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11.
Jeffer Eidi Sasaki Jairo Hélio Júnior Joilson Meneguci Sheilla Tribess Moacir Marocolo Júnior Antonio Stabelini Neto 《Journal of sports sciences》2018,36(14):1572-1577
The purpose of the study was to examine the minimum number of monitoring days for reliably estimating physical activity (PA) and sedentary behaviour (SB) from accelerometer data in older adults. Forty-two older adults from a local senior centre participated in this study. Participants wore an ActiGraph wGT3X-BT on the right hip for 7 consecutive days. Accelerometer data were downloaded to a computer and converted to activity count data in 60s epochs. Time spent in SB and different PA intensity categories were estimated with commonly used activity count cut-points. Participants with at least 7 valid days of monitoring (≥10 h.day?1) were included in the analysis. Intraclass correlation coefficients (ICC) were calculated for determining single-day monitoring reliability. The Spearman-Brown prophecy formula was used to estimate the minimum number of monitoring days required for achieving an ICC of 0.80. Single-day ICC values for time spent in SB and PA intensity categories ranged from 0.45 to 0.61. Minimum number of monitoring days required for achieving an ICC of 0.80 ranged from 2.5 to 4.9 days. In this study, a minimum of 5 consecutive days of monitoring was required for reliably estimating SB and PA from accelerometer data in older adults. 相似文献
12.
Jairo Palacio 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(1-2):108-113
Population education programs in Latin America and the Caribbean are traced from their first inception around 1970 and express the diversity of strategies that would be appropriate to the variety of cultures, development styles, climates, and geography. In the early 1970s, this region had the highest growth rates in the world. The thinking embodied the notion that large populations were a sign of progress and geopolitical power; size was relevant only to the physical space available. The connections between population and economic development were not being made explicitly in policy or sectoral planning. There was some contention surrounding urban growth and the ability to meet the needs and the imbalance in the age structure. Initially, educational sectors did not take population into accounting; international agencies were responsible for promoting attention to demographics. It was the medical profession that mobilized the education sector to start sex and family education, due to the increasing number of abortions and their consequences. By 1974, education departments were engaged in curricula that included sex and family life issues, in teacher education, and training staff to implement these programs. The demographic situation has changed over the past 20 years, and not includes reduced mortality and the beginning of fertility decline. Growth rates are now 1.9% annually compared with 2.8% in 1970, and population increases by 9 million/year. Population education is described in terms of styles, motivations, human resources, administrative awareness, teacher training, training strategies and research needs, and future management. Population education has advanced, but the need is still there to reduce fertility among large numbers of people who "leave procreation to chance and fate." Education serves the purpose of changing values, attitudes, and knowledge that entails a different view of the value of children, the relations between the sexes, and the adoption and practice of effective birth control. Education has already been shown to be effective in reducing infant mortality. The challenge ahead is to educate the poorer social and economic classes and Indian groups that lack knowledge of preventive hygiene and believe fatalistically that deaths are natural and unavoidable. Development models must accommodate population issues. 相似文献
13.
This paper presents the experience of going to scale of Escuela Nueva, an educational innovation that started in Colombia and has influenced educational policy in several countries around the world during the last 30 years. The paper is based on the experience of the leaders of the innovation and its expansion over time. As an insider´s perpective, it relies on the knowledge of senior staff of Fundación Escuela Nueva and on the published evidence and experience accumulated during the decades following the creation of the innovation. The paper describes the context where Escuela Nueva was created and the practices of participating students, teachers, schools administrators and parents when undergoing learning and teaching. It presents the conceptual underpinnings of the innovation, and discusses existing evidence of impact of Escuela Nueva on students, teachers and parents. It then examines the experience of bringing Escuela Nueva to scale, using a three-stage framework: learning to be effective, learning to be efficient and learning to expand. The paper then discusses key factors for success, and the challenges of scale, impact and sustainability, and advances the argument that good design, adequate implementation and sustained support are essential to take an innovation to scale. To conclude, the following four key lessons of Escuela Nueva to the educational change field are discussed : (1) Teachers and students need to be the key actors of the change; (2) the proposed improvements have to be easily replicable within existing conditions; (3) the attitudinal change of teachers is positively affected as a result of demonstrating that the model was feasible, a good fit for its beneficiaries and that they could do it; and (4) a systemic approach is necessary to impact simultaneously on the critical factors of success. 相似文献
14.
O. J. Sikes Jairo Palacio Beverley Kerr 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(1-2):31-36
The important components of population education should focus on sexuality rather than sex education; content for inclusion depends upon whether the goal is population awareness or critical awareness. Population awareness is the better understanding of the nature, causes, and consequences of population changes experienced by a community, country, region. Critical awareness is the intent and ability to change the sociocultural or educational characteristics that influence fertility, mortality, and migration. 6 basic concepts with universal applicability are discussed, because if not handled properly, the topic become controversial. The concepts are linked to developing thinking or reasoning ability. The concepts are as follows: 1) respect for others, particularly those of the opposite sex; 2) development of self-esteem for both boys and girls; 3) the knowledge that planning is possible and desirable; 4) postponement of first pregnancy; 5) acceptance of responsibility for the consequences of behavior; and 6) the ability to recognize and withstand social pressure. When children learn respect for others, there is little likelihood that others will be harmed. Respect for girls and women is particularly important, and harmful stereotyping and their effects should be pointed out. The key is to develop healthy attitudes and values toward people, not just an intellectualization of gender issues. Self-esteem is used here to mean self-worth in the present and the future. Children can be helped to develop confidence, perseverance, and optimism. Children need to understand that carefully thought out decisions should precede a birth; fatalism and destiny is a choice. Postponing the first pregnancy can lead to economic, emotional, and physical benefits. Risk to the health of the mother and baby occurs during the teen years. The best time for pregnancy is between the ages of 20 and 30 years. A pregnancy in the teen years may have longterm consequences such as more pregnancy and delivery complications or infertility. Social pressure may force behavior that does not conform to one's own convictions or be applicable to best options for the individual. 相似文献
15.
Pablo Molina-Garcia Jairo H Migueles Cristina Cadenas-Sanchez Irene Esteban-Cornejo Jose Mora-Gonzalez Maria Rodriguez-Ayllon 《Journal of sports sciences》2019,37(8):878-885
This study aimed to investigate the independent and combined associations between several fatness indicators and fitness components with functional movement quality in overweight/obese children. A total of 56 children (33 girls, aged 8–12) classified as overweight/obese according to the World Obesity Federation standard cut points, participated in this study. Participants underwent assessments of fatness [body mass index (BMI), waist circumference, and bioelectrical impedance measures], fitness [1 repetition maximum bench and leg press, and ALPHA test battery], and functional movement quality [4 tests from Functional Movement Screen TM (FMS)]. All fatness outcomes, except waist circumference, were negatively associated with total FMS score, after controlling for cardiorespiratory fitness. Cardiorespiratory fitness, lower limbs muscle strength, and speed-agility were positively associated with the total FMS score, regardless of BMI. Our results suggest that children with greater fatness indicators demonstrate lower functional movement quality independently of their fitness level, whereas children with better fitness level (i.e. cardiorespiratory fitness, lower limbs muscular strength, and speed-agility) demonstrate greater functional movement quality independently of their fatness level. However, children´s weight status seems to be more determinant than their fitness level in terms of functional movement quality, whereas being fit seems to moderately attenuate the negative influence of fatness. 相似文献