Behavioral and physiological responsivity, sleep, and patterns of daily cortisol production in infants with and without colic   总被引：4，自引：0，他引：4  

White BP  Gunnar MR  Larson MC  Donzella B  Barr RG 《Child development》2000,71(4):862-877

To describe the behavioral and physiological responses associated with colic, the responses of 20 two-month-old infants with and 20 without colic were studied during a physical examination. Parents kept a diary of infant behaviors (including crying and fussing) for 3 days following the visit. Using Wessel, Cobb, Jackson, Harris, & Detwiler criteria, colic was defined as fussing/crying for 3 hr or more on each of the 3 days. Behavioral data coded by "blind" observers showed that during the physical exam, colic infants cried twice as much, cried more intensely, and were more inconsolable than were control infants. Despite these behavioral differences, heart rate, vagal tone, and cortisol measures indicated no appreciable difference in physiological responsivity for the two groups. At home, parents collected saliva cortisol samples at wakeup, midmorning, midafternoon, and evening for 2 days. In a finding similar to that shown by the laboratory data, the colic and control infants did not have different levels of daily average cortisol. These laboratory and home data provide no evidence of greater responsivity in the physiological substrate of difficult temperament for colic infants and are consistent with evidence of similarity in temperament once colic is resolved. At home, compared with control infants, colic infants did display a blunted rhythm in cortisol production. By diary, they also slept about 2 hr less per day than did control infants. Nighttime sleep was still significantly different when fussing/crying was statistically controlled. These data suggest that colic might be associated with a disruption or delay in the establishment of the circadian rhythm in activity of the hypothalamic-pituitary-adrenocortical axis and associated sleep-wake activity.  相似文献   

Swedish technology teachers’ attitudes to their subject and its teaching     

Charlotta Nordlöf  Gunnar E. Höst  Jonas Hallström 《Research in Science & Technological Education》2017,35(2):195-214

Background: From previous research among science teachers it is known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.

Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.

Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.

Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.

Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.

Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.  相似文献   

Standardization of Work: Co-constructed Practice     

Gunnar Ellingsen  Eric Monteiro  Glenn Munkvold 《The Information Society》2007,23(5):309-326

There is strong pressure to achieve greater uniformity, standardization and application of best practices in the service professions, a sector that is growing in presence and importance. At the same time, there is a conflicting demand for the delivery of high-quality (or high-priced or “knowledge-intensive”) specialized or localized services. Our article analyzes information systems-enabled standardizing of service work through an in-depth interpretative study of an ongoing standardization initiative within the field of nursing. Nursing provides a graphic illustration of the dilemmas involved in the standardization of service work. In nursing, standardization is commonly a feature of projects to improve both efficiency and quality in health care. In contrast to the dominant conception of standardization as a largely top-down, imposed process, we offer a view of standardization as incomplete, co-constructed with users, and with significant unintended consequences. The article contributes by (a) developing a theoretical perspective for the standardization of information-system-embedded service work and (2) providing operational and practical implications for system design and health care management.  相似文献   

I. CHILDREN IN INSTITUTIONAL CARE: DELAYED DEVELOPMENT AND RESILIENCE     

Marinus H. van IJzendoorn  Jesús Palacios  Edmund J. S. Sonuga‐Barke  Megan R. Gunnar  Panayiota Vorria  Robert B. McCall  Lucy Le Mare  Marian J. Bakermans‐Kranenburg  Natasha A. Dobrova‐Krol  Femmie Juffer 《Monographs of the Society for Research in Child Development》2011,76(4):8-30

Children exposed to institutional care often suffer from “structural neglect” which may include minimum physical resources, unfavorable and unstable staffing patterns, and socially emotionally inadequate caregiver‐child interactions. This chapter is devoted to the analysis of the ill effects of early institutional experiences on resident children's development. Delays in the important areas of physical, hormonal, cognitive, and emotional development are discussed. The evidence for and against the existence of a distinctive set of co‐occurring developmental problems in institutionalized children is weighed and found to not yet convincingly demonstrate a “postinstitutional syndrome.” Finally, shared and nonshared features of the institutional environment and specific genetic, temperamental, and physical characteristics of the individual child are examined that might make a crucial difference in whether early institutional rearing leaves irreversible scars.  相似文献   

Anthropometric profiles are associated with long-term career attainment in elite junior rowers: A retrospective analysis covering 23 years     

Kay Winkert  Jürgen M. Steinacker  Katja Machus  Jens Dreyhaupt  Gunnar Treff 《European Journal of Sport Science》2019,19(2):208-216

Introduction: Successful rowers are heavier and taller than their opponents, but the effect of these variables on long-term career attainment in juniors has not been examined. We therefore analysed this in a large sample of elite German junior rowers. Methods: Former German Junior National Team rowers (N?=?910; 399 females) were grouped according to their highest career attainment, i.e., participation in U19-, U23-, Senior World Championships or Olympic Games (OG). Differences in standing height (SH), body mass (BM) and body mass index (BMI) between groups were analysed using unpaired t-tests and magnitude-based inferences (MBI), effects of anthropometrics on career attainment were analysed with a proportional odds model. Interquartile ranges of the OG group were used to define normative data ranges. Results: SH and BMI very likely differed between career attainment in females. The same was found in males for SH and BM. BM (odds ratio (OR)?=?0.958, P?=?.0171) and BMI (OR?=?0.787, P?=?.0004) had a significant effect on career attainment in females as SH (OR?=?1.072, P?=?.0002) and BM (OR?=?1.049, P?=?.0004) had in males. Interquartile ranges of SH and BM were 178–184?cm and 68–73?kg in females, 190–196?cm and 84–93?kg in males. Conclusion: Anthropometric characteristics at junior age affect long-term career attainment even within elite U19 National Team rowers, underlining the relevance of anthropometric assessments and their consideration for talent identification and development programmes in rowing. We provide evidence-based normative data that rule out an anthropometric limitation of junior rowers for career progression to Olympic level.  相似文献   

A COMMENTARY ON DEPRIVATION-SPECIFIC PSYCHOLOGICAL PATTERNS: EFFECTS OF INSTITUTIONAL DEPRIVATION     

Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2010,75(1):232-247

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Talking Physics during Small-Group Work with Context-Rich Problems - Analysed from an Ownership Perspective     

Margareta Enghag  Peter Gustafsson  Gunnar Jonsson 《International Journal of Science and Mathematics Education》2009,7(3):455-472

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From Everyday Life Experiences to Physics Understanding Occurring in Small Group Work with Context Rich Problems During Introductory Physics Work at University     

Margareta Enghag  Peter Gustafsson  Gunnar Jonsson 《Research in Science Education》2007,37(4):449-467

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The importance of school leaders’ engagement in socialising newly qualified teachers into the teaching profession     

Gunnar Engvik  Anne Berit Emstad 《International Journal of Leadership in Education》2017,20(4):468-490

This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school.  相似文献   

A Conceptual Characterization of Online Videos Explaining Natural Selection     

Gustav Bohlin  Andreas Göransson  Gunnar E. Höst  Lena A. E. Tibell 《Science & Education》2017,26(7-9):975-999

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.  相似文献