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Selmaoui Sabah Agorram Boujemaa Khzami Salah-Eddine EL Abboudi Taoufik Berger Dominique 《美中教育评论》2010,7(8):28-36
Conceptions are analyzed as being the emergences from interactions between three poles： scientific knowledge （K）, values （V） and social practices （P）. The teachers＇ beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher＇s formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers＇ and future teachers＇ conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen. 相似文献
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Asmahan A. EL Ezzi Mohammed A. EL-Saidi 《Indian journal of clinical biochemistry : IJCB》2009,24(2):166-174
The goal of this study was to determine the stability of Total Prostrate Specific antigen (PSA-T) and Free Prostrate Specific
Antigen (PSA-F) in archival serum stored at 4°C and −20°C and subjected to temperature shift due to interruption in power
supply. Our study showed that PSA-T was stable up to 285 days and PSA-F was stable for 158 days under these conditions. Since
power supply interruption is an unavoidable problem in developing nations, our study has implication on the validity of measurement
of PSA-T and PSA-F in serum that was not properly stored due to emergency situations and for certain types of retrospective
studies. 相似文献
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Effects of fatigue on golf performance 总被引：1，自引：0，他引：1
Higdon NR Finch WH Leib D Dugan EL 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):190-196
The purpose of this study was to determine if body position, weight transfer, and/or pelvis/trunk rotations changed as a result of a golf specific fatiguing protocol and whether these changes affected resultant club head velocity at impact and shot consistency. Six male golfers and one female golfer participated in the study, who had a mean age, height, and body mass of 23.9 +/- 3.9 years, 177.4 +/- 4.9 cm, and 75.3 +/- 9.9 kg, respectively. Path analysis was used to determine the relationships between fatigue, biomechanical variables, and resultant club head velocity at impact and shot consistency. In the statistical models representing the effects of biomechanical variables calculated at the top of the swing and ball contact, golf specific fatigue was associated with a 2.0% and 2.5% reduction in the club head velocity and a 7.1% and 9.4% improvement in the shot consistency, respectively. These data suggest that golf specific fatigue was not related to the initial lower body sagittal plane angles at address nor was simulated golf specific fatigue related to peak transverse plane pelvis and trunk rotational velocities (or their timings) in a manner that indicates a relationship to resultant club head velocity and shot consistency. 相似文献
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CHANGES IN SOIL BIOLOGICAL PROPERTIES WITH THE ADDITION OF METSULFURON-METHYL HERBICIDE 总被引：1，自引：0，他引：1
ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｍａｉｎｔｅｎａｎｃｅｏｆｓｏｉｌｆｅｒｔｉｌｉｔｙｄｅｐｅｎｄｓｏｎｔｈｅｓｉｚｅａｎｄａｃｔｉｖｉｔｙｏｆｓｏｉｌｍｉｃｒｏｂｉａｌｂｉｏｍａｓｓ(Ａｌｅｘａｎｄｅｒ,1 977) ,ｗｈｉｃｈｉｓｏｆｆｕｎｄａｍｅｎｔａｌｉｍｐｏｒｔａｎｃｅｉｎｔｈｅｂｉｏｌｏｇｉｃａｌｃｙｃｌｅｓｏｆａｌｍｏｓｔａｌｌｍａｊｏｒｐｌａｎｔｎｕｔｒｉｅｎｔｓ (ＲｏｂｅｒｔａｎｄＣｈｅｎｕ ,1 992 ) .Ａｌｔｈｏｕｇｈｔｈｅｓｏｉｌｍｉｃｒｏｂｉａｌｂｉｏｍａｓｓｒｅｐ ｒｅｓｅｎｔｓｏｎｌ… 相似文献
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Jeffrey V. Bennett Rose M. Ylimaki Thad M. Dugan Lynnette A. Brunderman 《Journal of Educational Change》2014,15(4):377-409
This mixed-method study examines Arizona principals’ capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches, assistant principals) who participated in grant-funded leadership training over an 18-month period. The theoretical framework consisted of leadership in the sociocultural dimension (Ylimaki et al. in Leadersh Policy Sch 11(2):168–193, 2012) and capacity building for sustainable improvement in high-capacity Schools (Mitchell and Sackney in Sustainable improvement: building learning communities that endure. Sense Publishers, Rotterdam, 2009). Findings indicated that: (1) schools were not at high-levels of capacity building; (2) those schools in process of building capacity for sustainable improvement demonstrate a directive leadership approach; (3) school development towards high capacity focused on micro-level processes (e.g., professional learning communities); and (4) little attention was given to leadership in the socio-cultural dimension. Implications of the study suggest future research test a leadership development model for Tier III schools that links capacity building leadership and student achievement. The next generation of educational leaders must also have the knowledge, skills, dispositions, and analytical tools to lead schools in both the accountability culture and the macro socio-cultural dimension. 相似文献