Association of physical fitness,body composition,cardiometabolic markers and adherence to the Mediterranean diet with bone mineral density in perimenopausal women. The FLAMENCO project     

Virginia A. Aparicio  Pilar Ruiz-Cabello  Milkana Borges-Cosic  Ana Andrade  Irene Coll-Risco  Pedro Acosta-Manzano 《Journal of sports sciences》2017,35(9):880-887

This study aimed to analyse the association of different components of physical fitness, body composition, cardiometabolic markers and the Mediterranean diet with bone mineral density (BMD) in perimenopausal women, and to test which of these components are independently associated with BMD. The sample comprised 197 perimenopausal women (52.6 ± 4.5 years). Physical fitness was assessed with the “Senior Fitness Test” battery and the handgrip strength and Bruce tests. Fat and lean mass and BMD were measured using dual-energy X-ray absorptiometry. We analysed the markers of metabolic syndrome, C-reactive protein, and components of the Mediterranean diet. Handgrip muscle strength (β = 0.212, P = 0.005), body weight (β = 0.244, P = 0.001), BMI (β = 0.180, P = 0.011) and lean mass (β = 0.379, P < 0.001) were positively associated with BMD. No associations were observed between cardiometabolic markers or the Mediterranean diet with BMD (all P > 0.05). When all relevant indicators of BMD were simultaneously considered, lean mass was the only 1 showing an independent association with BMD (β = 0.392, P < 0.001), explaining 14% of the BMD variability. In conclusion, muscle strength might be a marker of BMD in perimenopausal women. However, lean mass was the only factor independently associated with BMD. Future research to determine whether increasing lean mass through specific exercise-based interventions contributes to increasing BMD is warranted.  相似文献   

Using Scopus to Study Researchers’ Citing Behavior for Local Collection Decisions: A Focus on Psychology     

Irene Ke  Jackie Bronicki 《图书馆管理杂志》2015,55(3):165-178

In recent years, the University of Houston has engaged in a campus-wide effort to raise the university to Tier-One status. The initiative has led to a significant increase in faculty's research output in the field of psychology. This dynamic change inspired the Psychology Librarian and Collection Coordinator to embark on a citation analysis to investigate two questions: how has faculty been using information for their research and how does the library's collection meet the research needs of faculty? In addition to reporting these findings, the article also describes how to use features in Scopus to simplify the data collection process.  相似文献   

Stories and statistics from library‐led publishing          下载免费PDF全文

Casey BUSHER  Irene KAMOTSKY 《Learned Publishing》2015,28(1):64-68

Library‐led publishing is one of the new approaches to journal publishing and open access that has grown tremendously in the last few years. A 2010 IMLS‐funded survey found that 55% of respondents – from US academic libraries of all different types and sizes – were already implementing or developing a publishing program. Library‐led publishing has garnered such momentum because, by offering low‐ or no‐cost publishing to university scholars, it addresses needs that traditional publishing has not been able to meet. This article presents a series of small case studies to illustrate different journals that have benefited from the library‐publishing model: (i) a journal that struggled to find an affordable publisher in its emerging field; (ii) a small society journal that could no longer afford to support itself in print; (iii) society publications that go beyond the traditional journal format; and (iv) a student journal with a revolving editorial board.  相似文献   

Gender in schools and culture: taking stock of education in Italy     

Irene Biemmi 《Gender and education》2015,27(7):812-827

When politicians discuss Italy's position in terms of achieving equality between men and women, the school environment is rarely called into question or mentioned. This is despite the fact that gender inequality remains a prominent feature of the Italian education system. The reason for this failure to perceive the problem, and the consequent lack of investment in policies for gender equality in education, derives from a massive misunderstanding: school is perceived by the public and the political class as one of the few environments within the highly sexist Italian social fabric in which equality has been achieved. On closer examination, however, it is clear that the Italian school is merely the image of a sexist society which in turn acts as the driving force for a traditional and stereotypical view of male and female roles. This article will discuss this perspective and investigate three areas of education that are problematic in gender terms: gendered educational choices; sexist stereotypes transmitted through textbooks; and the lack of adequate training for teachers.  相似文献   

Subitisation in Number Tasks in Children with Down Syndrome     

Irene Tuset  Aurelia Noda 《International Journal of Disability, Development & Education》2019,66(2):162-170

