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Nice Figueiredo 《International Information and Library Review》2013,45(3):189-201
AbstractArgument surrounds the concept that information can only be a tool for development if it is useful for the intended users. A short discussion on information value is presented with a brief summary of the main findings of users’ studies and collections evaluations. These are considered as the basic requirement for the establishment of services/products useful for the target users. A case study describing the implementation of networks of information in Brazil is used to support the argument. 相似文献
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Solange Lopes-Murphy 《Clearing house (Menasha, Wis.)》2013,86(6):226-230
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all. 相似文献
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Fabiana Andrade Machado Fábio Yuzo Nakamura Solange Marta Franzói De Moraes 《Journal of sports sciences》2013,31(12):1267-1274
Abstract This study examined the influence of the regression model and initial intensity of an incremental test on the relationship between the lactate threshold estimated by the maximal-deviation method and the endurance performance. Sixteen non-competitive, recreational female runners performed a discontinuous incremental treadmill test. The initial speed was set at 7 km · h?1, and increased every 3 min by 1 km · h?1 with a 30-s rest between the stages used for earlobe capillary blood sample collection. Lactate-speed data were fitted by an exponential-plus-constant and a third-order polynomial equation. The lactate threshold was determined for both regression equations, using all the coordinates, excluding the first and excluding the first and second initial points. Mean speed of a 10-km road race was the performance index (3.04 ± 0.22 m · s?1). The exponentially-derived lactate threshold had a higher correlation (0.98 ≤ r ≤ 0.99) and smaller standard error of estimate (SEE) (0.04 ≤ SEE ≤ 0.05 m · s?1) with performance than the polynomially-derived equivalent (0.83 ≤ r ≤ 0.89; 0.10 ≤ SEE ≤ 0.13 m · s?1). The exponential lactate threshold was greater than the polynomial equivalent (P < 0.05). The results suggest that the exponential lactate threshold is a valid performance index that is independent of the initial intensity of the incremental test and better than the polynomial equivalent. 相似文献
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Solange Denervaud Jean‐Franois Knebel Mary Helen Immordino‐Yang Patric Hagmann 《Mind, Brain, and Education》2020,14(2):167-175
Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post‐error slowing and post‐error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post‐error in early childhood and, by adolescence, were more likely to self‐correct. We also found that a developmental shift from longer to shorter pauses post‐error being associated with self‐correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy. 相似文献
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Lulu Healy Solange Hassan Ahmad Ali Fernandes 《Educational Studies in Mathematics》2011,77(2-3):157-174
In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources??spoken and written languages, mathematical representation systems, drawings, gestures and the like??through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students??all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings. 相似文献
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The Malawi Primary Community Schools Programme was conceived within the context of a new democracy, a changing policy environment and some of the worst social indicators in the world. It was developed through a consultative process on the tide of the introduction of free primary education. While the programme was part of a long-term social sector development programme which aimed to bring social and economic benefits to the population at large, the Community Schools Programme developed its own strategies designed to have an impact on poverty for a limited number of people in the short term. These are analysed in terms of impact on the poor and influence on other pro-poor policies and strategies. The authors conclude that it is possible for a programme in one sector to benefit the poor and to influence other programmes to be more pro-poor, but that this would be more effective as part of a broader multi-sector strategy. They also conclude that the reported impact was achieved through integration between the processes of construction, education and community participation, rarely mirrored in typical ministry settings, and that there would be value, both to Malawi and others, in documenting and analysing the dynamics and institutional issues which made this possible. 相似文献
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Ilse Johanna Elisabeth Flink Solange Marie Odile Mbaye Simon Richard Baye Diouf Sophie Baumgartner Pinar Okur 《Sex education》2018,18(1):32-46
This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people, what the relevant skills of operators are, and to what extent referral to sexual and reproductive health (SRH) service providers took place. A documentary review, a vignette study and interviews with six key informants and all seven operators took place. The collaboration led to promising initiatives, such as the provision of SRH training, the exchange of staff, referral to SRH service providers. However, the counselling advice provided by operators was not always in line with the rights-based approach and responses were influenced by underlying norms concerning young people’s sexuality. Additionally, concerns about confidentiality were noted. The collaboration was an innovative attempt to respond to young people’s limited access to SRHR information and services but there is a need for more in-depth training of helpline operator’s skills and the development of a standardised rights-based counselling manual. 相似文献