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RISS 인기검색어
- 검색키워드
- 저자 : Foley, Megan J (검색결과 47 건)
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Foley, Ann Catherine Columbia University 2000 해외박사(DDOD)
This work focuses on understanding the mechanisms underlying formation of the vertebrate forebrain. Specifically, the roles played by the chick hypoblast and prechordal mesendoderm in this process. Hensen's nodes, from definitive streak stage chick embryos, induce ectopic axes expressing a full range of regional neural markers when grafted to the extra-embryonic epiblast of a host embryo. Nodes lose this ability as cells of the head process and prechordal mesendoderm migrate out of it. We found that prechordal mesendoderm (pme), can re-specify cells fated to become hindbrain such that they now express forebrain markers. However, pme fails to induce neural tissue in the extra-embryonic epiblast and thus is unlikely to serve as a head inducer during normal development (Foley, AC et al., 1997). In mice, the anterior visceral endoderm (AVE), is required for forebrain development and has been suggested to act as a “head organizer” in mammals. The chick equivalent of the AVE, the hypoblast, does not fit the criteria for a “head organizer” since it neither induces neural tissue in the extra-embryonic epiblast, nor changes the regional identity of cells within the neural plate. However, the hypoblast does induce transient expression of the early preneural markers <italic>Sox3</italic> and <italic> Otx-2</italic>. The hypoblast also directs cell movements in the adjacent epiblast, such that the prospective forebrain is kept at a distance from the organizer at the tip of the primitive streak. This movement may be important to protect the forebrain from the caudalizing influences of the organizer. Here, a model for forebrain induction is proposed in which the hypoblast first, induces an early, unstable “preforebrain” state and then, directs cell movements which passively protect this population by moving it away from the caudalizing activity of the organizer. Later, signals from the pme actively protect the presumptive forebrain by antagonizing posteriorizing signals from the organizer and reinforcing the initial induction.
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Children's Aural and Kinesthetic Understanding of Rhythm: Developing an Instructional Model
Foley, Adam D University of Rochester 2013 해외박사(DDOD)
The purpose of this study was to develop a deeper understanding of aural and kinesthetic rhythm skill development in elementary school-age children. In this study, I examined my curriculum model for rhythm understanding, which included creating and implementing assessments of movement skills in meter and rhythm. The research questions were: 1. What are the fundamental elements of instruction for development of aural and kinesthetic rhythm understanding in elementary school-age children? 2. What are the assessment tools needed to measure the development of aural and kinesthetic rhythm understanding in elementary school-age children? and 3. What relationships, if any, exist among meter-movement skills, rhythm-movement skills, rhythm aptitude, and reading accuracy?. Sixty-one subjects from four intact third-grade classes in a suburban school district participated in this study. All participants received 20–25 minutes of whole-body meter, expressive, and rhythm-movement instruction for a period of approximately 32 weeks. Students also received instruction in audiation and rhythm literacy through repertoire and audiation-based rhythm pattern activities. The research framework most closely resembled Creswell and Plano Clark’s (2007) concurrent embedded mixed method design. I gathered data from field notes and video recordings, and carefully constructed measurement tools to assess meter- and rhythm-movement skills in duple and triple along with rhythm reading accuracy in both duple and triple. I also administered the rhythm portion of a standardized test of developmental aptitude. Based on analysis of data gathered in this study, I concluded that third-grade students can develop whole-body meter-movement, meter discrimination, fundamental rhythm movement, and rhythm reading skills in duple and triple. Analysis also revealed that assessment procedures and rating scales used in this study are appropriate tools for measuring student achievement and that meter- and rhythm-movement skills and rhythm reading skills are significantly related (<italic>p</italic> ≤ .05). I offer recommendations for rhythm movement, meter movement, rhythm reading, assessment procedures, and meter discrimination. The data I present in this study provide evidence to support my model for developing rhythm understanding, including instruction, embedded assessment, and student progress.
