Guest Editors’ Introduction     

Patricia Maslin-Ostrowski  Rivka Felsher  Frank Fernandez 《Community College Journal of Research & Practice》2014,38(2-3):106-107

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Development of a three-dimensional cell culture system based on microfluidics for nuclear magnetic resonance and optical monitoring     

Vicent Esteve  Javier Berganzo  Rosa Monge  M. Carmen Martínez-Bisbal  Rosa Villa  Bernardo Celda  Luis Fernandez 《Biomicrofluidics》2014,8(6)

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Innovations for Home Dressmaking and the Popularization of Stylish Dress     

Nancy Page Fernandez 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):23-33

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Analysis of 175 newborn babies who died in an orphan age     

Dr. M.R. Lokeshwar  Dr. V.G. Tuteja  Dr. A. Fernandez  Dr. Meenakshi N. Mehta  Dr. V.B. Athavale  Dr. Parvaty Krishnan 《Child abuse & neglect》1979,3(3-4)

175 newborns who were admitted to an orphanage in the year 1975–1976 and subsequently died are analysed. Illegitimacy was the major cause for abandoning the babies. 46% of the babies were born in hospitals. 5 babies had congenital anomalies and 11 babies had marks of external injury. 58.8% of the babies abandoned were girls, 82.7% of the babies weighed less than 2.5 kgs. and had some degree of intrauterine growth retardation. The major cause of death was infections which accounted for 79.3% of deaths, of which gastroenteritis (43.4%) was the main killer. Septicemia and bronchopneumonia were the two other major infections that contributed to the deaths. Infections were more common in the low weight babies. Gastroenteritis was probably acquired after introduction of top feeds, due to poor hygiene and occured in all age groups. Majority of babies died of septicemia within 7 days of admission suggesting antenatal and natal infections. Chances of survival increased with increasing weight of the baby.  相似文献   

Isolation of Gardnerella vaginalis in the diagnosis of sexual abuse in children     

Fernandez JP  España AR  Reus E 《Child abuse & neglect》2000,24(6):861-866

INTRODUCTION: The study of sexual transmitted diseases is more and more frequent in patient with suspicion of sexual abuse, and this help to the final medical diagnosis. Organisms like Neisseria gonorrhoeae and Treponema indicate a sure sexual contact. However the role of the rest of organisms in the sexual abuse is more difficult of specifying. OBJECTIVE: To know the role of the Gardnerella vaginalis in the diagnosis of sexual abuse in patient with this possible diagnosis. METHODS: Retrospective study of 135 girls with suspicion of abuse, visited from May of 1997 to February of 1998. Vaginal swabs were taken from 45 of 135 girls evaluated. RESULTS: In five patients the vaginal culture were positive to Gardnerella. The characteristics of these five patients are described (age, aggressor, type and duration of the abuse, physical exploration and final diagnosis). All our patients were the pubertal or prepubertal girls. In these patients the final diagnosis settled with the clinical history and the physical exploration, without keeping in mind the result of the culture. CONCLUSION: It is necessary to discard sexual abuse in all prepubertal girl with a positive culture with Gardnerella vaginalis, being difficult to specify the value of the Gardnerella in the adolescent patients.  相似文献   

Extending the testing effect to self-regulated learning     

Jonathan Fernandez  Eric Jamet 《Metacognition and Learning》2017,12(2):131-156

In addition to serving summative assessment purposes, testing has turned out to be a powerful learning tool. However, while the beneficial effect of testing on learning performances has been confirmed in a large body of literature, the question of exactly how testing influences cognitive and metacognitive processes remains unclear. We therefore set out to investigate the effect of testing on self-regulated learning (SRL) processes. We hypothesized that by recalibrating metacognitive monitoring, regular practice testing can trigger efficient SRL processes and, in turn, foster learning. To test this hypothesis, we exposed first-year undergraduates to a complex neurology module. Participants were randomly assigned to either the practice testing group or a control group. The testing group underwent multiple practice tests during the neurology module, whereas the control group only underwent the multiple practice tests after the course. To assess the impact of practice testing on SRL processes, we combined a think aloud protocol with a metacognitive monitoring self-report measure. Results showed that, compared with controls, participants in the practice testing group were significantly less overconfident in their ability to recall recently learned information and performed better on a posttest questionnaire. Furthermore, mediation analyses confirmed that enhanced learning performance was explained by the use of efficient SRL processes. Therefore, these results allow us to extend the testing effect to SRL, and empirically underscore the central role of monitoring in SRL. Contributions to the fields of practice testing and SRL are discussed.  相似文献   

Leading in the eye of a storm: how one team of administrators exercised disaster resilience     

Fernandez  Frank  Coulson  Hilary  Zou  Yali 《Higher Education》2022,83(4):929-944

Higher Education - Global climate change threatens university campuses around the world. However, prior research suggests that universities around the globe tend to prioritize preventing further...  相似文献   

A sociocultural analysis of mandated curriculum change: the implementation of a new senior physics curriculum in New Zealand schools     

Teresa Fernandez  Garth Ritchie  Miles Barker 《课程研究杂志》2013,45(2):187-213

We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred.

Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways.  相似文献   

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education     

Candido J. Ingles  Jose M. Garcia‐Fernandez  Juan L. Castejon  Antonio Valle  Beatriz Delgado  Juan C. Marzo 《Psychology in the schools》2009,46(10):1048-1060

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.  相似文献   

Examining the supervision of mathematics student teachers through analysis of conference communications     

Maria Lorelei Fernandez  Evrim Erbilgin 《Educational Studies in Mathematics》2009,72(1):93-110

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.  相似文献