排序方式： 共有11条查询结果，搜索用时 31 毫秒
1.
2.
Yunhua Liu Alicia Constable 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,9(3):271-285
This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done.
It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest
China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong
learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts
the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and
indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and
underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning
settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of
ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD. 相似文献
3.
Jack H. Wilmore Anne E. Atwater Bess D. Maxwell Dorothy L. Wilmore Stefan H. Constable Michael J. Buono 《Research quarterly for exercise and sport》2013,84(1):90-92
Tennis is an activity requiring both endurance and anaerobic components, which could have immunosuppressive effects postexercise. Purpose The purpose of this investigation was to determine the effect of a simulated tennis match on apoptotic and migratory markers on lymphocyte subsets. Method Male high school (n = 5) and college (n = 3) tennis players (M age = 18.9 ± 3.3 years) completed 10 sets of a tennis protocol including serves, forehand strokes, and backhand groundstrokes with 1-min rest periods between sets. Apoptosis antigen 1 receptor (CD95) and chemokine receptor fractalkine (CX3CR1) expression was analyzed on helper T lymphocytes (CD4+), cytotoxic T lymphocytes (CD8+), and B lymphocytes (CD19+) twice, at resting baseline and immediately after all 10 sets of the tennis protocol. Results An increase was observed in each lymphocyte subtype (p < .02, effect size = .41), and comparison of absolute changes revealed increases in CD4+/CD95+, CD8+/CD95+, and CD8+/CX3CR1 lymphocytes following the tennis protocol (p < .01, effect size = .43), but not in CD19+ cells. Conclusions A simulated tennis match has adequate intensity to induce immune modulations in terms of increased cell death and cellular migration in T lymphocyte subsets. Lymphocytopenia following tennis play is influenced by both apoptotic and migratory mechanisms. 相似文献
4.
5.
Liu Yunhua Constable Alicia 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(2-3):271-285
International Review of Education - This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint... 相似文献
6.
7.
8.
9.
Jack H. Wilmore Bess D. Maxwell Stefan H. Constable Anne E. Atwater Thomas C. Rotkis 《Research quarterly for exercise and sport》2013,84(4):388-389
Abstract The study followed a four-phase design. In Phase I an exhaustive search was conducted for all English language coaching research published in journals from 1970 to 2001. In Phase II, copies of the research were obtained. An expert panel conducted a manual search and a review in Phase III to address validity. Analysis of the research was completed in Phase IV (Culver, Gilbert, &; Trudel, 2003; Silverman &; Skonie, 1997). Over 1,100 articles were reviewed, and 610 met the inclusion criteria. Selected findings include: (a) a relatively low mean spread across many journals, (b) a focus on coaching behavior using quantitative methodologies, and (c) a primary emphasis on team sports in school contexts. 相似文献
10.
Stephen J. Frost Nicole Landi W. Einar Mencl Rebecca Sandak Robert K. Fulbright Eleanor T. Tejada Leslie Jacobsen Elena L. Grigorenko R. Todd Constable Kenneth R. Pugh 《Annals of dyslexia》2009,59(1):78-97
Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the
segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6
to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech
tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior
temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending
on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend
the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers
and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on
the path toward successful literacy acquisition.
相似文献
| Stephen J. FrostEmail: |