Tin Oxide Chemistry from the Last Decade of the Nineteenth Century to the First Decade of the Twenty-First Century: Towards the Development of a Big-Picture Approach to the Teaching and Learning of Chemistry While Focussing on a Specific Compound or Class of Compounds     

Kevin C. de Berg 《Science & Education》2010,19(9):847-866

The discovery of the electron in 1897 deeply impacted the nature of chemistry in the twentieth century. A revolution in the theoretical structure of chemistry as well as in the instrumental tools used in chemical analysis occurred as a result of this discovery. The impact of this revolution on tin oxide chemistry over approximately a 100 year period is the focus of this paper. Important questions addressed include the following: Are tin oxides of importance in our current society or are they only of quaint academic interest? In what way has chemistry as a discipline added to our understanding of the tin oxides and has this added any technological value to these compounds? Does the historical approach followed in this paper offer chemistry educators the opportunity to place current chemical knowledge in a broader epistemological framework? The impact of the answers to these questions on chemistry education is discussed.  相似文献   

Gendering processes in the field of physical education     

Päivi Berg  Elina Lahelma 《Gender and education》2010,22(1):31-46

In Finnish secondary schools, girls and boys are taught physical education (PE) in separate groups. A male teacher normally teaches the boys and a female teacher teaches the girls. Focusing on PE teachers’ comments in two different ethnographic studies of seventh graders (13–14‐year‐olds), we examine the processes that reproduce or challenge the gender system and the possibilities of agency in the context of PE. Our findings suggest that the bodies of male students are regarded as strong and are, therefore, appreciated by both female and male teachers. Moreover, male teachers’ competence in PE is evaluated higher than that of the female teachers. None of the teachers questioned the male teachers’ ability to teach girls, however, heteronormativity arose as an issue. There were more doubts over female teachers’ competence to teach boys.  相似文献   

A multifaceted approach to teacher induction   总被引：1，自引：0，他引：1  

Dana L. Bickmore  Steven T. Bickmore 《Teaching and Teacher Education》2010

The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers.  相似文献   

The electrocardiographic manifestations of athlete’s heart and their association with exercise exposure     

Bram Bessem  Matthijs C. De Bruijn  Wybe Nieuwland  Johannes Zwerver  Maarten Van Den Berg 《European Journal of Sport Science》2018,18(4):587-593

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The compatibility of zero-sum logic and mutualism in sport     

Adam Berg 《体育哲学杂志》2018,45(3):259-278

This essay argues that within competitive sport zero-sum logic and the theory of mutualism are compatible and complementary. Drawing on Robert Simon’s theory of mutualism and Scott Kretchmar’s argument for zero-sum logic, this article shows how athletes can strive for a clear-cut victory and shared benefits such as athletic excellence fully and wholeheartedly at the same time. This paper will also consider how acknowledgment of this dynamic could advance understandings for ethical theories for sport. It will then conclude by describing a subjective approach that will make the affinity of zero-sum logic and mutualism more accessible for sports people.  相似文献   

MenCare+ in South Africa: findings from a gender transformative young men’s group education on sexual and reproductive health and rights     

Harald Kedde  Kerryn Rehse  Giovanni Nobre  Wessel van den Berg 《Sex education》2018,18(2):206-218

This paper details findings from an evaluation of a gender-transformative sexual and reproductive health and rights group education programme facilitated with young men aged 15–24 years in South Africa. A total of 475 young men participated in the group education programme. A self-administered pre- and post-questionnaire survey was conducted with a sample of the participants, and focus group discussions were facilitated. A total of 265 young men completed both the pre and post-questionnaires. Findings from the surveys as well as the focus group discussions showed positive changes in gender equitable attitudes, contraception and condom use. Results indicate that the young men who participated in the group education learned to identify harmful gender norms and actively questioned these constructs both within their personal lives and in the broader community. The intervention enabled some participants to envision alternative versions of masculinity and femininity, thus enabling them to adopt a new way of being, with transformed attitudes concerning household and gender roles.  相似文献   

Father Involvement and Father–Child Relationship Quality: An Intergenerational Perspective     

Von Jessee 《Parenting, science and practice》2018,18(1):28-44

Objective. The present study looks at predictors that may be associated with father–child relationship quality and whether relationship quality appears to be transmitted across generations. Design. This study includes 2,970 U.S. families who participated in the Fragile Families and Child Well-Being Study. Structural equation modeling was used to assess associations between fathers’ relationship with paternal grandfathers (PGF) during their own childhood and when their own children are 1 year old, father involvement at age 1, and child reports of father-child relationship quality at age 9. Results. Paternal grandfathers involvement with fathers during childhood was positively associated with the father-paternal grandfathers relationship at child age 1, which in turn was associated with greater father involvement at age 1. More father involvement at age 1 was associated with child reports of better father-child relationships at age 9. The pathways from paternal grandfathers involvement during fathers’ childhood and father–paternal grandfathers relationships at age 1 to father–child relationship quality at age 9 were fully mediated by father involvement at age 1. Conclusions. Patterns of father involvement and the quality of father–child relationships tend to be passed down across generations. To ensure an active, positive father involvement and its associated benefits for children, parenting interventions should focus promoting positive fathering behaviors to promote positive relationships with children in their own and future generations.  相似文献   

Interleukin-6 and Delayed Onset Muscle Soreness Do Not Vary During the Menstrual Cycle     

Morgan E. Chaffin  Kris E. Berg  Jessica R. Meendering  Tamra L. Llewellyn  Jeffrey A. French  Jeremy E. Davis 《Research quarterly for exercise and sport》2013,84(4):693-701

The purpose of this study was to determine if a difference in interleukin-6 (IL-6) and delayed onset muscles soreness (DOMS) exists in two different phases of the menstrual cycle. Nine runners performed one 75-min high-intensity interval running session during the early follicular (EF) phase and once during the midluteal (ML) phase of the menstrual cycle. Estrogen and progesterone levels were significantly reduced in the EF phase when compared to the ML phase. IL-6 levels increased from pre- to postexercise in the EF and ML phases (p < .001). There was no relationship between the IL-6 level and DOMS. The results suggest that menstruating female runners need not vary training throughout the month to reduce DOMS.  相似文献   

Spatial memory in rats: Resistance to retroactive interference     

William S. Maki  Susan Brokofsky  Bruce Berg 《Learning & behavior》1979,7(1):25-30

Treatments that interfere with animals’ short-term retention (e.g., in delayed matching-to-sample) were studied using a spatial memory task. Rats performed in an eight-arm radial maze in which choosing each arm without repetition was the optimal behavior. Performances were interrupted between fourth and fifth choices for a delay of 15 sec to 2 min. A variety of events occurring during the delay interval did not disrupt memories for prior choices (as assessed by the accuracy of postdelay choices). The ineffective treatments included variations in visual and auditory environments, removal from the maze, food consumed during the delay, a distinctive odor added to the maze, or combinations of these manipulations. Additionally, performance on another spatial task (a four-arm maze) during the delay between Choices 4 and 5 did not interfere with performance in the eight-arm maze. These findings suggest that rats’ memories for spatial locations are immune to retroactive interference, at least within the range of conditions reported, and that the rat can successfully segregate memories for spatial locations established in different contexts.  相似文献   

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle     

Stephanie M. Lemley  Jessica T. Ivy  Dana Pomykal Franz  Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.  相似文献