Anticipating ageing: Older adults reading their medical records     

Isto Huvila  Heidi Enwald  Kristina Eriksson-Backa  Noora Hirvonen  Hai Nguyen  Isabella Scandurra 《Information processing & management》2018,54(3):394-407

In spite of the general interest in health information behaviour, there is little earlier research on how older adults, who are still active in working life but approaching retirement, differ from other age groups. A survey with Swedish patients who had ordered and read their medical record was conducted to map the preferences and motivations of older adults (born 1946–1960) ordering a copy of their medical record, and using medical records based e-health and information services in the future. The results do not indicate an obvious linear relationship between age and motivation to use online health information but show several differences between the age groups. Older adults were less interested in communication with their medical doctor by e-mail. Yet, they had searched health information in the Internet during the last week more likely than young. They were more inclined to read medical record to get an overview of their health than young, but less confident that they understood most of the content or turn to their family and friends to seek help than the elderly. When compared to younger adults and elderly people, older adults are the least confident and least motivated to use online health information. It is suggested that older adulthood can be seen as a transitory stage of life when the need of health information increases and engagement with health changes. The results agree with prior research on the potential usefulness of (online) medical records as a way to inform citizens. However, specific provision strategies may be necessary to match the needs and motivations of different age groups.  相似文献   

Borrowing Regionalism: Advertising's use of American Art in the 1930s and 40s     

Erika L. Doss 《Journal of American culture (Malden, Mass. : 2003)》1982,5(4):10-19

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Pre-Service Teachers’ Views of the Child—Reproducing or Challenging Gender Stereotypes in Science in Preschool     

Annica Gullberg  Kristina Andersson  Anna Danielsson  Kathryn Scantlebury  Anita Hussénius 《Research in Science Education》2018,48(4):691-715

We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.  相似文献   

Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest     

Amanda M. Durik  Kristina L. Matarazzo 《Learning and individual differences》2009,19(1):155-159

This correlational study examined the relationship between perceived task complexity and task interest for individuals with varying levels of domain knowledge and/or individual interest. Forty-five college student participants (46% women) reported their knowledge and individual interest in biology before learning about the biology of fungus. Following the task, participants rated the complexity and their understanding of the material. Participants took a quiz on the material and reported their interest in fungus and willingness to return for another session. A significant Biology Knowledge × Perceived Complexity interaction emerged on task interest and willingness to return for another session, ps < .05. Perceived complexity predicted positive task outcomes for high-domain-knowledge individuals but negative task outcomes for low-domain-knowledge individuals, suggesting that domain knowledge and individual interest can help explain individuals' diverse responses to learning activities.  相似文献   

Gender‐Based Relationship Efficacy: Children's Self‐Perceptions in Intergroup Contexts     

Kristina M. Zosuls  Ryan D. Field  Carol Lynn Martin  Naomi C. Z. Andrews  Dawn E. England 《Child development》2014,85(4):1663-1676

This research introduces a new construct, gender‐based relationship efficacy, which refers to beliefs about one's ability to relate to own‐ and other‐gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own‐gender and other‐gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own‐ and other‐gender peers, including outcome expectancies and friendships with own‐ and other‐gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own‐ and other‐gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed.  相似文献   

What is science in preschool and what do teachers have to know to empower children?     

Kristina Andersson  Annica Gullberg 《Cultural Studies of Science Education》2014,9(2):275-296

In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a “misconception” concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.  相似文献   

The value of in-person undergraduate dissection in anatomical education in the time of Covid-19     

Emily MacPherson  Kristina Lisk 《Anatomical sciences education》2022,15(4):797-802