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Poor beginnings, poor health: A 30-year exploration of socioeconomic position and health
Foley, Kathleen Anne University of Pennsylvania 2000 해외박사(DDOD)
While the inverse relationship between socioeconomic position and poor health is well-established we know little about whether the timing of early life poverty matters to adult health. Understanding whether poverty has greater effects on health status at particular stages of the lifecourse will not only help guide public policy efforts at alleviating the effects of poverty, but may also provide clues as to the particular pathways through which socioeconomic position shapes health over the lifecourse. Drawing on a thirty-year study of youth born to teenage mothers, and thus into social and economic disadvantage, I trace the socioeconomic trajectories of the young men and women from birth through young adulthood. This small but rich study allows an indepth look at whether and how the timing of poverty in early life impacts on health risk behaviors, educational attainment and adult health status. The results show that childhood poverty is most important to educational attainment, late adolescent poverty and educational attainment more strongly shape health risk behaviors and young adult poverty has the greatest relevance for adult health status. The differences in the timing of these effects suggest that socioeconomic position operates via diverse routes in childhood, adolescence and adulthood to influence adult health. While childhood poverty appears to influence psychosocial and emotional well-being factors that are related to educational attainment in late adolescence, adolescent poverty seems to influence risk behaviors via neighborhood conditions and psychosocial resources related to education. These findings further highlight the pivotal role of educational attainment in linking the social pathways from childhood socioeconomic position to adult risk behaviors and health status. Even after accounting for numerous other early life and young adult factors, an individual's educational attainment and psychological well-being stand out two of the most important contributors to adult health. Given the increasing trends in dropping out of high school among African-american youth, this study provides evidence that sound educational policy will also make good health policy.
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Visualization tools: Models, representations and knowledge integration
Foley, Brian John University of California, Berkeley 1999 해외박사(DDOD)
Learning science requires students to make inferences and difficult to imagine. Scientific visualization is one way to make science and scientific thinking more visible to students. This dissertation investigates how visualization can be utilized for science education by studying how students integrate information from visualizations into their thinking. For this study, I developed a series of computer visualizations depicting thermodynamic phenomena. Thermodynamics is a topic that is both fundamental for several branches of science and difficult for many students to master (Linn & Songer, 1991). The design of the visualizations was learner centered. Pilot studies suggested that a dot-density representation of temperature would present a visual analogy of temperature as a measure of heat energy density. Energy density is a powerful model that can help students explain everyday heating and cooling phenomena. Dot-density computer visualizations were introduced into a public middle school science class studying thermodynamics (N = 178). Half of the students used the visualizations, while the other half served as a control. Interviews, classwork and tests were collected from the students in order to determine how the visualizations affected students' learning. Although there were not significant differences in the posttests for the groups, the classwork during the semester showed that the visualizations did affect how students envisioned heat and temperature. Students could often apply the energy density model in their reasoning during visualization activities, but when the visualizations were unavailable, many students applied less useful models. The interviews illustrated several difficulties that students had in learning from the visualizations. Some students interpreted the visualizations to support their existing conceptions of heat. Other students needed to have a visualization present to cue the energy-density model during problem solving. On the posttest, some students drew images with dots in them, but they lacked the model that underlies the representation. Students who avoided these problems and integrated the visualizations into their thinking were highly successful on the posttest. These results suggest that for visualizations to be effective learning tools, students need to understand the visualizations and also explore underlying scientific model. Students in this study who connected the visualizations to other ideas about thermodynamics developed a robust understanding of the science. These findings inform our understanding of the science learning process. Students appear to draw from a repertoire of models in their reasoning. Visualizations are a powerful way to introduce models to students, but work best with opportunities for students to integrate the models into their thinking.
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The relationship between attention deficit hyperactivity disorder and temperament
Foley, Marie C New York University 2004 해외박사(DDOD)
The purpose of this study was to examine the theoretical differences and similarities between ADHD and child temperament and the risk factors associated with both constructs. The participants were 32 primarily white, middle class children, ages 6 to 11 years, who were referred to a developmental pediatric neurology clinic for symptoms related to ADHD. The sample also included a comparison group of 23 children with the sank sociodemographic characteristics who were patients from a general pediatric clinic. All of the children were assessed for ADHD symptoms and child temperament using standardized parent reports and interviews. Demographic information and an inventory to assess the level of family adversity were also collected. Pearson Product Moment Correlations, ranging from .47 to .92 and averaging .73, were found among the symptoms of ADHD: hyperactivity, impulsivity, and inattention and the temperament dimensions of negative reactivity, task persistence, activity, attentional focusing, impulsivity, and inhibitory control. One sample t-tests showed that the children in the ADHD group had significantly higher scores on negative reactivity, activity and impulsivity, and lower scores on task persistence, attentional focusing, and inhibitory control than normative samples. The proportion of children in the ADHD group was examined to see if they were over represented on the high maintenance temperament profile. A chi-square analysis showed that the 66% of the children with high maintenance temperaments in the ADHD group was significantly higher than the expected 14%. An independent t-test also showed that the families of the children in the ADHD group reported more unhealthy behaviors on the general functioning subscale of the McMaster Family Assessment Device than did the families in the comparison group. The results of this study show that although the constructs of ADHD and temperament have been regarded as two separate bodies of knowledge, they are theoretically and empirically bridged.
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