Integration of 3D Printing in Art Education: A Multidisciplinary Approach     

Luisa Menano  Patrícia Fidalgo  Ieda M. Santos  Joan Thormann 《学校用计算机》2013,30(3):222-236

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Benefits of achieving vigorous as well as moderate physical activity recommendations: Evidence from heart rate complexity and cardiac vagal modulation     

Luisa Soares-Miranda  Gavin Sandercock  Susana Vale  Pedro Silva  Carla Moreira  Rute Santos 《Journal of sports sciences》2013,31(10):1011-1018

Abstract

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.  相似文献   

Stimulation of thinking skills in high school students     

María Luisa Sanz de Acedo Lizarraga  María Teresa Sanz de Acedo Baquedano  María Soria Oliver 《Educational studies》2010,36(3):329-340

The objective of this research was to examine the effects of the instruction method “thinking actively in an academic context (TAAC)” on thinking skills, creativity, self‐regulation and academic achievement. The design was pre‐test–intervention–post‐test with control group. The sample included 46 participants (aged 16 to 18 years), 24 experimental and 22 controls. Before and after application of the method, six instruments were used to measure thinking skills and academic achievement. The method, divided into eight stages, was followed in each didactic unit during an academic course. The method allows teaching the thinking skills, the creativity and the self‐regulation simultaneously with the syllabus content. The results showed that greater changes were obtained with the new method of instruction in all the dependent variables. Relevant scientific and educational implications are drawn from the study.  相似文献   

Phonological and lexical reading in Italian children with dyslexia     

Margherita Orsolini  Rachele Fanari  Sara Cerracchio  Luisa Famiglietti 《Reading and writing》2009,22(8):933-954

In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14 Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child we also selected a participant who was attending the same grade, was close in age, and showed typical reading development when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of 40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e., a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes.  相似文献   

Enhancement of thinking skills: Effects of two intervention methods     

María Luisa Sanz de Acedo Lizarraga  María Teresa Sanz de Acedo Baquedano  Tomás Goicoa Mangado  María Cardelle-Elawar 《Thinking Skills and Creativity》2009,4(1):30-43

Three studies were carried out with Compulsory Secondary Education students to verify the effectiveness of two intervention methods—the infusion method (IM) and the instrumental enrichment program (IEP)—to enhance thinking skills, creativity, behavioral self-regulation, and academic achievement. Study 1 (N = 118) was conducted in order to create the IM, an instruction method designed to teach these skills along with the syllabus content, and to compare its effects with the conventional method (CM). In Study 2 (N = 176), the effects of the IM, the IEP, and the CM were compared in the same variables. In Study 3 (N = 168, using the same subjects as in Study 2), the effects of the IM and the IEP were analyzed to determine whether they were maintained or they increased with time. The results showed that greater changes were obtained with the IM than with the IEP in all the criterial variables and that the effects attained in Study 2, in addition to being significant, persisted at least 1 year after completing the intervention. Relevant scientific and educational implications are drawn from the studies.  相似文献   

Improving health communication
Supporting the practice of health communication     

Giovanna F. Miranda  Luisa Vercellesi  Edoardo Pozzi  Flavia Bruno 《Health information and libraries journal》2009,26(1):39-46

Background: Health authorities, hospitals, commercial enterprises, and mass media all deliver health and medical communication in different forms. With such a vast amount of biomedical and clinical information available, any action to ensure the spread of clinically relevant news items is welcome. Objectives: This paper tries to define a new role for health science librarians in improving medical communication and reporting. Methods: Literature relating to the health and medical reporting is analysed to identify major difficulties encountered by health communicators. Results: There are two areas where health science librarians can develop new roles in health communication: (i) supporting journalists and health communicators in selecting sources and understanding scientific papers, and (ii) directly translating scientific information into news items, supplying a list of products in this direction (i.e. targeted newsletters, media releases, news items). New skills and competencies needed to cope with the new roles are described in detail in a suggested academic curriculum for health communicators. Conclusions: A better understanding of the mass media's needs can provide much needed support in the field of health communication.  相似文献   

INTERFACES BETWEEN SECONDARY AND HIGHER EDUCATION IN ITALY     

Luisa Ribolzi 《Higher Education in Europe》1987,12(2):50-53

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Identification of biomedical journals in Spain and Latin America     

Xavier Bonfill  Dimelza Osorio  Margarita Posso  Ivan Sol  Gabriel Rada  Ania Torres  Marcelo García Dieguez  Maricela Pia‐Pozas  Luisa Díaz‐García  Mario Tristn  Omar Gandarilla  David A. Rincn‐Valenzuela  Arturo Martí  Ricardo Hidalgo  Daniel Simancas‐Racines  Luis Lpez  Ricardo Correa  Antonieta Rojas‐De‐Arias  Csar Loza   scar Gianneo  Hector Pardo   《Health information and libraries journal》2015,32(4):276-286

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Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia     

Mercedes Cubero  Mª Ángeles Rebollo  Rosario Cubero  Rafael García  Luisa Vega 《Gender and education》2015,27(6):635-653

This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.  相似文献   

The emotions in teaching and learning nature sciences and physics/chemistry in pre-service primary teachers     

Maria Brigido  M. Luisa Bermejo  M. Carmen Conde  Vicente Mellado 《美中教育评论》2010,(12):25-32

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers.  相似文献