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21.
Developmental theories often assume that specific environmental risks affect specific outcomes. Canonical Correlation Analysis was used to test whether 28 developmental outcomes (measured at 11–15 years) share the same early environmental risk factors (measured at 0–3 years), or whether specific outcomes are associated with specific risks. We used data from the UK Millennium Cohort Study (N = 10,376, 51% Female, 84% White) collected between 2001 and 2016. A single environment component was mostly sufficient for explaining cognition and parent-rated behavior outcomes. In contrast, adolescents’ alcohol and tobacco use were specifically associated with their parents’, and child-rated mental health was weakly associated with all risks. These findings suggest that with some exceptions, many different developmental outcomes share the same early environmental risk factors. 相似文献
22.
Duncan Pentland Kirsty Forsyth Donald Maciver Mike Walsh Richard Murray Linda Irvine 《知识管理研究与实践》2014,12(4):362-374
Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation. 相似文献
23.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
24.
Tracy completes her laboratory assignment and gathers her books as her second period science class draws to a close. As she leaves the room and heads to her next class, Tracy stops by her locker to drop off her science text and pick up an English literature book for third period. For her, the separation between science and English is both physical and mental. In the time it takes to move from one room to another, Tracy has also moved from one ‘mind set’ to another, exit science, enter English. 相似文献
25.
Julie Mason 《英语辅导》2017,(2)
Instructions:Answer the clues (information which helps you find the answer) from 1-20.Put a line through each answer-the first one is done for you.In the boxes which you have not put a line through,you will find a message.What is the message? 相似文献
26.
Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics. 相似文献
27.
The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature. 相似文献
28.
In this study, we used recently developed technology to determine the force-time profile of elite swimmers, which enabled coaches to make informed decisions on technique modifications. Eight elite male swimmers with a FINA (Federation Internationale de Natation) rank of 900+ completed five passive (streamline tow) and five net force (arms and leg swimming) trials. Three 50-Hz cameras were used to video each trial and were synchronized to the kinetic data output from a force-platform, upon which a motorized towing device was mounted. Passive and net force trials were completed at the participant's maximal front crawl swimming velocity. For the constant tow velocity, the net force profile was presented as a force-time graph, and the limitation of a constant velocity assumption was acknowledged. This allowed minimum and maximum net forces and arm symmetry to be identified. At a mean velocity of 1.92+0.06 m s?1, the mean passive drag for the swimmers was 80.3+4.0 N, and the mean net force was 262.4+33.4 N. The mean location in the stroke cycle for minimum and maximum net force production was at 45% (insweep phase) and 75% (upsweep phase) of the stroke, respectively. This force-time profile also identified any stroke asymmetry. 相似文献
29.
Lucia Mason Patrik Pluchino Nicola Ariasi 《Educational technology research and development : ETR & D》2014,62(6):663-685
Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eye-tracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined. 相似文献
30.
CHARACTER EDUCATION: RECLAIMING THE SOCIAL 总被引:1,自引:0,他引:1
Barbara J. Duncan 《Educational theory》1997,47(1):119-130