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Fateheya M. Metwally Hend Rashad Hala M. Zeidan Ayman Kilany Ehab R. Abdol Raouf 《Indian journal of clinical biochemistry : IJCB》2018,33(2):196-201
The role of bisphenol A (BPA) in autism was investigated in 49 children (mean age = 5.950 ± 1.911 years) with autism spectrum disorders (ASDs) and 40 comparable age and sex matched children used as controls (mean age = 5.333 ± 2.279 years). In addition, 8-Hydroxydeoxyguanosine (8-oxodG) was also studied as a biomarker of oxidative stress in the same set of two selected groups. The results showed that both BPA and 8-oxodG were significantly higher in children with autism than those of control children (p values = 0.025 and 0.0001, respectively). There were positive correlations between both BPA and 8-oxodG with ASDs severity (r = 0.400 and 0.805, respectively), these correlations were highly significant (p values = 0.004 and 0.001, respectively). There was a significance positive correlation between BMI and BPA, but the correlation between BMI and 8-oxodG was not significant in children with autism. The observed results revealed that BPA may increase oxidative stress resulting in mitochondrial dysfunction that affecting the behavior and functioning of ASDs children. 相似文献
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The framing of school curricula and syllabi is a basic stage in the complex process of educational development. It may be
said to be the clearest and most concrete ‘scholastic’ and ‘didactic’ expression of a task that begins with the taxing problem
of defining objectives, continues with the establishment of the structures appropriate to aims and such objectives considered
desirable and practicable, and ends with the evaluation of their present efficacity and possibilities for the future. 相似文献
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Factors affecting the motivation to learn among United Arab Emirates middle and high school students
This study was designed to examine the relative contributions of student and parents’ socio‐demographics, students’ beliefs about learning, parental support of children’s learning, peers’ attitudes towards learning, teacher–student interaction and curriculum content to students’ motivation to learn. The sample consisted of 275 school‐age children ranging from 12 to 16 years old. All measures were constructed for the purpose of this study. Hierarchical multiple regression was used to predict student motivation to learn. Results indicated that students’ beliefs about learning, teacher–student interaction and curriculum content contributed to the United Arab Emirates middle and high school students’ motivation to learn. Implications for research are discussed. 相似文献
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Small-scale deceit: deception as a marker of two-, three-, and four-year-olds' early theories of mind 总被引：8，自引：1，他引：8
This research report summarizes the results of a study into the abilities of 2-, 3-, and 4-year-old children to deceptively lead others into false beliefs, and is intended to help arbitrate a growing controversy as to when young persons first acquire some theory-like understanding of other minds. Utilizing a novel hide-and-seek board game as a context within which to observe children's spontaneous use of deceptive strategies, a total of 50 subjects between the ages of 2 1/2 and 5 were tested. In contrast to the competing findings of others, which are claimed to establish that children younger than approximately 4 suffer a cognitive deficit that wholly blocks them from the possibility of entertaining any sort of contrastive beliefs about beliefs, the results of this study show that even 2 1/2-year-olds are capable of already successfully employing a range of deceptive strategies that both trade upon an awareness of the possibility of false beliefs and presuppose some already operative theory of mind. 相似文献
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Fledgling Theories of Mind: Deception as a Marker of Three-Year-Olds' Understanding of False Belief 总被引：3，自引：1，他引：3
3 studies involving more than 70 3- and 4-year-olds were carried out in an effort to better secure an earlier but controversial set of findings interpreted as demonstrating that children younger than 4 already have a grasp of the possibility of false belief, and consequently deserve to be credited with some authentic if fledgling theory of mind. These studies, which relied on a measure of deceptive hiding rather than more familiar "unexpected change" procedures for indexing false belief understanding, all demonstrated that even the youngest of these subjects: (a) accurately anticipated the likely impact of their deceptive strategies on both the behaviors (Study 1) and beliefs (Study 3) of their opponents, and (b) were able to selectively employ these same methods of information management as a means of helping as well as hindering the efforts of others (Study 2). 相似文献
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ABSTRACTStarting school has been shown to correlate with later school outcomes. Teachers working in early years’ settings either in the United Arab Emirates (UAE) or the United Kingdom completed a questionnaire asking them to rate the importance of 20 statements in answer to the question ‘How important are the following for deciding whether a child with Down Syndrome has had a successful first two terms of school?’ Findings demonstrated a different pattern of expectations depending on where the teacher was working. Specifically, teachers in the United Kingdom placed more importance on academic performance and the relationship with the family. Some similarities in the rankings of the scales were also obtained. Teachers, regardless of the location, placed most importance on children’s happiness and knowledge of school routines in successfully starting school. Implications for children with Down Syndrome starting school in the UAE and the United Kingdom are discussed. 相似文献
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Recently, attention has focused on identifying core instructional practices that could leverage novice teachers’ development of professional knowledge and skill. To help novices learn to implement these practices, there is also increasing interest in developing enactment tools that could translate abstract conceptual tasks into more concrete steps. Less attention, however, has been paid to understanding how novices might learn to use these tools adaptively in the context of practice. We address this issue by integrating a set of theoretical considerations that together serve as a model for investigating how novices could learn within a community of practice to use a specified elicitation sequence adaptively, guided by more experienced members in that community. In our results, we provide thematic categories for the problems that arose as novices used the sequence of questions and demonstrate how these problems afforded the teacher educator opportunities to connect novices’ work to a set of professional commitments that could guide their adaptive practice. In particular, we highlight how these opportunities arose in the midst of modifying the question sequence and investigating the consequences of its enactment. Although our analysis focuses on a particular question sequence, we see our results as relevant to the development of other forms of enactment tools for use in adaptive practice across a range of professional domains. 相似文献