Discrepancies in accelerometer-measured physical activity in children due to cut-point non-equivalence and placement site

Abstract This study examined dissonance in physical activity (PA) between two youth-specific hip-derived intensity cut-points for the Actiwatch (AW), and compared PA between hip and wrist placements using site-specific cut-points. Twenty-four children aged 11.2?±?0.5 years wore the AW on the right hip and non-dominant wrist during a typical school day. Minutes of sedentary behaviour and vigorous activity were greater using Puyau et al. (2002) cut-points, but light, moderate, and moderate-to-vigorous (MVPA) were greater when derived using Puyau et al. (2004) cut-points (P?相似文献   

“不是没有X”和“not without X”语义分析

双重否定是语言研究的一个重要范畴。双重否定是一种特殊的语法手段,是人们在否定的基础上通过二次否定的形式表达肯定的意思。在形式上,双重否定具有两个否定成分,但是在意义上却是肯定意义。不同语言表达双重否定的方式不一样。"不是没有X"和"not without X"是汉语和英语中的双重否定结构。这两个结构属于显性双重否定表达。本文通过对比以上两个结构的语义特点,分析这两者之间的共性及差异。     

Foreign patent flows to and from the United Kingdom

A substantial part of the stock of technological knowhow in any given country is determined by foreign companies. Flows of technology are reflected in part by the international pattern of patenting behaviour. This paper examines both the patent applications in the UK by foreign countries and UK patent applications abroad. It concludes that each country is exposed to a subset of world-wide technology determined by the profitability of transfer of new knowhow. Profitability is affected by the size of potential supply of new inventions in donor countries, by the attractiveness of markets for knowhow in recipient countries and by the costs of transfer.     

How science teachers' concerns about school‐based assessment of practical work vary with time: the Hong Kong experience

School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally.     

A cross-national survey of cultural expectations and sex-role standards in reading

Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour.     

The View from Above: Map Reading Skills Project

In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map.     

Development and implementation of a three-dimensional (3D) printing elective course for health science students

Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play a pivotal role in introducing learners to 3D printing due to the spatial context inherent to learning anatomy. To bridge this knowledge gap and decrease the intimidation associated with learning 3D printing technology, an elective was developed through a collaboration between the Department of Anatomy and the Makers Lab at the University of California, San Francisco. A self-directed digital resource was created for the elective to guide learners through the 3D printing workflow, which begins with a patient's computed tomography digital imaging and communication in medicine (DICOM) file to a physical 3D printed model. In addition to practicing the 3D printing workflow during the elective, a series of guest speakers presented on 3D printing applications they utilize in their clinical practice and/or research laboratories. Student evaluations indicated that their intimidation associated with 3D printing decreased, the clinical and research topics were directly applicable to their intended careers, and they enjoyed the autonomy associated with the elective format. The elective and the associated digital resource provided students with the foundational knowledge of 3D printing, including the ability to extract, edit, manipulate, and 3D print from DICOM files, making 3D printing more accessible. The aim of disseminating this work is to help other anatomy educators adopt this curriculum at their institution.     

TEACHERS’ MISCONCEPTIONS ABOUT THE EFFECTS OF ADDITION OF MORE REACTANTS OR PRODUCTS ON CHEMICAL EQUILIBRIUM

The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past, researchers’ interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects of adding more reactants or products on chemical equilibrium, this article discusses the various misconceptions held by high school teachers. A misconception test was administered to two samples of chemistry teachers in Nanjing, China. Of the 109 teachers who participated in the test, only one understood that adding more CS₂ gas to the equilibrium system CS₂(g) + 4H₂(g) ⇌ CH₄(g) + 2H₂S(g) at constant pressure and temperature can shift the equilibrium to the reactant or product side, depending upon the amount of CS₂ in the initial equilibrium system. Most of the teachers relied on Le Chatelier’s principle and thus made erroneous predictions. The misconception test also revealed that those teachers who managed to compute equilibrium constants had a limited conceptual understanding of chemical equilibrium. Implications of these findings for teacher education and chemistry curriculum development are discussed.