While several innovative pedagogical practices have been developed and implemented in anatomy education since the onset of the coronavirus disease 2019 (Covid-19) pandemic, considering the value of in-person undergraduate dissection remains crucial. In this commentary, a human dissection course at the University of Toronto is used as an example to highlight the value of dissection for undergraduate learners in non-professional programs. In-person dissection allows for real life, anatomical variation, and supports the advancement of students' conceptual knowledge of the human body and visual–spatial abilities. Direct involvement with dissection during undergraduate training also provides students with an opportunity to practice and refine non-technical skills, such as communication and collaboration, while simultaneously promoting the development of students' professional identity formation. Further, dissection is a practical, hands-on experience that can provide students with insight into potential career aspirations related to anatomy and the health professions. It is suggested that as institutions veer from traditional pedagogical practices and evaluate how to best move forward post-pandemic, it is imperative that the value of undergraduate dissection is considered among new innovations in the field of anatomy.  相似文献   

Circulating resistin protein and mRNA concentrations and clinical severity of coronary artery disease     

Jelena Joksic  Miron Sopic  Vesna Spasojevic-Kalimanovska  Dimitra Kalimanovska-Ostric  Kristina Andjelkovic  Zorana Jelic-Ivanovic 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):242-251

Introduction

Previous studies have implicated a strong link between circulating plasma resistin and coronary artery disease (CAD). The aim of this study was to evaluate the differences in peripheral blood mononuclear cells (PBMC) resistin mRNA and its plasma protein concentrations between the patients with CAD of different clinical severity.

Material and methods

This study included 33 healthy subjects as the control group (CG) and 77 patients requiring coronary angiography. Of the latter 30 was CAD negative whereas 47 were CAD positive [18 with stable angina pectoris (SAP) and 29 with acute coronary syndrome (ACS)]. Circulating resistin was measured by ELISA; PBMC resistin mRNA was determined by real-time PCR.

Results

Resistin protein was significantly higher in the ACS group compared to the CG (P = 0.001) and the CAD negative group (P = 0.018). Resistin mRNA expression did not vary across the study groups, despite the positive correlation seen with plasma resistin (ρ = 0.305, P = 0.008). In patients, plasma resistin and PBMC resistin mRNA negatively correlated with HDL-C (ρ = -0.404, P < 0.001 and ρ = -0.257, P = 0.032, respectively). Furthermore, the highest plasma resistin tertile showed the lowest HDL-C (P = 0.006). Plasma resistin was positively associated with serum creatinine (ρ = 0.353, P = 0.002).

Conclusion

Significant increase of plasma resistin in patients with ACS compared to CG and CAD negative patients was observed. Despite no change in PBMC resistin mRNA in different disease conditions a positive association between resistin mRNA and resistin plasma protein was evident. Both plasma resistin and PBMC resistin mRNA were negatively associated with plasma HDL-C, and plasma resistin positively with serum creatinine.Key words: resistin, human; gene expression; coronary artery disease; acute coronary syndrome  相似文献   

Not Just Lip‐Synching Anymore: Education and Tolerance Revisited     

Karen Bird  John L. Sullivan  Patricia G. Avery  Kristina Thalhammer  Sandra Wood 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):373-386

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Biomechanische Grundlagen des Startsprungs im Schwimmen     

Armin Kibele  Sebastian Fischer  Kristina Biel 《Sportwissenschaft》2011,41(3):202-215

Starting block performance in swimming is of crucial importance in the individual competitions for the shorter swimming distances as well as for the relay events. The significance of this swim start performance will increase with the introduction of a new starting block with a longer and slightly steeper surface in conjunction with a push-off support for the feet and laterally adjustable handles. As grab starts and track starts were equally observed in international swimming competitions there are good reasons to assume that only the latter will remain the dominant starting technique. This report aims to summarize existing knowledge on the biomechanics of the swim start performed on a traditional starting block as a new starting block is introduced and new starting techniques are going to be developed. Following some introductory remarks on the assessment of the swim start performance, results will be discussed on the merit of different take-off techniques, on the entry behaviour, and on the force development profiles on the starting block. In conclusion, a tendency in favour of the rear-weighted track start was found in conjunction with a flat entry. In addition, it could be shown that an angular momentum around the transverse body axis combined with a dolphin kick (and a previously hyperextended hip joint) may provide hydrodynamic conditions to enter the water with a rather steep centre of mass trajectory. Finally, existing biomechanical knowledge will be presented on the relay start as well as on a possible change in the starting technique using the new block.  相似文献