Добірка наукової літератури з теми "Bioecological influences"

BackgroundPrior research has suggested that, consistent with the diathesis–stress model of gene–environment interaction (G × E), parent–child conflict activates genetic influences on antisocial/externalizing behaviors during adolescence. It remains unclear, however, whether this model is also important during childhood, or whether the moderation of child conduct problems by negative/conflictive parenting is better characterized as a bioecological interaction, in which environmental influences are enhanced in the presence of environmental risk whereas genetic influences are expressed most strongly in their absence. The current study sought to distinguish between these possibilities, evaluating how the parent–child relationship moderates the etiology of childhood-onset conduct problems.MethodWe conducted a series of ‘latent G by measured E’ interaction analyses, in which a measured environmental variable was allowed to moderate both genetic and environmental influences on child conduct problems. Participants included 500 child twin pairs from the Michigan State University Twin Registry (MSUTR).ResultsShared environmental influences on conduct problems were found to be several-fold larger in those with high levels of parent–child conflict as compared with those with low levels. Genetic influences, by contrast, were proportionally more influential at lower levels of conflict than at higher levels.ConclusionsOur findings suggest that, although the diathesis–stress form of G × E appears to underlie the relationship between parenting and conduct problems during adolescence, this pattern of moderation does not extend to childhood. Instead, results were more consistent with the bioecological form of G × E which postulates that, in some cases, genetic influences may be most fully manifested in the absence of environmental risk.

The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner’s (1995) “Bioecological Model.” The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success.

The purpose of this study is to map the medicalisation of learning difficulties in the remote and mountainous areas in Chania Prefecture, Crete, when pupils are referred to Diagnostic Institutes to be assessed and possibly receive a learning difficulty diagnosis. It provides evidence on the fact that the learning difficulties identification procedure tends to be individually oriented and to neglect contextual dimensions, as well as the interactions between them, particularly in light of the consequences of the socioeconomic crisis in Greece. The remote and mountainous areas in Chania Prefecture, Crete, serve as a case study. Educational documents, archives, newspapers, and laws are examined, and six semi-structured interviews are conducted and analysed. The analysis yields two core themes: a. Exaggerated diagnoses: a compensatory tool and b. The emergence of the environment of the contexts: the impacts of the socioeconomic crisis. As an outcome of the analysis, it occurs that the medicalisation of learning difficulties appears to impose an obstacle to the detection of the deeper systemic, social, and political causes of these difficulties. It may also fail to sufficiently address the needs of the involved parts, namely pupils, parents, and schools. Given the implications arising from the study that indicate the systemic nature and influences of learning difficulties, the necessity for a transition towards a bioecological approach is discussed.

<p class="abstract"><strong>Background:</strong> The use and reproduction of natural resources that are interested in improving the living standards of the population is based studing of scientifically complex. Studying the biodiversity of medicinal plants based on cenological assesments are depending on their ecological diversity is always relevant. This study was aimed to estimate population of <em>Equisetum arvense</em> L. phytocenologically and ecologically and registrations during in different years.</p><p class="abstract"><strong>Methods:</strong> Ontogenetical descriptions of <em>Equisetum arvense</em> species have been shown according to form of ontogenetically periods. It has been used discrete descriptive conception of ontegenese and development stages of the individuals have been charactered. Results have been analysed by χ² comparison of criteria. </p><p class="abstract"><strong>Results</strong> Three natural cenopopulations and cenological state of <em>E. arvense</em> were assessed during 2017-2019 years. It is defined that, 1^stand 3^rd cenopopulations were transitions and 2^nd was mature in 2017, in 2018 1^st was young, 2^nd and 3^rdwere mature, in 2019 1^st and 2^nd were young and 3^rd was mature. Restoration of 1^st and 2^nd cenopopulations were higher in 2019 than in 2017-2018.</p><p class="abstract"><strong>Conclusions:</strong> Properties of soil-climate condition in <em>E. arvense</em> formation has been a cause for a determining development rhythm feature in the Equiseta vegetation. Important changes in ecology temperature, dampness and other factors influence on strongly seasonal dynamism of grasses in the Zagatala territory, but semi-shrubs tier that <em>E. arvense</em> dominates is constant. Seasonal distribution of the atmosphere rainfalls influences on development dynamism of populations. For this reason restoration parameters of some populations were high in compared to previous years.</p>

Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd ed. Four mothers and three fathers of identified first graders who met gender and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions, and parent journals were collected from participants. Using Bronfenbrenner’s bioecological model of human development as a guide, parental perceptions of contextual influences on young children’s leadership development were investigated. Findings indicate that parents were intentional in trying to develop characteristics and dispositions in their children to help them become good citizens but did not necessarily consider their actions as also building early leadership skills. Information concerning contextual situations, relationships, tools, and characteristics of early leadership development is shared. As parents discussed opportunities for their first graders to develop leadership skills, an unexpected theme emerged regarding benefits of rural living for young leadership development.

