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The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development...
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This chapter investigates questions surrounding education about the past in what, to some, may appear to be an unusual way. It starts from the work of an outstandingly gifted group of people—Zimbabwean archaeologists and administrators as well as foreign consultants—working for, or with, the National Museums and Monuments Service of Zimbabwe (hereafter, NMMZ). This group is currently concerned with the protection of Zimbabwe's archaeological past, and the facilitation of education about that past.
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In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic...
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The aims of the study were to assess the effects of light on the production of stress hormones, classroom performance, body growth, and sick leave, of school children. About 90 children were investigated in their school environment for a duration of one school year. The children were situated in four classrooms differing in respect to the access to natural daylight and artificial fluorescent light. The results indicated the existence of a systematic seasonal variation with more stress...
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The Embodied Mind provides a unique, sophisticated treatment of the spontaneous and reflective dimension of human experience. The authors argue that only by having a sense of common ground between mind in Science and mind in experience can our understanding of cognition be more complete. Toward that end, they develop a dialogue between cognitive science and Buddhist meditative psychology and situate it in relation to other traditions such as phenomenology and psychoanalysis.
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