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Louisa R. Peralta Donna O’Connor Wayne G. Cotton Andrew Bennie 《Teaching Education》2016,27(3):248-266
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. 相似文献
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Self‐determination is considered to be a basic human right which, to develop, demands contextual opportunities as well as individual competencies. For people with intellectual and developmental disabilities, the family is the natural support environment in the task of increasing control over their own lives. There is little, however, that has been published in Spain on the needs and strengths of families in this regard. This article presents a study carried out in Spain on the knowledge, attitudes and strategies that a sample group of parents (N = 201) have regarding self‐determination. An analysis of the data gathered highlights the need for intervention proposals to prepare parents to further their children's self‐determination, through collaborative partnerships and through cognitive restructuring. 相似文献
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Jyoti P. Gurung Moein Navvab Kashani Sanaz Agarwal Gonzalo Peralta Murat Gel Matthew A. B. Baker 《Biomicrofluidics》2021,15(3)
Many motile bacteria are propelled by the rotation of flagellar filaments. This rotation is driven by a membrane protein known as the stator-complex, which drives the rotor of the bacterial flagellar motor. Torque generation is powered in most cases by proton transit through membrane protein complexes known as stators, with the next most common ionic power source being sodium. Sodium-powered stators can be studied through the use of synthetic chimeric stators that combine parts of sodium- and proton-powered stator proteins. The most well studied example is the use of the sodium-powered PomA-PotB chimeric stator unit in the naturally proton-powered Escherichia coli. Here we designed a fluidics system at low cost for rapid prototyping to separate motile and non-motile populations of bacteria while varying the ionic composition of the media and thus the sodium-motive force available to drive this chimeric flagellar motor. We measured separation efficiencies at varying ionic concentrations and confirmed using fluorescence that our device delivered eightfold enrichment of the motile proportion of a mixed population. Furthermore, our results showed that we could select bacteria from reservoirs where sodium was not initially present. Overall, this technique can be used to implement the selection of highly motile fractions from mixed liquid cultures, with applications in directed evolution to investigate the adaptation of motility in bacterial ecosystems. 相似文献
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Teaching assessment at higher education level is required in order to improve the quality of teaching in universities. As both teaching staff and students are equally involved in the teaching/learning process, the views of both must be taken into account when determining the quality of teaching. Basically, a self‐evaluation process has two aspects. On the one hand, there is the source of information, the teacher in this particular case. He or she has the opportunity to reflect upon the actual teaching situation by evoking his or her own point of view in regard to his or her vision of reality even if it might be judged as a complementary view as opposed to other views. On the other hand, the objective of the process might be one either of providing a means of checking (process evaluation) or of improving (result evaluation). A detailed analysis of the two characteristics will enable us to appreciate properly their inter‐connectedness. This analysis, as well as the prior experience of the authors in the domain of teaching assessment within their university, enables them to present a model of self‐evaluation applicable to the context in which they are working. 相似文献
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In two experiments, rats received preexposure consisting of six intraperitoneal injections of lithium chloride (LiCl). This
treatment reduced the magnitude of the unconditioned response (UR; suppressed consumption of a novel flavor) evoked by an
additional injection (Experiment 1) or by oral consumption (Experiment 2) of LiCl. In both experiments, preexposure also attenuated
the acquisition of a conditioned aversion with an LiCl injection as the unconditioned stimulus (US) but had no effect on the
aversion produced when the US was oral consumption of LiCl (Experiment 2). These results are consistent with the view that
the reduced ability of the preexposed US to serve as a reinforcer depends on blocking by injection-related cues and is independent
of habituation of the UR recorded in the present study. Possible interpretations of this dissociation are discussed. 相似文献
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Olga Peralta Analía Salsa María del Rosario Maita Florencia Mareovich 《Early Years: An International Journal of Research and Development》2013,33(3):266-274
Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors’ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed. 相似文献
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Andrea Sabina Taverna Olga Alicia Peralta 《European Journal of Psychology of Education - EJPE》2013,28(3):599-617
From an integrative approach, this work focuses on the role of conceptual mechanisms, such as comparison and conceptual-based inference, and sociopragmatic support in young children's taxonomic categorization. “Experiment 1” assessed whether 3-, 4-, and 6-year-old children succeed in detecting taxonomic relations on their own. A clear developmental trend was found: 6-year-olds succeeded, whereas 4- and 3-year-olds relied primarily on perceptually based categories. “Experiment 2” assessed if 3-year-olds are able to change their perceptual response into a taxonomic categorization as a function of the co-occurrence of contingent category information and feedback in an interactive process with an adult (experimenter). A pretest–posttest training study compared 3-year-olds' performance in four conditions: comparison, conceptual-based, information-only, and feedback-only. A perceptual–totaxonomic shift was found only in the comparison and conceptual-based training groups. Children who only received either category information or corrective feedback did not make such a shift. The results show that social interaction with supportive adults is a mechanism that drives conceptual understanding in early childhood. 相似文献
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Adilson Marques Élvio Rubio Gouveira Miguel Peralta João Martins Joed Venturini Duarte Henriques-Neto 《Journal of sports sciences》2020,38(14):1690-1697
ABSTRACT This study aimed to systematically review the association between cardiorespiratory fitness and telomere length (TL). Studies were identified from searches in Cochrane Central, PubMed, Scopus, Sportdiscus, and Web of Science databases through July 2019. Eligibility criteria included: cross-sectional, prospective, and experimental study design; outcomes included TL; results expressed the relationship between cardiorespiratory fitness and TL; studies published in English, Portuguese, or Spanish. A total of 20 articles met the inclusion criteria. Sixteen studies (80%) reported a significant relationship between cardiorespiratory fitness, or training load, and TL. Better cardiorespiratory fitness or a large cardiorespiratory training load are associated with an increase in TL. Although, TL was related to regular moderate-to-vigorous aerobic exercise and cardiorespiratory fitness in older healthy humans, it was not related to cardiorespiratory fitness among young subjects. There seems to be a positive and significant relationship between cardiorespiratory fitness and TL, mainly among middle age and older people, which emphasizes the importance of cardiorespiratory fitness for healthy ageing. Therefore, endurance exercise and better cardiorespiratory fitness may regulate the TL in middle age and older adults, slowing the cellular ageing process. 相似文献
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