ABSTRACT

This paper presents results from the development of a sequence for teaching/learning number concepts for children with Down syndrome that is adapted to their cognitive characteristics and to certain traits of their executive functioning. The mathematical objective is to promote subitising during the initial number learning in order to develop cardinality, composition-decomposition and number facts. We outline activities with different materials and resources, supported by the use of augmentative communication. We present the results of a case study involving two children with Down syndrome (7 and 8 years of age) who followed the proposed intervention for one academic year. The results indicated a different tendency when using the subitising strategy in both children and also depended on the physical arrangement of the objects to be counted. The benefits found were the children’s flexibility in using subitising and counting in numerical activities and the spontaneous use of augmentative communication.  相似文献   

Educating science teachers in the twenty-first century: implications for pre-service teacher education     

Aik-Ling Tan  Peter Peng Foo Lee  Yin Hong Cheah 《Asia Pacific Journal of Education》2017,37(4):453-471

Abstract

This study examines the verbal interactions among a group of pre-service teachers as they engaged in scientific discussions in a medicinal chemistry course. These discussions were part of the course that encompassed an explicit instruction of scientific argumentation structures as well as an applied component, whereby the pre-service teachers learned the content of medicinal chemistry through cases developed using the strategy of competing theories. By adopting a case study approach using sociocultural framework of learning, we examined the interactions between the pre-service teachers using video data. We describe 12 possible forms of interactions during discussions – (1) seeking clarification, (2) figuring out loud, (3) sharing information, (4) agreement, (5) asking questions, (6) providing explanations, (7) raising strategic and procedural issues, (8) stating claims, (9) disagreement, (10) sharing perspectives, (11) offering alternatives, and (12) persuasion. The pre-service teachers engaged in figuring out aloud and seeking clarifications frequently, and used persuasion least in their discussions. To clarify their ideas and thoughts, pre-service teachers commonly rebut their counterparts and used warrants to support their own assertions. A similar pattern was also observed when figuring their thoughts out loud. Our findings suggest that pre-service teachers were able to carry out rebuttals in the argumentation process. However, the quality and function of their rebuttals can be improved by deepening their understanding of the subject matter knowledge and the science argumentation structure. Implications are discussed.  相似文献   

From resource to document: scaffolding content and organising student learning in teachers’ documentation work on the teaching of series     

Alejandro S. González-Martín  Elena Nardi  Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252

We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former.  相似文献   

Congruency as a nonspecific perceptual property contributing to newborns' face preference     

Cassia VM  Valenza E  Simion F  Leo I 《Child development》2008,79(4):807-820

Past research has shown that top-heaviness is a perceptual property that plays a crucial role in triggering newborns' preference toward faces. The present study examined the contribution of a second configural property, congruency , to newborns' face preference. Experiments 1 and 2 demonstrated that when embedded in nonfacelike stimuli, congruency induces a preference of the same strength as that induced by facedness. Experiments 3 and 4 demonstrated that the attentional biases toward facedness and congruency produce a cumulative effect on newborns' visual preferences according to an additive model. These findings were extended by those of Experiment 5, showing that the additive model holds true when congruency is added to top-heaviness in nonfacelike stimuli displaying more elements in the upper portion.  相似文献   

Toward complementarity: Specificity and commonality in social-emotional development     

Tina Malti  Charissa S. L. Cheah  Special Section Editors  Specificity  Commonality: Sociocultural Generalizability in Social-Emotional Development 《Child development》2021,92(6):e1085-e1094

What are the roles of specificity and commonality in social-emotional development? We begin by highlighting the conceptual context for this timely and timeless question and explain how responses to it can inform novel lines of theoretical and empirical inquiry, as well as sociocultural generalizability. Next, we describe how the selection of papers included in this special section contributes to our understanding of specificity and commonality in social-emotional development. We then explain how applying the complementarity principle to social-emotional development can inform a future research agenda in this domain. Lastly, we discuss how specificity and commonality fundamentally impact the way we conceptualize and implement interventions aimed at nurturing social-emotional development in every child.  相似文献   

Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science,Technology, Engineering,and Mathematics Education     

Lee  Irene  Grover  Shuchi  Martin  Fred  Pillai  Sarita  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2020,29(1):1-8

This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.

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