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51.
52.
Jéssica Gomes Mota Cain Craig Truman Clark Luís Lemos Cézane Priscilla Reuter Jorge Augusto Pinto Silva Mota 《Journal of sports sciences》2020,38(18):2071-2079
ABSTRACT Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r2 = 0.31), object control (r2 = 0.19), and total motor score (r2 = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood. 相似文献
53.
This article addresses the trajectory of Archival Science in Brazil, its extracurricular characteristics and its particular relationship with Information Science within academics, its institutional associations, and some considerations regarding current training for archivists in Brazil. The methodological procedures used included analyzing documents from the National Archive Fonds of Brazil, reviewing archive literature, and interviewing people involved in consolidating Archival Science. This study concludes that Archival Science research is taking place in graduate programs throughout public Brazilian universities and points out that people working with archives now have more advanced training, such as undergraduate degrees in Archival Science or other. This study also focuses on archives as information units, while presenting and reflecting on the demands of training archivists who are faced with the challenges of the working world and the era of information and knowledge—challenges that go beyond merely technical procedures and encompass dynamic planning and orientation activities. 相似文献
54.
Dana C. McCoy Emily C. Hanno Vladimir Ponczek Cristine Pinto Gabriela Fonseca Natália Marchi 《Child development》2021,92(5):1951-1968
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (Mage = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed. 相似文献
55.
Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
56.
邓万达 《绵阳师范学院学报》2001,(5)
根据电子商务开展的现状 ,分析了影响电子商务发展的四个方面的主要原因 ,提出了解决网络安全问题一些看法。根据宽带技术的网络硬件条件 ,对改造电子商务平台进行了初浅的探索 ,提出了有利于创造具有人性化、个性化的商业网站的网络平台环境的四点意见。 相似文献
57.
Jaime A. Teixeira da Silva 《Publishing Research Quarterly》2016,32(1):44-53
Retractions serve as one perspective of the publishing process, and can offer vast insight into the problems associated with basic research, with the traditional publishing platform, or with policies. Some established retraction guidelines exist, such as those established by the Committee on Publication Ethics, or COPE. This essay provides a perspective of stealth or silent retractions within the broader concept of retractions, and within the framework of the COPE retraction guidelines. The issue of opaque retraction notices, especially in the case of COPE members, as well as the prominence of questionable retraction policies among select “predatory” open access publishers, is emphasized. Select clear examples are provided. 相似文献
58.
Jaime A. Teixeira da Silva 《Publishing Research Quarterly》2016,32(3):220-226
This essay provides an unpalatable perspective on classifying the reluctance of authors, editors or publishers to correct their erroneous literature as being unethical. Authors who publish papers that carry errors and who take laurels for such publications, but who then fail to correct reported errors at a post-publication stage should be classified as unethical, and their act or irresponsibility as misconduct. Similarly, editors and publishers who fail to revise erroneous literature when claims are factually correct, independent of the volume of claims, are also in violation of their codes of conduct and professional responsibilities towards the scientific community and society. This essay provides a critical outlook on this issue which has begun to plague the post-publication movement in science, and which deserves urgent attention and focus. 相似文献
59.
Diane Silva Pimentel Katherine L. McNeill 《International Journal of Science Education》2016,38(12):2047-2068
The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N? =? 45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students’ beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students’ comfort level with the members of the class seemed to influence their decisions to participate in class discussions. 相似文献
60.
The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD. 相似文献