Performances of lateral flow biological aerated filter in treating domestic wastewater

1 Introduction ? The biological aerated filter technique has developed rapidly since 1980s, and is widely used in municipal sewage treatment. It has been used in the primary and secondary treatment processes due to its desirable economical efficiency and …     

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.     

Randomized controlled trial of effectiveness of pedometers on general practitioners' attitudes to engagement in and promotion of physical activity

Abstract

Pedometers have been identified as a tool for health professionals to promote physical activity. This study, which aimed to evaluate the effectiveness of wearing a pedometer on general practitioners' attitudes to promoting physical activity, was a pragmatic, multi-centred, randomized controlled trial within a primary care trust in England. The participants were 102 general practitioners (GPs). Eighty-five (48 males, 37 females) of the GPs completed pre and post questionnaires, 43 of whom were in the intervention group. Statistical analysis revealed no significant changes between the control and intervention groups for attitude to engage in physical activity (t ₈₃ = 1.13, CI ?0.362 to 0.099) or attitude to promote physical activity in their patients (t ₈₃ = 1.7, CI ?0.593 to 0.045). A higher volume of walking was significantly correlated with a more positive attitude to engage in physical activity (r = 0.58, P < 0.01) but not with a more positive attitude to promoting physical activity. Wearing a pedometer had no significant effect on GPs' attitudes to engaging in physical activity or promoting physical activity in their patients.     

Health benefits of Kung Fu: A systematic review

Abstract

The Chinese martial arts (Kung Fu) have existed for centuries and are generally accepted as being beneficial for health without much empirical data. The aim of this systematic review was to assess the health effects of “hard” Kung Fu styles by performing electronic and manual searches of the literature. The aspects of health and the Kung Fu style examined varied between most studies; in some cases, the martial art group consisted of practitioners of other martial art styles also. Of 2103 references identified, only nine papers were eligible and reviewed. All were observational studies, observing a range of health aspects possibly related to Kung Fu training or performance. Our findings suggest that there is no evidence that Kung Fu practice is associated with the prevention or treatment of any health condition. However, as a moderate- to high-intensity form of aerobic exercise, it may confer benefits similar to those attributed to other aerobic training modalities. However, this hypothesis remains to be tested in clinical trials. Physiological benefits (e.g., aerobic capacity and bone density) may be associated with long-term Kung Fu practice. Future research in this area should adopt experimental designs, clearly identifying eligibility criteria, testing and training protocols, and include health-related outcomes and documentation of adverse events, to advance knowledge in this field.     

Teaching for blended learning––Research perspectives from on-campus and distance students

The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education. In both modes, students acknowledged the power and effectiveness of blended learning.     

Pre-service teachers' use of problem-solving in primary science

The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes. Specializations: science eeducation Specializations: educational measurement, research methodology.     

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.