AbstractChild conduct problems (CP) reflect a heterogeneous collection of oppositional, aggressive, norm-violating, and sometimes violent behaviors, whereas child callous–unemotional (CU) behaviors reflect interpersonal styles of interactions reflecting a lack of guilt and empathy as well as uncaring and shallow emotional responses to others. Taken together, high levels of child CP and CU behaviors are thought to identify a relatively homogenous group of children at elevated risk for persistent and more severe problem behaviors across childhood and into adulthood. Although a large body of research has examined the developmental etiology of CP behaviors, only recently has a developmental psychopathology approach been applied to early CU behaviors. The current study examines multiple levels of contextual influences during the first years of life, including family socioeconomic status, household chaos, and parenting behaviors, on CP and CU behaviors assessed during the first-grade year. Whereas previous studies found associations between parenting behaviors and child problem behaviors moderated by household chaos, the current study found no evidence of moderation. However, path analyses suggest that the associations between child CP and CU behaviors and the contextual variables of socioeconomic status (family income and parental education) and household chaos (disorganization and instability) were mediated by maternal sensitive and harsh–intrusive parenting behavior. Analyses are presented, interpreted, and discussed with respect to both bioecological and family stress models of development.

School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology. Keywords: early childhood, school readiness; distance learning References: Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. 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Kesiapan Guru Menghadapi Pembelajaran Jarak Jauh Di Masa Covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 2(1). https://doi.org/10.30631/smartkids.v2i1.61 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11). https://doi.org/10.3991/IJET.V14I11.10090 Lutfiah, S. Z. (2020). Persepsi Orang Tua Mengenai Pembelajaran Online di Rumah Selama Pandemi Covid-19. Dealektik, 2(2). Majzub, R. M., & Rashid, A. A. (2012). School Readiness Among Preschool Children. Procedia - Social and Behavioral Sciences, 46. https://doi.org/10.1016/j.sbspro.2012.06.098 Nurdin, N., & Anhusadar, L. (2020). Efektivitas Pembelajaran Online Pendidik PAUD di Tengah Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.699 Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah dan Pemetaan Kesiapan Bersekolah pada Anak Usia Dini di Indonesia. Indonesian Journal of Educational Assesment, 1(1). https://doi.org/10.26499/ijea.v1i1.4 Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.535 Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127 Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2018). Indonesian children ‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4). https://doi.org/10.15823/p.2018.132.6 Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57. https://doi.org/10.1016/j.ecresq.2021.05.006 Saodi, S., Herlina, H., & Irfan, M. (2021). The Effectiveness of Children’s Learning Time in Online Learning System During the Covid 19 Pandemic in Kindergartens. Journal of Educational Science and Technology (EST), 7(2), 148. https://doi.org/10.26858/est.v7i2.19538 Satrianingrum, A. P., & Prasetyo, I. (2020). Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.574 Sibagariang, P. P., & S. Pandia, W. S. (2021). Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 41–59. https://doi.org/10.21009/jpud.151.03 Sit, M., & Assingkily, M. S. (2020). Persepsi Guru tentang Social Distancing pada Pendidikan AUD Era New Normal. 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Abstract On decorative trees and shrubs, under the influence of external factors and pathogenic microorganisms, the development of various diseases is observed. The article is devoted to the prevention of such negative phenomena, the study of the species composition of the biota of micromycetes, as well as the analysis of their bioecological characteristics.

This program of research used a mixed methods approach to explore the cultural, social and psychosocial factors that influence women's alcohol consumption. Results indicated that there were a number of common influencing factors across women of all ages but also a number of key influences and behaviours that were distinct for younger and older women. These findings emphasised the need for age-specific interventions that target these influences to reduce women's exposure to alcohol-related harm. This research is one of the first studies to examine alcohol consumption of both younger and older women.

