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Based on a detailed reading of the six preceding papers, in conjunction with a reflection on the socio-political forces shaping lifestyles in the UK at the turn of the millennium, we come to four interrelated conclusions. First, sport and exercise science needs to move beyond evidence-based practice to evidence-based policy. Second, sport and exercise science needs to make health-enhancing physical activity a political issue at both national and local level. Third, transport, not health policy, may be the key to promoting health-enhancing physical activity. And, fourth, young people deserve our special attention. In reaching these four interrelated conclusions, we attempt both to shape evidence based policy and future research agendas in exercise science. To achieve an international perspective, we also present a short case note from Australia. 相似文献
44.
Matthew D. Bird Graig M. Chow Gily Meir Jaison Freeman 《Journal of College Counseling》2019,22(3):256-269
The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma. 相似文献
45.
Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
46.
Andrew J. Holliman Ian R. Mundy Lesly Wade-Woolley Clare Wood Chelsea Bird 《教育心理学》2017,37(10):1222-1241
Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading. 相似文献
47.
Emily J. Solari Terese C. Aceves Ignacio Higareda Cara Richards‐Tutor Alexis L. Filippini Michael M. Gerber Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. 相似文献
48.
Anne-Marie Bird 《Children‘s Literature in Education》2001,32(2):111-123
Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist. 相似文献
49.
Terese J. Lund Belle Liang Lily Konowitz Allison E. White Angela DeSilva Mousseau 《Psychology in the schools》2019,56(9):1472-1481
A growing number of studies have demonstrated that purpose in life is associated with positive outcomes among adolescents and young adults. The college years represent an important period of both personal and professional growth, including purpose in life. Supportive relationships may play a critical role in the identification and pursuit of purpose. Relationships with mentors, for example, have been linked with purpose among adolescents. The present study examined whether mentoring relationships were linked with purpose among college students (N = 194) from three institutions across the United States. Both aspects of quality (relational health) and quantity (i.e., number of mentors) were examined as predictors of purpose. Students who had at least one mentor reported higher levels of purpose compared to students with no mentors. Among students with at least one mentor, quality of mentoring was significantly associated with a greater commitment to purpose, while the number of mentors was not associated with commitment to purpose. Results are discussed in the context of practical applications regarding student success and purpose formation in higher education settings. 相似文献
50.
Elizabeth Bird 《Gender and education》2004,16(1):51-64
The paper is part of a wider study into how women's studies was introduced in the academic curriculum in the United Kingdom, Canada and the USA. It looks at the sexual politics of the academy during the 1970s and 1980s, and at how they are now remembered. Women's studies was inextricably bound up in the politics of feminist activism in the period, including the ideal of working collectively in women‐only groups. But the academy was male‐dominated and the consent of male colleagues was indispensable. There was a further challenge to separatist practice if men wished to enroll as students. The paper starts by setting the research in the context of influential texts such as Kate Millett's Sexual politics (1972) and the framework of patriarchy. Using recorded interviews with key activists, the paper traces interaction with male colleagues. The second part reflects on how, thirty years later, the concept of patriarchy has been developed by intellectual work on gender, and by a more complex understanding of sexual identity and its interaction with sexual politics, now reflected in the curriculum, and in the re‐naming of women's studies as gender studies. 相似文献