Waist Circumference,Pedometer Placement,and Step-Counting Accuracy in Youth

This study examined whether differences in waist circumference (WC) and pedometer placement (anterior vs. midaxillary vs. posterior) affect the agreement between pedometer and observed steps during treadmill and self-paced walking. Participants included 19 pairs of youth (9–15 years old) who were matched for sex, race, and height and stratified by WC (high WC: HWC; low WC: LWC). Participants performed 3-min treadmill-walking trials at speeds of 59, 72, and 86 m·min-1 and a 400-m self-paced walking trial on level ground. Bland-Altman plots were used to assess the agreement between pedometer and observed steps of spring-levered pedometers by WC, pedometer placement, and walking speed. In the HWC group, the posterior pedometer placement consistently agreed most closely with observed steps at all treadmill speeds and during self-paced walking. In the LWC group, no single pedometer placement consistently agreed most closely with observed steps at all treadmill speeds and during self-paced walking. We conclude that a posterior pedometer placement improves step-count accuracy in most youth with an HWC at a range of walking speeds on level ground.     

社会性别、体育和21世纪第三浪潮女性主义

在法律的支撑下,男女参加体育活动的机会和使用器材设备上的差异正在明显缩小。许多学科和女子体育组织对体育中的社会性别问题十分关注,帮助人们更深刻地认识社会性别构成和体育之间的复杂关系。体育女权主义者为确保女性能参与更多的体育项目、得到更加平等的资助和奖励、得到高水平的教练指导和寻求男女平等的决策发言权而奋斗。变化着的社会环境、经济环境和体育图景使得社会性别和体育史研究能成为一个重要的领域。21世纪流行的第三浪潮女权主义认为20世纪60、70年代出现的第二浪潮女权主义所赖以生存的历史和政治环境已不复存在。她们讨厌‘牺牲品’女性主义的看法和对抗性途径,选择全球性视角,接受多元性。     

Effect of Mastering Swim Skills on Older Adults' Self-Efficacy

Abstract

Two groups of 23 junior high school boys were tested before and after an eight weeks' progressive resistance training program. The experimental group participated in this program, but the control group took part only in regularly scheduled physical education classes. At the end of the eight weeks, it was found that the experimental group increased their ability to do pull-ups, push-ups, the Harvard Step Test, Dodge run, the Burpee test, and trunk extension and flexion. The control group improved in the Dodge run, the Burpee test, push-ups, and trunk extension. In no case did the improvement of the control group exceed the improvement of the experimental group. The experimental group also increased in anthropometric measurements. Medical examinations indicated that no harmful effects were experienced by either group.     

Cross-Racial Friendships and Social Distance Between Racial Groups on a College Campus

This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased.     

The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs

The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included.     

Peter Jarvis and 30 years of the International Journal of Lifelong Education

We live in a time of constant change—in liquid modernity—and this has created a rapidly growing need for Transformative Learning (TL): we must be able to constantly change and develop ourselves in order to keep pace with the changes in our environment and life situation. However, the need for change has grown so fast and in so many directions that the term of TL has itself become uncertain or even confused. In 2000, Robert Kegan posed the question ‘What “Form” Transforms’? He advocated a new approach to TL but did not propose any new definition; this situation still remains: among several proposals for new approaches to TL, there is a general agreement that the traditional definition of the term as changes in the learner’s ‘meaning perspectives’, etc. is too narrow and too cognitively oriented. In this article, it is argued that TL should be re-defined as ‘changes in the learner’s identity’. The article explains why this definition is better and more up to date. Through discussion of range of issues, the article shows that the linking of the concepts of TL and identity open the way for new understandings and possibilities.     

Child-Directed Speech Produced by Mothers with Symptoms of Depression Fails to Promote Associative Learning in 4-Month-Old Infants

Child-directed (CD) speech segments produced by 20 mothers who varied in self-reported symptoms of depression, recorded during a structured play interaction with their 2- to 6-month-old infants, were used as conditioned stimuli with face reinforcers in a conditioned attention paradigm. After pairings of speech segments and faces, speech segments were assessed for their ability to increase time spent looking at a novel checker-board pattern (summation test) using 225 4-month-old infants of nondepressed mothers. Significant positive summation, an index of associative learning, was obtained in groups of infants tested with speech produced by mothers with comparatively fewer self-reported symptoms of depression (Beck Depression Inventory or BDI < or = 15). However, significant positive summation was not achieved using speech samples produced by mothers with comparatively more symptoms of depression (BDI > 15). These results indicate that the CD speech produced by mothers with symptoms of depression does not promote associative learning in infants.     

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.