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De nombreux pays sont parvenus à combler les écarts entre les sexes en termes de résultats d’apprentissage. Pourtant, même lorsque filles et garçons font jeu égal en mathématiques et en sciences, leurs attitudes à l’égard de l’apprentissage et les attentes qu’ils nourrissent pour leur avenir diffèrent fortement – avec l’incidence considérable que ces éléments peuvent avoir sur leur décision de poursuivre ou nous leurs études et sur leurs choix de carrière. L’égalité des sexes dans l’éducation : Aptitudes, comportement et confiance essaie de comprendre les raisons pour lesquelles, à l’âge de 15 ans, les garçons sont en moyenne plus susceptibles que les filles d’être peu performants dans toutes les matières, et les filles très performantes, de réussir moins bien en mathématiques, en sciences et en résolution de problèmes que les garçons très performants. Comme l’indiquent clairement les données du rapport, les différences de performance scolaire entre les sexes trouvent leur origine dans les attitudes des élèves à l’égard de l’apprentissage et leur comportement à l’école, dans la façon dont ils choisissent d’utiliser leur temps libre, et dans la confiance qu’ils ont – ou non – dans leurs propres capacités en tant qu’apprenants.
Sex discrimination in education. --- Self-confidence in children. --- Child psychology --- Education
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This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way. In particular it looks at underperformance among boys, lack of self confidence among girls and family, school and societal influences before addressing policies to help boys and girls reach their full potential.
Education --- Sex differences in education --- Academic achievement --- Social Sciences --- Education, Special Topics --- Sex differences --- Sex discrimination in education. --- Self-confidence in children. --- Child psychology
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Een bundeling van gesprekken met ondernemers over vertrouwen
Conduct of life --- Confiance en soi --- Employee motivation --- Ethics [Practical ] --- Levenswijze --- Mode de vie --- Morals --- Motivation au travail --- Motivation du personnel --- Motiveren van het personeel --- Personal conduct --- Personeel -- Motiveren --- Personnel -- Motivation --- Self-assurance --- Self-confidence --- Zelfvertrouwen --- 65.012.4 --- C5 --- ondernemingen --- management --- psychologie --- 098 Bedrijfskunde --- AA / International- internationaal --- 650 --- Management strategie beleid coachen confidence --- Management. Directorate. Technique and methods of management --- Maatschappelijke organisaties en maatschappelijk leven --- Theorieën en grondbeginselen. Management. --- 65.012.4 Management. Directorate. Technique and methods of management --- ondernemen --- organisatiepsychologie --- vertrouwen --- Organization theory --- personeelsmanagement --- Anecdotes --- Theorieën en grondbeginselen. Management --- 338.93-05 --- 331.882 VKW --- ondernemers --- Vereniging van Katholieke Werkgevers - VKW Metea --- Monograph
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Food insecurity and low resources continue to be a burden influencing the health, well-being, growth, and development of millions of U.S. children and adults. Groups and individuals experiencing restrained access to food are our neighbors, individuals we may see each day, and individuals who we may not interact with or see because of their isolated situations. They include the elderly, those experiencing mental illness, veterans, certain race/ethnic groups, adolescents, young women with children, those living in rural areas, and those using food pantries, among others. Many of these groups, both hidden and visible, have rates of food insecurity above the national average that are resistant to national improvements in food security. Yet, attention to these subsets of the population is imperative to improve U.S. health and nutrition and to reduce rates of chronic disease. Many groups face specific barriers to maintaining sufficient food, for example, rural populations may find it difficult to access federal food assistance or other resources such as food pantries and nutrition education because of distance or lack of consistent internet access separating them from these resources. Further, their remote locations may make it difficult to obtain the types of foods that they prefer. Other specific barriers may include limited facilities and equipment for food preparation, access to culturally appropriate foods and preparation supplies, and foods that complement the foods that they already have. Tailored approaches to quantify access to food, the nutrition environment, dietary intake, and other barriers are necessary to build successful interventions and to quantify the needs of these populations.
NHANES --- dietary supplement --- micronutrients --- DRI --- food security --- food group intake --- child food security --- popularly consumed foods --- low-resource children --- adolescents --- food intake --- beverage intake --- dietary intake --- food insecurity --- US children --- allostatic load --- biological risk --- chronic stress --- National Health and Nutrition Examination Surveys --- covid-19 --- low-income adults --- disparities --- survey --- incentive programs --- Supplemental Nutrition Assistance Program (SNAP) --- fruits and vegetables --- low-income --- farmers’ markets --- dietary quality --- produce intake --- produce purchasing --- food access --- executive function --- preschool children --- community food environment --- infants --- minority --- diet diversity --- diet quality --- food resource management --- self-confidence --- nutrition education --- financial practices --- SNAP-Ed --- Head Start --- young children --- child obesity --- Guam --- Children’s Healthy Living (CHL) --- islander --- Pacific --- Micronesia --- supplemental nutrition assistance program-education --- food assistance --- SNAP --- food stamps --- WIC --- food pantry --- emergency food programs --- low resource --- nutrition --- diet --- health --- food environment --- interventions --- U.S. population
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Parent and child. --- Child mental health. --- 185.5 Opvoeding en ouderlijk gezag --- Child psychology --- Parents et enfants. --- Enfants --- Psychology, Child. --- Self Concept. --- Child Development. --- Child Rearing. --- Child. --- Parenting. --- Child and parent --- Children and parents --- Parent-child relations --- Parents and children --- Children and adults --- Interpersonal relations --- Parental alienation syndrome --- Sandwich generation --- Child Rearings --- Rearing, Child --- Rearings, Child --- Child Care --- Parenting --- Infant Development --- Development, Child --- Development, Infant --- Psychology, Child --- Growth --- Self-Perception --- Self Esteem --- Self Perception --- Concept, Self --- Concepts, Self --- Esteem, Self --- Esteems, Self --- Perception, Self --- Perceptions, Self --- Self Concepts --- Self Esteems --- Self Perceptions --- Self-Perceptions --- Personal Autonomy --- Psychology, Infant --- Psychology, Pediatric --- Child Psychology --- Infant Psychology --- Pediatric Psychology --- Child --- Infant --- Psychology, Developmental --- Children --- Minors --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Psychology --- Child psychiatry --- Child rearing --- Educational psychology --- Pediatric mental health --- Mental health --- Child Rearing --- Santé mentale. --- Psychologie. --- psychology --- Child psychology. --- Ontwikkelingspsychologie --- emotionele ontwikkeling --- emotionele ontwikkeling. --- Self Confidence --- Confidence, Self --- Childrearing --- Parent and child --- Child mental health --- Parents et enfants --- Self Concept --- Child Development --- Santé mentale --- Psychologie
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