Schools, families, and neighborhoods can support the development of happy, healthy children and adolescents. However, a majority of children in the United States also experience adversity in their early lives that can have deleterious effects on their cognitive and socioemotional development. Measuring and modeling early adversity is fundamental to understanding development as it occurs through interactions with schools, families and neighborhoods. As outlined by Bronfenbrenner's bioecological model of human development, proximal and distal forces shape development, and cannot be isolated when relating measures of the developmental context to outcomes for individuals. For schools and other social programs to support students from high adversity backgrounds, the nature and structure of adversity and contextual influences must be measured and modeled in a robust manner. The three distinct papers in this dissertation describe the construction and evaluation of measurements for adversity, family conflict, neighborhood quality, and school safety, along with models that relate these elements to each other and cognitive outcomes in childhood and adolescence. Structural equation modeling is used to investigate the latent variables generated to measure the constructs and the nature of their relationships. The studies use nationally representative data from the Panel Study of Income Dynamics to create and test the theoretically driven models. The first study constructs and tests latent variables aligned with the Adverse Childhood Experiences (ACEs) framework in order to generate a continuous and theoretically coherent measurement of adversity. The second study uses this ACEs measurement along with measures of family conflict and neighborhood quality to generate and test path models informed by the bioecological theory of development. The third study applies these measures of developmental constructs to the study of safety in schools and identifies the differential function of school safety for children with varying levels of adversity to better understand the potential for school-based interventions. Results from these studies indicate the utility of a latent variable approach to measuring adversity, and the viability of path analysis for the study of how ACEs, family conflict and neighborhood quality influence cognitive outcomes. Additionally, results provide evidence for the necessity of varied and networked developmental supports for children from highly adverse beginnings, above those that may be available through reforms to school safety. Taken together, these studies provide a rich portrait of childhood development incorporating multiple contextual influences, and add to our understanding of what schools can and cannot do to support children.

Informed by the perspectives of the participants, this study explores the influences on students’ decision to study music at university in Australia, and the music pathway learning experiences that facilitate that choice. Students’ interest in music, and what that means to them in terms of types of motivation, bio/social systems or ecologies comprised of intra- and interpersonal influences, and self-efficacy are a focus. By exploring students’ perspectives of these systems, sub-systems and their related social interfaces, I identify the enabling influences or factors that have shaped their music development journeys prior to their university music study. Consideration of the relevant literature through a policy enactment theory lens (Ball, Maguire & Braun 2012), prompted a re-conceptualisation of the bioecological systems model (Bronfenbrenner and Ceci 1994) and later social interface model (Pettigrew, Segrott, Ray & Littlecott 2018) to produce a new research model. The model positions a hierarchy of enabling influences, as revealed by the investigation, within respondents’ individual music identity, music culture and human bioecological systems conceptual framework. Exploration of participants’ enabling influences on their interest in music and their music pathways experiences were investigated using quantitative, Likert-scale data, with participants’ enabling influences regarding their decision to study music at university investigated using qualitative, open-ended data sourced from semi-structured survey and interview questions. The findings of the study were conclusive in that the most enabling influences identified by the respondents’ perspectives regarding music pathway experiences, decision to study music at university and interest in music, were ‘school music experience,’ ‘identity/passion for/love of music’ and ‘school music learning’ respectively. These were conceptually situated in the music microculture. The next most enabling influences revealed for pathways/decision/interest were ‘private music tuition,’ ‘music teachers’ and ‘listening to music at home’ respectively, and situated in the music exoculture. The third most enabling influences revealed for pathways/decision/interest were ‘private music experiences,’ ‘ambition to improve as a musician’ and ‘private music tuition’ respectively, situated in the music macroculture. Based on the findings of this phenomenological, mixed-methods study, it is intended that the active bioecological agents involved in the students’ pre-university systems will benefit from the identification of enabling influences with regard to music educational curriculum, pedagogy, and structural and policy decision-making to support those pathways. The findings of the study have major implications regarding the provision of Music education in schools across Australia. Similarly, the findings reveal important implications for the implementation of STEM (Science, Technology, Engineering, and Mathematics) subjects in schools, or more cogently, the implementation of an authentically integrated Arts STEAM (Science, Technology, Engineering, Arts and Mathematics) as a more effective means of securing increased student engagement in learning, improved learning outcomes, and the realisation of broader national social and economic policy imperatives. The potential transferability of the model for use in other micro-, exo- and macro-cultural contexts within human bioecological systems, as discovered and defined in the study, was also explored and is recommended for consideration regarding further research.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020

