129.78) vs. day −1; P < 0.001] and correlated with heart rate (r = −0.51; P = 0.006), systolic pressure (r = 0.39; P = 0.046) and energy expenditure (r = 0.70; P < 0.001). TnT concentrations did not vary, but a widened TnT amplitude distribution was observed.

Conclusions:

Increases in NT-proBNP correlated with higher energy expenditure over a 3-week cycling stage race, possibly indicating myocardial stress.  相似文献   

UNIVERSITIES IN THE U.S.A.     

Ralph E. Lombardi 《Higher Education Quarterly》1954,9(1):66-72

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On the definition of likelihood in abstract spaces     

Mauro Piccioni 《Journal of The Franklin Institute》1982,313(1):1-15

The aim of this work is to give a rigorous definition of likelihood without any reference to the peculiarities of Euclidean spaces, and is thus applicable to a larger class of problems with a more complex result space.Here we intend to offer the simplest possible discussion of the ideas on which likelihood methods are based, with some remarks about their links to some classical measure-theoretical concepts, such as Radon—Nikodym derivatives. Since the definition of likelihood relies on the topological structure of the result space, it is necessary to point out the connections that it has with the measure-theoretical one, mostly caused by the fact that singletons, i.e. the actual observable results, are usually measure-zero sets.  相似文献   

An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation When Describing and Explaining Chemical Reactions     

A. L. Chandrasegaran  David F. Treagust  Mauro Mocerino 《Research in Science Education》2008,38(2):237-248

Students are generally known to memorise and regurgitate chemical equations without sufficient understanding of the changes that occur at the particulate level. In addition, they often fail to recognise the significance of the symbols and formulas that are used to represent chemical reactions. This article describes an evaluation of the ability of 65 Grade 9 students (15–16 years old) from a Singapore secondary school to describe and explain seven types of chemical reactions using macroscopic, submicroscopic and symbolic representations. The study was conducted over nine months using a supplementary teaching program with particular emphasis on the use of multiple levels of representation to describe and explain chemical reactions. Students’ proficiency in the use of multiple levels of representation was assessed at the end of the course using a two-tier multiple-choice diagnostic instrument that was previously developed by the authors. In order to evaluate the efficacy of the instructional program, the instrument was also administered to another group of 76 students who were not involved in the supplementary instructional program. The efficacy of the program was evident from the significantly improved scores on the diagnostic instrument of the former group of students. In addition, several student conceptions in the use of multiple levels of representation were identified that could assist teachers in their planning and implementation of classroom instruction.  相似文献   

Learning to redesign teacher education: a conceptual framework to support program change     

Dorothea Anagnostopoulos  Thomas Levine  Rene Roselle  Allison Lombardi 《Teaching Education》2018,29(1):61-80

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The expansive learning redesign framework specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education.  相似文献