Physical activity levels in American and Japanese men from the ERA-JUMP Study and associations with metabolic syndrome     

Naoko Sagawa  Bonny Rockette-Wagner  Koichiro Azuma  Hirotsugu Ueshima  Takashi Hisamatsu  Tomoko Takamiya  Aiman El-Saed  Katsuyuki Miura  Andrea Kriska  Akira Sekikawa 《运动与健康科学(英文)》2020,9(2):170-178

Background:Metabolic syndrome(MetS) is a global health problem.Physical activity(PA) is a known modifiable risk factor for MetS and individual MetS components.However,the role of PA could differ between sub-populations due to differences in the variability of PA and other MetS risk factors.To examine these differences,multi-country studies with standardized outcome measurement methods across cohorts are needed.Methods:Cross-sectional PA levels(total and domain specific) in healthy middle-aged(44-56 years) men in the Risk Factor Assessment among Japanese and U.S.Men in the Post-World War Ⅱ Birth Cohort(ERA-JUMP) Study(n=730;American:n=417;Japanese:n=313;from population-representative samples in Pittsburgh,Pennsylvania,USA,and Kusatsu,Shiga,Japan) were compared.The relationships between PA levels and MetS(overall and specific components) in/across the American and Japanese sub-cohorts(adjusting for age,smoking,and alcohol consumption)were also assessed using the same instruments(pedometer and validated questionnaire) to measure PA in both cohorts.Results:A total of 510 individuals provided complete data on PA(American:n=265;Japanese:n=245).The American cohort had significantly lower mean±SD steps/day(7878±3399 steps/day) vs.the Japanese cohort(9055±3797 steps/day)(p <0.001) but had significantly higher self-reported moderate-vigorous leisure PA(American:15.9(7.4-30.3) metabolic task equivalent hours per week(MET-b/week) vs.Japanese:4.0(0-11.3) METh/week,p <0.0001).In both sub-cohorts,each 1000 steps/day increase was associated with lower odds of having MetS(American:OR=0.90,95%CI:0.83-0.98;Japanese:OR=0.87,95%CI:0.79-0.95) and the individual MetS component of high waist circumference(American:OR=0.86,95%CI:0.79-0.94;Japanese:OR=0.87,95%CI:0.80-0.95).In the American cohort only,higher self-reported leisure PA(Met-b/week) was associated with lower odds of MetS and high waist circumference(OR=0.98,95%CI:0.97-0.99 for MetS and waist circumference,respectively).Conclusion:Higher total step counts/day had an important protective effect on MetS prevalence in both the Japanese and American cohorts,despite differences in PA levels and other MetS risk factors.The effect of steps/day(across all intensity levels) was much greater than domainspecific moderate-vigorous PA captured by questionnaire,suggesting the need for measurement tools that can best capture total movement when examining the effects of PA on MetS development.  相似文献   

There's More to the Census than Counting     

Dr. Bruce F. Norton 《Clearing house (Menasha, Wis.)》2013,86(9):427-432

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Revitalising assessment design: what is holding new lecturers back?     

Lin Norton  Bill Norton  Lee Shannon 《Higher Education》2013,66(2):233-251

This paper reports on a survey study exploring new lecturers’ views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying lecturers from UK universities. A factor analysis established two factors labelled ‘desirable practice’ and ‘constraints’. Participants felt that their university teaching programmes had changed their views on assessment design and that assessment practices could be improved. Over 50 % agreed that there were practical restrictions on assessment design. Findings revealed a perception that there is little incentive to innovate in assessment and that students may not welcome such innovation in any case. Further statistical analysis specified the ‘external’ variables of institution and discipline to be important in shaping desirable practice and perception of constraints. ‘Individual’ variables of gender, length of teaching experience and qualification status showed a statistically significant effect. These analyses demonstrate some key influences on new lecturers’ views of assessment design and suggest reasons why they do not always feel able to put what they learn about assessment into practice.  相似文献   

A Stereotype Threat Account of Boys' Academic Underachievement     

Bonny L. Hartley  Robbie M. Sutton 《Child development》2013,84(5):1716-1733

Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.  相似文献   

General Media: Texts/Readers     

Peter M. Sandman  David M. Rubin  David B. Sachsman  Rod Holmgren  William Norton  Alan Wells 《Communication Booknotes Quarterly》2013,44(10):2-3

Peter M. Sandman, David M. Rubin and David B. Sachsman's Media: An Introductory Analysis of American Mass Communications (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$8.95)

Media Casebook: An Introductory Reader in American Mass Communications (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$3.95, paper)

Rod Holmgren and William Norton (eds.) The Mass Media Book (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$4.95, paper)

Alan Wells (ed) Mass Media and Society (Palo Alto, Calif: National Press Books, 1972—$9.95/6.95)

William Kuhns' The Information Explosion (New York: Thomas Nelson, 1971—$1.95, paper)  相似文献   

Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria     

James Elander  Katherine Harrington  Lin Norton  Hannah Robinson  Pete Reddy 《Assessment & Evaluation in Higher Education》2006,31(1):71-90

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Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research     

LouAnn H. Lovin  Alexis L. Stevens  John Siegfried  Jesse L. M. Wilkins  Anderson Norton 《Journal of Mathematics Teacher Education》2018,21(3):207-235

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers.  相似文献   

Integrating diversity,equity, and inclusion principles into instruction: Case studies from the University of Florida's Health Science Center Libraries     

Jane Morgan-Daniel MLIS  AHIP  Hannah F. Norton MS  AHIP  Mary Edwards MLIS  EdD  Lauren Adkins MLIS  AHIP 《Health information and libraries journal》2023,40(3):332-338

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian-taught one-credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries.  相似文献   

Certain effects on vocal pitch of frequency modulated instantaneous auditory feedback     

Norton B. Young 《Communication Studies》2013,64(3):19-25

The dynamic relationships between manipulations of auditory feedback and the vocal responses of the individual have been of both theoretical and practical interest. The present study sought to investigate one of the auditory feedback variables, namely, vocal pitch, which had heretofore received little attention. An attempt was made to assess the effects of an experimental pitch‐shift of auditory feedback on the speaker's own vocal pitch, while maintaining normal relationships of the other feedback variables. Vocal pitch changes were seen to accompany the pitch‐shifts of auditory feedback. However, these differences were not statistically significant and did not prove predictable from the amount and direction of change in the auditory feedback.  相似文献   

Held together by faith: A home visit in the mountains     

Christina Norton 《Early Childhood Education Journal》1977,4(4):20-22

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