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41.
Katja Rajala Anna Kankaanpää Kaarlo Laine Hannu Itkonen Elizabeth Goodman Tuija Tammelin 《Journal of sports sciences》2019,37(2):123-130
This study examined the associations of subjective social status (SSS) with physical activity (PA) and sedentary time (ST) among adolescents. The study population consisted of 420 Finnish adolescents aged 13 to 14 years. The adolescents reported their own SSS within their school (school SSS) and their family’s social position within society (society SSS) based on the youth version of the Subjective Social Status Scale. Adolescents’ moderate- to vigorous-intensity physical activity (MVPA) and ST were measured objectively by accelerometers and analyzed separately for the whole day and the school day. The associations between SSS and MVPA and ST outcomes were analyzed using multilevel modeling. School SSS was positively associated with whole-day MVPA and negatively associated with school-time ST. Society SSS was not significantly associated with objectively measured MVPA or ST. Both MVPA and ST are important behavioral determinants of health. As an important correlate of MVPA and ST, school SSS should be addressed by providers when discussing obesity risk and healthy behaviors with adolescents. 相似文献
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Anne Kelso Emese Trájer Katja Machus Gunnar Treff Wolfram Müller Jürgen M. Steinacker 《European Journal of Sport Science》2017,17(5):576-585
Introduction: There is a large variety of body fat (BF) measurements, which differ in validity and reliability. The aim of this study was to measure subcutaneous adipose tissue (SAT) using ultrasound (US) in highly trained junior rowers in a field setting, establish fat patterning profiles, and compare the profiles between male and female athletes. Skinfold thickness (SKF) measurements were also taken and compared to US measurements. Methods: Sixteen athletes participated. US measurements were taken at eight sites and reported as a sum of SAT (D): DExcl (without embedded structures) and DIncl (including embedded structures). SKF was measured at three sites and reported as a sum of adipose tissue thickness (SUMSKF). Results: Mean SAT thickness (DIncl) was 27.6?±?12.4?mm for males and 65.5?±?11.8?mm for females. Females had significantly more embedded structures than males (P?=?.016). Significant correlations were found (P?<?.001, r?=?0.92) comparing SUMSKF to DIncl and between SKF and US measurements at the thigh site (P?<?.001, r?=?0.86). Conclusion: US is a suitable tool to measure BF in the field testing of athletes and enables measurements of SAT with an accuracy and reliability not reached before. The sum of thicknesses (DIncl or DExcl) can be used to represent subcutaneous fat based on accurate measurements of uncompressed SAT thicknesses. 相似文献
43.
Katja de Vries 《Ethics and Information Technology》2010,12(1):71-85
The tendency towards an increasing integration of the informational web into our daily physical world (in particular in so-called
Ambient Intelligent technologies which combine ideas derived from the field of Ubiquitous Computing, Intelligent User Interfaces and Ubiquitous
Communication) is likely to make the development of successful profiling and personalization algorithms, like the ones currently
used by internet companies such as Amazon, even more important than it is today. I argue that the way in which we experience ourselves necessarily goes through a moment
of technical mediation. Because of this algorithmic profiling that thrives on continuous reconfiguration of identification
should not be understood as a supplementary process which maps a pre-established identity that exists independently from the
profiling practice. In order to clarify how the experience of one’s identity can become affected by such machine-profiling
a theoretical exploration of identity is made (including Agamben’s understanding of an apparatus, Ricoeur’s distinction between idem- and ipse-identity, and Stiegler’s notion of a conjunctive–disjunctive relationship towards retentional apparatuses). Although it is clear that no specific predictions about the impact of Ambient Intelligent technologies can be made without
taking more particulars into account, the theoretical concepts are used to describe three general scenarios about the way
wherein the experience of identity might become affected. To conclude, I argue that the experience of one’s identity may affect
whether the cases of unwarranted discrimination resulting from ubiquitous differentiations and identifications within an Ambient
Intelligent environment, will become a matter of societal concern. 相似文献
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Košir Katja Klasinc Lucia Špes Tanja Pivec Tina Cankar Gašper Horvat Marina 《European Journal of Psychology of Education - EJPE》2020,35(2):381-402
European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents.... 相似文献
46.
Johanna Skillen Valérie-D. Berner Katja Seitz-Stein 《The Journal of educational research》2018,111(5):554-563
The study evaluates the linear number board game 100 House. Taking into account Krajewski's (2003, 2013) development model of mathematical competencies, this game supports the development of mathematical competencies in 6-year-old children. The board game design is based on the American cognitive alignment framework approach and aims to enhance the number board game Race to Space (Laski & Siegler, 2014). German 6-year-old children (N = 48) received four game-playing sessions, either counting on from their current position on the board game (count-on condition) or counting their steps from one (count-from-1 condition). In a pretest, posttest, and follow-up session, children's mathematical performance was assessed. The results show that playing the game led to stable improvements, especially in mathematical competencies of the first and second level of the underlying development model. Children in the count-on condition displayed a greater benefit. Supporting mathematical competencies by playing number board games is discussed. 相似文献
47.
The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical grounding, the second section describes principles for orchestrating productive collaborative learning and supporting creativity from the teacher’s perspective. We discuss three dimensions related to how teachers can bring about collaborative learning and creativity: (1) general pedagogical bases, (2) teachers’ pre- and real-time activities and (3) opportunities and challenges for teacher activities. The review is concluded with theoretical and practical implications regarding collaborative learning and creativity. 相似文献
48.
Andrea Beinicke Katja Pässler Benedikt Hell 《International Journal for Educational and Vocational Guidance》2014,14(2):181-198
The study investigates consequences of eliminating items showing gender-specific differential item functioning (DIF) on the psychometric structure of a standard RIASEC interest inventory. Holland’s hexagonal model was tested for structural invariance using a confirmatory methodological approach (confirmatory factor analysis and randomization tests of hypothesized order relations). Results suggest that eliminating items showing gender-specific DIF had no considerable influence on the instrument’s psychometric structure. Considering DIF as one possibility to improve test fairness when developing interest inventories is discussed. 相似文献
49.
Jenßen Lars Möller Regina Eilerts Katja Roesken-Winter Bettina 《Educational Studies in Mathematics》2022,110(3):435-455
Educational Studies in Mathematics - Emotions play an essential role in pre-service teachers’ competence development, particularly in mathematics. However, the emotion of shame in mathematics... 相似文献
50.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献