Habitual physical activity levels and sedentary time of children in different childcare arrangements from a nationally representative sample of Canadian preschoolers

BackgroundChildren spend substantial time in childcare, and the reasons parents choose a particular childcare type may differ by family. However, little is known about how childcare type influences habitual (full day) activity levels among children. Therefore, exploring patterns between childcare type and habitual physical activity (PA) (i.e., light, moderate-to-vigorous PA (MVPA), and total PA) and sedentary time (ST) in young Canadian children is needed.MethodsA nationally representative sample of preschoolers from Cycles 3 and 4 of the Canadian Health Measures Survey was used in this cross-sectional study. Childcare type (e.g., center-based childcare, home-based childcare, home with parent, kindergarten) was reported by parents. Preschoolers wore an Actical accelerometer for 7 days. Device and population-spcific cut-points were applied to delineate PA intensities and ST. Population means and sample totals were calculated to examine average daily and hourly rates of activity.ResultsPreschoolers’ rates of MVPA and total PA from the 4 childcare arrangements ranged from 65.99 min/day to 74.62 min/day (5.48–6.18 min/h) and 274.20 min/day to 281.66 min/day 22.69–23.21 min/h), respectively, while ST ranged from 443.13 min/day to 460.57 min/day (36.80–37.31 min/h). No significant differences were observed in daily or hourly rates of activity.ConclusionThis study provides a snapshot of the levels of PA and ST among preschoolers in various childcare settings at a national level, with no differences observed in habitual activity levels based on childcare enrollment. Additional research is needed to clarify the relationship between young children's PA and childcare type, with consideration given to the quality of the childcare settings.     

Functions for school psychologists in community colleges

School psychologists are trained as developmental specialists. There is a tendency to assume that they function only in the K-12 educational system. In this paper, school psychology is presented as a viable resource for service to special needs students in a postsecondary setting, including those in the community college system. Student, teacher, and administrator perceptions of educational needs are examined, and the argument is made that no one professional in the community college currently meets all the needs discussed.     

基于SLEUTH模型的沈阳-抚顺都市区城市规划

利用SLEUTH模型,在3种规划预案下研究沈阳-抚顺都市区城市规划。结果表明,低生态保护的城市增长预案导致了城市快速扩张和农田、林地等其他景观类型面积迅速减少.严格的生态保护规划预案虽然能很好地保持聚集的城市增长格局,减少对其他景观的侵占,但限制了城市增长速度,与区域经济发展现状相矛盾.如果扩散的城市增长格局能得到进一步的控制,适当生态保护的城市增长预案将是沈阳-抚顺都市区未来发展的推荐预案.     

The Politics of Teacher Evaluation: A Case Study of New System Design and Implementation

The purpose of this article is to describe the political aspects of the implementation of a new teacher evaluation system through the means of an observational case study. Designing and implementing a systemwide reform such as that involved in a new teacher evaluation system often is emotionally laden and politically challenging. Technical expertise is required in defining what constitutes good teaching and selecting appropriate methods for collecting accurate data. Equally important, however, is a sophisticated political understanding of how to structure the development and implementation processes to optimize the support of various stakeholders for the new evaluation system. In addition to describing the phenomenon, policy and practice recommendations will be offered to facilitate the negotiation of such a change.     

Structure, features, and faculty content in ARL member repositories

Questions about the optimal way to present repository content to authors, submitters, and end-users, prompted this study. The authors examined, through an observation and a survey, the institutional repositories of peer institutions in the ARL for good practices related to the presentation and organization of faculty-authored institutional repository content.     

Assessing changes in medical student attitudes toward non-traditional human sexual behaviors using a confidential audience response system

Medical students encountering patients with unfamiliar, unconventional sexual practices may have attitudes that can affect open communication during sexual history-taking. We measured changes in first-year US medical student attitudes toward 22 non-traditional sexual behaviors before and after exposure to human sexuality instruction. An electronic, hand-held audience response system was used in a lecture hall to sample anonymous student attitudes toward this sensitive topic. Several attitudes were influenced by instruction, as shown by statistical comparisons before and after instruction. Students' attitudes shifted toward patterns favoring treatment for five out of 10 paraphilias that are not harmful of others. Most students favored imprisonment for pederasty before instruction, consistent with lessons about mandatory reporting of child sexual abuse, and this attitude increased non-significantly after instruction. Student attitudes were generally accepting of homosexuality, but were more accepting of female than male homosexuality, both before and after instruction. Implications of these diverse effects of our lecture-based curriculum on attitudes toward non-traditional human sexual behavior are discussed, as well as benefits of audience response systems in anonymously assessing students' attitudes toward sensitive topics.     

Using Multiple Data Sources to Develop a Liaison Agenda

Subject librarians at many college and university libraries have a wide variety of job responsibilities. Yet they often lack guidance on goal setting and prioritization. At the University of Nevada, Las Vegas (UNLV) Libraries, the liaison program currently lacks a formal agenda setting process. This study explores using multiple sources of data for liaison goal setting and goal prioritization. Data from the LibQUAL+ survey, faculty surveys and focus groups, and usage statistics were examined for the disciplines of art, architecture, business, and hotel administration, and then applied to the development of liaison agendas. The results show that data can enrich and inform liaison perceptions of the behavior and priorities of their constituents and assist liaisons with establishing annual goals.     

‘Learning the basics’: young people’s engagement with sexuality education at secondary schools

School-based sexuality education remains a key response to the HIV epidemic. Drawing on findings from an ethnographic study, this study explores how young people engage with sexuality and HIV- and AIDS-related education as it is delivered through the Life Orientation (LO) learning area in South Africa, in order to understand the dynamics that support or hinder engagement. Focus group discussions were held with Grade 9 and 11 learners (aged 14–18 years) from 16 randomly selected public secondary schools across three provincial districts. Results show that enjoyment of LO education was related to perceived relevance and distinctiveness, informal lesson delivery, subjective assessment standards and seemingly minimal effort. However, the perception of reduced effort tarnished the status of LO and young people’s motivation to participate. Learner engagement is influenced by a variety of cognitive, affective and behavioural pathways including internalised discourse around HIV and AIDS, gender and sexuality; the quality of youth–educator relations and teaching competencies; peer pressures; and broader cultural dynamics. The cultivation of a learning environment in which young people share and debate their views promotes engagement and critical thinking. In-service and pre-service educator training, structured activity plans and monitoring are recommended to advance the content knowledge and pedagogy of educators.     

Introducing Real-Time AVHRR-APT Satellite Imagery in the Classroom Environment

A low-cost (US$350) satellite receiving station was assembled and operated within a classroom environment in Gainesville (Florida) on October 2001 for acquiring satellite data directly from the Advanced Very High Resolution Radiometer (AVHRR) satellites. The simplicity of the satellite signal makes this source of real-time satellite data readily accessible to the K-16 educational community. The educational strategy of this program sought to achieve pedagogical effectiveness within the sciences, mathematics, and technology through the cultivation of applied, critical, and analytical skills. The applied hands-on laboratory and lecture experiences aimed at enabling students to visualize and integrate the various concepts presented in the classroom. The characteristics of the satellite data provide students and educators with live visible and infrared images that allow for the visualization and exploration of dynamic scientific concepts, making the AHVRR-APT system a suitable educational tool for complementing the K-16 curricula. This educational experience relied on inexpensive radio equipment for accessing satellite data through the exploration of modern space technology. When compared to Internet-based sources of AVHRR data, the virtual nature of Internet portals cannot provide students with a live satellite data acquisition experience, such as that available through a classroom-based AVHRR-APT satellite receiving station.     

The role of school psychology in preventing depression

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.