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101.
AbstractOver the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum: one structured and the other semi-structured, in a quasi-experimental design with a pre-test, post-test and follow-up. The study was carried out with the participation of 124 five- and six-year-old children who attended preschool in four schools in the north of Portugal. The results suggest that the Ouvir as Letras programme was more effective in facilitating the acquisition of basic skills to initiate children in the learning of written language. 相似文献
102.
The historic and current case to retain a focused clinical nursing identity within an academic context is explicit; however there is tension between the need for excellence in teaching and research, and obligation to maintain a credible clinical identity. Nursing is politically and vocationally advanced but, arguably, weaker academically. Considered an ‘old vocation’ but a ‘young discipline’, nursing lacks the traditional background found in established academic communities. Nurses still find it difficult to ‘let go’ of the past and new academics will often try to re-create a clinical role because they lack confidence in their ability to fulfil an academic one. Moving forward, the new graduate nursing programmes and the growing number of hybrid or ‘pracademic’ roles spanning education and practice will, through the co-creation of knowledge, challenge discipline boundaries and produce a new generation of leaders for the profession. 相似文献
103.
Raquel Raimundo Alexandra Marques‐Pinto Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180
This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status. 相似文献
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Natalie H. Brito Denise Werchan Annie Brandes-Aitken Hirokazu Yoshikawa Ashley Greaves Maggie Zhang 《Child development》2022,93(4):1030-1043
The first months of life are critical for establishing neural connections relevant for social and cognitive development. Yet, the United States lacks a national policy of paid family leave during this important period of brain development. This study examined associations between paid leave and infant electroencephalography (EEG) at 3 months in a sociodemographically diverse sample of families from New York City (N = 80; 53 males; 48% Latine; data collection occurred 05/2018–12/2019). Variable-centered regression results indicate that paid leave status was related to differences in EEG power (ps < .02, R2s > .12). Convergent results from person-centered latent profile analyses demonstrate that mothers with paid leave were 7.39 times as likely to have infants with EEG profiles characterized by increased higher-Hz power (95% CI, 1.9–36.9), potentially reflecting more mature patterns of brain activity. 相似文献
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Bruno Follmer Rodolfo André Dellagrana Luis Antonio Pereira de Lima Walter Herzog 《Journal of sports sciences》2017,35(23):2373-2379
Upper-body dynamic and isometric maximum strength are essential components for success in Brazilian jiu-jitsu (BJJ). This study was aimed at analysing strength parameters in the elbow flexor and extensor muscles of BJJ practitioners. Participants (n = 28) performed maximum isometric contractions of elbow flexors and extensors to determine peak torque (PT), rate of force development (RFD), and the torque–angle (T–A) relationship at elbow angles of 45°, 60°, 75°, 90°, 105°, and 120°. Additionally, concentric and eccentric PTs were measured at 1.04 rad·s-1. Student t-test and ANOVA were performed using α = 0.05. Elbow flexors were stronger isometrically (P < 0.001, ES = 1.23) but weaker concentrically (P < 0.05, ES = 0.54) than extensor muscles, possibly because of the extensive grip disputes and pushing of opponents in BJJ. The T–A relationship had an inverted “U”-shape. Torque differences across elbow angles were moderate (ES = 0.62) for the extensor and large (ES = 0.92) for the flexor muscles. Isometric torque was greatest for elbow angles of 105° and 75° and smallest for 45° and 120° for extensor and flexor muscles, respectively. Elbow flexors had a greater RFD than extensors, regardless of elbow angle. The present study provides comprehensive results for elbow muscle strength in BJJ practitioners. 相似文献
107.
Paulo Lima Junior Fernanda Ostermann Flavia Rezende 《Cultural Studies of Science Education》2014,9(3):591-597
In the first three sections of this paper we comment on some of the ideas developed in the forum papers, pointing out possible misunderstandings and constructing new explanations that clarify arguments we made in the original article. In the last section we expand the discussion raised in the original paper, elaborating on the limits of the use of Marxist approaches to sociocultural studies of science education. Following insights suggested by Loxley et al. (Cult Stud Sci Edu. doi:10.1007/s11422-013-9554-z, 2013) and detailed by Zuss (Cult Stud Sci Edu, 2014) on the commodification of knowledge, we sketch an analysis of how knowledge is transformed into capital to understand why contemporary scholars are likely to be engaged in a relation of production that resembles capitalist exploitation. 相似文献
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Cristine Lima Alberton Paula Finatto Stephanie Santana Pinto Amanda Haberland Antunes Eduardo Lusa Cadore Marcus Peikriszwili Tartaruga 《Journal of sports sciences》2015,33(8):795-805
The purpose was to analyse the vertical ground reaction forces (Fz) of head-out aquatic exercises [stationary running (SR), frontal kick (FK), cross-country skiing (CCS), jumping jacks (JJ), adductor hop (ADH) and abductor hop (ABH)] at two cadences in both aquatic and dry land environments. Twelve young women completed two sessions in each environment, each consisting of three exercises performed at two cadences (first and second ventilatory thresholds – C1 and C2, respectively). Two-way and three-way repeated measures analysis of variance were used to the statistical analysis. The results showed that the peak Fz and impulse were significantly lower in the aquatic environment, resulting in values from 28.2% to 58.5% and 60.4% to 72.8% from those obtained on dry land, respectively. In the aquatic environment, the peak Fz was lower and the impulse was higher at the C1 than at the C2. Furthermore, it was observed that SR and FK (0.9–1.1 BW) elicited a significantly higher peak Fz values compared to the ADH and JJ exercises (0.5–0.8 BW). It can be concluded that the aquatic environment reduces the Fz during head-out aquatic exercises. It should be noted that its magnitude is also dependent on the intensity and the identity of the exercise performed. 相似文献
110.
Angelica Lima Cruz 《The International Journal of Art & Design Education》1999,18(2):221-230
From the end of the XIX century until the second half of the XX century, there is a ‘hidden-stream’ world of women’s popular art in traditional clay work of the Barcelos region – Galegos parishes. At a time when mainstream aesthetic values in fine art are undergoing fundamental change, research into this tradition could contribute to the current status of knowledge of aesthetic value in general, particularly with regard to evaluating the aesthetic in hidden-stream art forms, and the reasons for the negative value attached to female art production. This paper documents and records visually clay figurines of these women artisans, determines how the ceramic tradition is passed on in the community, and reveals the artisans’ views of its meaning, significance, and aesthetic worth. From a feminist perspective, the research will inquire into the aesthetic and other concerns of the women artisans and ascertain their audiences and their reasons for valuing or not valuing the work. Male and female responses to the products of a traditionally female ceramic occupation will be compared. There is a need to document processes of informal and continuous training made available for those who might wish to participate in the future, and to determine the extent to which this heritage is dependent on gender divisions in Portuguese society undergoing a process of change. 相似文献