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971.
Girls tend to have less peer support for their science interests than do boys, which may contribute to gender differences in science motivation. The effect of science peer relationships on adolescents visions of their possible personal future lives as scientists was studied in 161 female and 163 male gifted high school students who participated in summer science enrichment programs. Student reports of having positive science peer relationships were associated with more positive expectations of the possible personal self as scientist prior to the programs, and both program-related and nonprogram-related science peer relationships were associated with changes in the possible self at posttesting and at 6 month follow-up. These relations held for both male and female students. At follow-up, girls reported a stronger social niche with fellow program participants and stronger science peer relationships than did boys. Implications of the findings are discussed within the larger gendered societal context for science achievement. 相似文献
972.
973.
孔墨“俱道尧舜”但政治理想却截然不同,其主要原因在于两方面,首先是他们有着各不相同的历史传统和政治理想,其次是他们对于中国轴心时代的社会现实有着完全不同的认识和评价。两家显学的根本分歧在于“礼与食孰重”,儒家认为生活资料的匮乏是由于人的动物性欲望未能得到有效的遏制,因而特别强调了一整套礼仪制度对于文明的重要性。墨家则认为正是由于礼仪制度本身的维系严重消耗了社会的物质基础,才使得人们为了满足饥饿的食本能而不得不弱肉强食。这个思想史的问题至今仍未结束。 相似文献
974.
近代科学在欧洲的产生,乃得益于"文艺复兴"以来欧洲学术上"形而上"与"形而下"的大规模分离.而汉以来"独尊儒术"的实现,<易>作为儒家主要经籍以其"仰观天文,俯察地理,中知人事"的宏大叙事与终极关怀,影响了经学时代中国学者的学术兴趣,导致他们将绝大多数精力投入到了以史学为主的"人事"中而非自然事物的研究对象与形而下的研究路径.两个相对独立的历史进程与历史体系或无何可比性:近代科学在欧洲产生只有在产生近代科学的欧洲自我历史进程与历史体系中才能得到解释,中国没有产生近代科学亦复如此.至于将中国科学落后的原由单一性地归结于<易>或儒家经学,这未必符合历史的因果真相与思维的有效推理. 相似文献
975.
Johnson BM Miltenberger RG Egemo-Helm K Jostad CM Flessner C Gatheridge B 《Journal of applied behavior analysis》2005,38(1):67-78
This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention skills were measured in naturalistic settings. Results revealed that all the children learned the skills and all the children available at the 2-week and 1-month follow-ups maintained the skills at criterion level. All but 3 children's criterion-level performances were maintained at the 3-month follow-up as well. 相似文献
976.
Miltenberger RG Gatheridge BJ Satterlund M Egemo-Helm KR Johnson BM Jostad C Kelso P Flessner CA 《Journal of applied behavior analysis》2005,38(3):395-398
This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child. 相似文献
977.
Ana Waleska P.C.?Mendon?aEmail author Libania Nacif?Xavier Vera Lucia Alves?Breglia Miriam Waidenfeld?Chaves Maria Teresa Cavalcanti?de Oliveira Cecília Neves?Lima Pablo S.M. Bispo?Dos Santos 《Studies in Philosophy and Education》2005,24(6):471-498
This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies (INEP), an organ linked to the Ministry of Education and Culture (MEC), which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling. 相似文献
978.
The focus of this research review is to determine what factors increase the likelihood that positive individual and systemic
changes occur for children and adolescents following discharge from residential treatment. Residential treatment outcome studies
from 1993 to 2003 that fulfilled predetermined criteria were located through 4 on-line databases using key word combinations.
The research selected was: (a) 7 studies that measured outcome immediately upon completion of treatment and discharge, and
(b) 11 studies where outcome progress was assessed at one or more follow-up dates after discharge. Results showed that children
and adolescents with severe emotional and behaviour disorders can benefit and sustain positive outcomes from residential treatment
that is multi-modal, holistic and ecological in its approach. Similar to the clinical child psychotherapy research, conclusions
must be tempered due to the limited number of studies and methodological weaknesses. Future considerations highlight how research
results can more realistically reflect intervention effectiveness when elements of the ecological and systemic landscape of
care are addressed. 相似文献
979.
John?D.?RobinsonEmail author Dawn?L.?Cannon 《Journal of clinical psychology in medical settings》2005,12(3):265-270
Mentoring is an essential part of success in the academic medical center. The provision of effective mentoring is key to the success of the increasing numbers of women entering medicine. However, the gender distribution within the hierarchy of medicine has not changed in that the power still resides with men in the system. Currently, men are attempting to mentor women, and so as the proportion of women in medicine continues to grow, they will become more influential in this setting and will become increasingly responsible for providing mentoring to men. In either case, effective communication across gender lines is an essential aspect of the mentoring process. Psychologists in academic medical settings can provide guidance to faculty and staff on the critical aspects of social development and communication, which may affect how women and men are mentored and the success of this mentoring process, whether across or within gender lines. 相似文献
980.