Comment on “Talent identification and promotion programmes of Olympic athletes”     

Áine MacNamara  Dave Collins 《Journal of sports sciences》2013,31(12):1353-1356

Abstract

Waist girth is recognised as a better predictor of obesity, particularly abdominal obesity, compared to other measures. Although several protocols for waist girth exist, arm position is either ignored, or not specified in unambiguous terms. Therefore, the purpose of this study was to determine if arm position influenced anthropometric waist girth measurement. Waist girth was measured in 92 adults (19 males, 73 females) with arms relaxed, abducted, horizontal, folded across the chest (three variations) and raised vertically. Duplicate measures, in all positions, were recorded by a single International Society for the Advancement of Kinanthropometry (ISAK)-trained technician to a precision of 0.2% technical error of measurement (TEM). Arm position had a significant effect (P < 0.001) on waist girth. Male participants had greater waist girth than females (P < 0.001) and the waist girth differences across the varying arm positions exhibited a significant position-by-gender interaction (P < 0.001). The arm position-by-body mass index (BMI) category interaction was also significant (P = 0.016) with greater differences observed at higher BMI. These findings suggest caution in comparing results of different studies where arm position is not specified and indicate that the arm position corresponding to the ISAK protocol has the lowest error and is therefore recommended.  相似文献   

What did you do in school today? Using the school environment to foster communication between children and parents     

Levin  Diane E.  Klein  Amelia 《Early Childhood Education Journal》1988,15(3):6-10

Early Childhood Education Journal -  相似文献   

University staff mental health literacy,stigma and their experience of students with mental health problems     

Amelia Gulliver  Louise Farrer  Kylie Bennett  Kathleen M Griffiths 《Journal of Further & Higher Education》2019,43(3):434-442

Despite high rates of mental disorders in university students, very few seek professional help. University teaching staff are well placed to connect students with mental health care. However, little is known about university staff attitudes to and knowledge about mental health problems, or whether these factors influence their experience with and assistance of students with these problems. A total of 224 teaching staff members at the Australian National University, Canberra completed an anonymous online survey via an email link (16.4% response rate from N ~ 1370). Measures included demographic and professional information, experiences with student mental health, knowledge of depression (literacy) and attitudes to depression (stigma). Strength of stigmatising attitude did not predict whether a teaching staff member would approach a student to assist with mental health problems. Teaching staff with higher levels of depression literacy (OR = 1.14, p = 0.007) were more likely to feel sufficiently informed to help students with mental health problems. Ensuring staff complete mental health literacy training and have adequate skills to respond appropriately to students with mental health problems may help in connecting young people to appropriate care in a university context.  相似文献   

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network     

Angela R. Bazzi  Cristina Mogro-Wilson  Nalini Junko Negi  Jennifer M. Reingle Gonzalez  Miguel Ángel Cano  Yessenia Castro 《Mentoring & Tutoring: Partnership in Learning》2017,25(2):151-165

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.  相似文献   

Curricular change and educational quality / Cambio de plan y calidad educativa     

Adán Robles-Fernández  Javier Suárez-Álvarez  Ignacio Blanco-Saldaña  Eduardo García-Cueto 《Cultura y Educación》2017,29(1):97-119

There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.  相似文献   

Reception learning and self-discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities     

Campos-Sánchez A  Martín-Piedra MÁ  Carriel V  González-Andrades M  Garzón I  Sánchez-Quevedo MC  Alaminos M 《Anatomical sciences education》2012,5(5):273-280

Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Near-peer teaching in an anatomy course with a low faculty-to-student ratio     

Durán CE  Bahena EN  Rodríguez Mde L  Baca GJ  Uresti AS  Elizondo-Omaña RE  López SG 《Anatomical sciences education》2012,5(3):171-176

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.  相似文献   

Playing with cowboys,outlaws, and spacefarers: The remediated American Frontier in video games     

Juan F. Belmonte-Ávila 《Journal of American culture (Malden, Mass. : 2003)》2023,46(3):242-251

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