Understanding Youth Obesity and Media Use: Implications for Future Intervention Programs     

Brian D. Clocksin  Doris L. Watson  Lynda Raasdell 《Quest (Human Kinetics)》2013,65(4):259-275

Nearly six years have passed since the Physical Activity and Health: A Report of the Surgeon General (USDHHS, 1996) described the health and fitnesa status of Amrica's yarth. The Sugeon Guxd's Call to Action to prevent and Decrease Overweight and Obesity (USDHHS, 2001) provides a camprehensive review of research on the epidemiology, health risks, and prevalence of obesity in all segments of the poplation. Increasinngly, children and adolescents are turning to sedentary kisure-time activities. Media use has been linked to decread physical activity levels, incearsed BMI, and increased high-enugy food intake. This review of litnature pravides a comprehensive examination of the influence media use has on youth adiposity, dietary habits. and physical activity. Current and future intervention programs to decrease sedentary behavior in children are also highlighted. Reducing media use (including television, videaape viewing, nonacademic computer use, and video game playing) in youth cau address leisure-time sedentary behaviors. Future intervention program, using run interdisciplinary appach, need to decrease leisure-time sedentary behaviors while promoting active lifestyles.  相似文献   

Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students     

Sarita Robinson  Lynda Holyoak 《Assessment & Evaluation in Higher Education》2013,38(3):260-272

Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible explanations for this mismatch between staff and students’ perceptions of feedback quality. One hundred and sixty-six first year undergraduate students completed a questionnaire detailing their experiences of feedback on coursework before and throughout their first year at university. Results indicate that whilst procedural elements of feedback (timeliness and legibility) are considered satisfactory, past experiences (pre-university) may influence student expectations of feedback. Some students had a severe, negative emotional response to the feedback provided and few students engaged in self-help (independent learning) behaviours to improve their performance following feedback. We consider how changes in feedback practices could improve students’ use of, and satisfaction with, their feedback.  相似文献   

PART‐TIME COMMUNITY COLLEGE FACULTY: THEIR NEEDS FOR INSTRUCTION‐RELATED ASSISTANCE     

Lynda K. Black 《Community College Journal of Research & Practice》2013,37(3):275-285

An aura of controversy surrounds the proliferation of part‐time faculty members on community college campuses. The related literature provides evidence that part‐timers have fewer advanced degrees and years of teaching experience than their full‐time counterparts. Nevertheless, the increasing trend toward their employment shows no sign of slowing. As part‐timers comprise a growing proportion of community college faculties, and as they are recruited from nonacademic sources, opportunities should be provided for them to hone their pedagogical skills. The findings of a study undertaken at Arizona State University's Department of Higher and Adult Education reveal part‐timers’ needs for assistance and information in instruction‐related areas such as evaluation, handling paperwork, teaching community college students and community college philosophy. An instructional resource manual developed for part‐time faculty was perceived to be a viable method of providing assistance to part‐timers.  相似文献   

Updating Relationships Between Communication Traits and Communication Competence     

Jason J. Teven  Virginia P. Richmond  James C. McCroskey  Lynda L. McCroskey 《Communication Research Reports》2013,30(3):263-270

This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC.  相似文献   

Persons with Learning Disabilities in the Workplace: What We Know So Far in the Americans with Disabilities Act Era     

Paul J. Gerber  Lynda A. Price 《Learning disabilities research & practice》2003,18(2):132-136

Abstract. Since the Americans with Disabilities Act (ADA) was passed in 1990 and implemented in 1992, there has been little research to discover the realities of the workplace for adults with learning disabilities. There is a body of knowledge, albeit sparse in scope, that provides guidance for learning disabilities professionals, employers, and individuals with learning disabilities. Empirical studies are synthesized from the past 12 years to convey the perspectives of employees with learning disabilities and their employers. Issues that require further research are outlined.  相似文献   

Evaluation of the Psychometric Properties of the Parents’ Proxy MPAQ-C in Chinese Population     

Ka Man Leung  Pak-Kwong Chung  Lynda B. Ransdell  Yong Gao 《Measurement in physical education and exercise science》2016,20(2):112-120

We examined psychometric properties of a Modified Physical Activity Questionnaire for Children (MPAQ-C). Thirty-two parents (Study 1), 40 students (6–9 years) and one of each student’s parents (Study 2), and 625 parents (Study 3) completed the MPAQ-C. The MPAQ-C (six items) measured children’s physical activity (PA) after school, and during evenings and weekends for 7 days. Test–retest reliability (Study 1) and convergent validity (Study 2) were measured. Factor validity of the MPAQ-C (Study 3) was examined using confirmatory factor analysis. A single-factor model of the MPAQ-C fit the data well (χ² (9) = 42.78, p < .001; comparative fit index[CFI] = .977; non-normed fit index [NNFI] = .962; root mean square error of approximation [RMSEA] = .079 [90% confidence interval {CI} = .057 to .11]), with good test–retest reliability, composite reliability (.80) and convergent validity. The factor loadings of MPAQ-C were invariant across fathers/mothers (Δχ² (6) = 3.44, p > .05). The MPAQ-C is a suitable parent proxy for measuring young Chinese children’s PA.  相似文献   

Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education     

Lynda Stone 《Educational Philosophy and Theory》2005,37(3):441-447

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Perspectives on Uncertainty for Technical Communication Scholars     

Lynda Walsh  Kenneth C. Walker 《Technical Communication Quarterly》2016,25(2):71-86

Technical communication scholars have tended to treat uncertainty as a lack of certainty rather than as a diverse range of strategies for talking about risk. This review employs Goodnight’s argument spheres to comprehend treatments of uncertainty in technical communication and closely related fields. The advantages of such an approach are demonstrated via a reanalysis of a recent risk communication study. The review finishes by identifying hybrid forums as productive sites for future research.  相似文献   

The effect of question format in revealing the quality of student learning of some biological concepts     

Dr. Lynda J. Creedy 《Research in Science Education》1992,22(1):406-407

Specializations: science and technology, biology teacher education.  相似文献   

Using citizen science beyond teaching science content: a strategy for making science relevant to students’ lives     

Lynda L. Jenkins 《Cultural Studies of Science Education》2011,6(2):501-508

I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students’ everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.  相似文献