Tesina (Grado en Ciencias Biológicas)--Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Lugar de Trabajo: Cátedra de Diversidad Vegetal II. Departamento de Diversidad Biológica y Ecológica-2016. 54 h. con Anexos; ils.; grafs.; tabls. Contiene Referencias Bibliográficas.
Las modificaciones realizadas sobre el paisaje natural pueden ser estudiadas y comprendidas desde un abordaje etnoecológico, los huertos familiares representan un patrimonio de primer orden con conocimiento tradicional transmitido de generación en generación. Los huertos y jardines son espacios complejos donde convergen numerosos elementos culturales, ecológicos, sociales y económicos. Su abordaje constituye un área de estudio de interés debido a que contribuyen a la preservación de la diversidad cultural, tan rica en nuestro país, y a la conservación de la agrobiodiversidad. De este modo, proponemos que la tradición cultural de un poblador define la composición de su huerta y jardín, por ello los ambientes domésticos de los “gringos” serán diferentes de los de los “criollos”. A partir de las 28 entrevistas semiestructuradas y relevamientos botánicos de los huertos realizados, se registraron 273 especies Nativas y Cultivadas para cubrir la necesidad de 12 usos diferentes con prácticas, estructuras y tamaños de los huertos y jardines, definidos por su tradición cultural. Los “criollos” mencionan 118sp. exclusivas, más usos y más frecuencia de uso por especie, siendo el más frecuente el medicinal. Respecto a las prácticas, no riegan ni cercan el huerto generando un espacio pequeño, compartido con el jardín. En cambio los “gringos” mencionan 59sp. exclusivas, fundamentalmente alimenticias y ornamentales y mantienen espacios mayores de cultivo, bien cercados y regados. En el área de Sierras Chicas, la cercanía al bosque podría ser un factor que explica la gran cantidad de nativas mencionadas sin importar la tradición cultural. La composición florística, la función social y la estructura de las huertas y jardines, están claramente definidos por el origen cultural de las personas que los construyen y mantienen. Además son espacios dinámicos, que reflejan la vida cotidiana del propietario, y son espacios de interés para la conservación de especies, conocimientos y prácticas.

This chapter outlines the Young Lives study design and conceptual framework. Child development is fundamentally shaped by the national, community, and family contexts in which children live, and by the relationships within which skills, beliefs, and wellbeing are fostered. As such, fully understanding children's development through the life course requires a broad framework that includes attention to the many structures and processes affecting caregivers, families, and households, as these in turn affect children. The bioecological model provides the core conceptual basis for the Young Lives study, identifying the many layers and influences on children's development, and encouraging an analysis of how those wider structural determinants shape poverty and inequalities facing children. Since the cascade approach helps explain how advantages and disadvantages accumulate, it provides a policy tool to assess the factors that make the greatest difference for which children and at which point in their lives.

Animal-assisted education (AAE) presents itself as an alternative solution, a complement to teacher's work, in order to help children achieve an educational goal. The Reading Education Assistance Dogs® (R.E.A.D.®) program presents itself as a good alternative to conventional support offered by schools, since it is documented that the implementation of such innovative and holistic biophilia-based interventions promotes a good integration and more positive school outcomes. The benefits of AAE described in the literature can be understood through the origin of the theoretical framework provided by Bronfenbrenner's theory of bioecological development and the biophilia hypothesis. Taken together, they present an ecological perspective of development which influences all the systems, as well as the proximal interactions, such as with the persons that are reference to the child (parents, teachers) or with the animals with which the child interacts. The dog contributes to the child's emotional ease empowering communication motivation to read.

Abstract This chapter describes the intrapersonal, relational, and environmental predictors of infidelity across the major racial/ethnic groups in the United States including African, Asian, European, Latin, and Native Americans. It also reviews cross-cultural research on the topic of race/ethnicity and infidelity. It begins by defining key terms and identifying the predictors of infidelity that apply across racial/ethnic groups. In addition, historical, societal, and cultural factors that influence individuals’ intimate relationship beliefs and practices are highlighted throughout to help contextualize the underlying motivations for infidelity. Several theoretical frameworks including social exchange and interdependence, symbolic interaction, intersectionality, and bioecological are used to advance the discussion. It concludes by identifying the limitations of extant work and providing directions for researchers and practitioners.