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41.
BackgroundPuberty is a critical time in the development of overweight and obesity. The aim of this study was to examine relationships between measures of adiposity, cardiovascular fitness, and biomarkers of cardiovascular disease risk in adolescents.MethodsIn a cross-sectional study design, 129 girls and 95 boys aged 12.9–14.4 years at various stages of puberty were included, along with their mothers (n = 217) and fathers (n = 207). Anthropometric assessments of adiposity were made, along with cardiovascular physical fitness, using the 20-m shuttle run test, and biomarkers associated with cardiovascular risk, including glucose, insulin, triglyceride, fibrinogen, and C-reactive protein (CRP) concentrations.ResultsWaist-to-height ratio values were similar in boys and girls and correlated positively with diastolic blood pressure, insulin, triglyceride, fibrinogen, and CRP concentrations, and inversely with cardiovascular fitness scores. Skinfold thickness measurements were higher in girls. High-molecular-weight adiponectin concentrations were lower in boys than girls, particularly in late puberty, and CRP levels were higher. Cardiovascular fitness, maternal body mass index (BMI), and paternal BMI contributed independently to the variance in waist measurements in girls and boys. Gender, triceps skinfold thickness, and weight-to-height ratio, but not parental BMI, contributed independently to the variance in cardiovascular fitness.ConclusionThere is a relationship between measures of adolescent adiposity and parental weight that involves factors other than cardiovascular fitness. Adolescent boys have relatively more abdominal fat than girls and a tendency to have a proinflammatory profile of biomarkers. These observations suggest that family and social environmental interventions are best undertaken earlier in childhood, particularly among boys. 相似文献
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David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献
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Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a... 相似文献
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Homicidal commotio cordis: the final blow in a battered infant 总被引:2,自引:0,他引:2
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The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs. 相似文献
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Boaz Shulruf Roger Booth Heather Baker Warwick Bagg Mark Barrow 《Journal of Further & Higher Education》2017,41(3):425-434
Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required. 相似文献
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Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance. 相似文献