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BackgroundPuberty is a critical time in the development of overweight and obesity. The aim of this study was to examine relationships between measures of adiposity, cardiovascular fitness, and biomarkers of cardiovascular disease risk in adolescents.MethodsIn a cross-sectional study design, 129 girls and 95 boys aged 12.9–14.4 years at various stages of puberty were included, along with their mothers (n = 217) and fathers (n = 207). Anthropometric assessments of adiposity were made, along with cardiovascular physical fitness, using the 20-m shuttle run test, and biomarkers associated with cardiovascular risk, including glucose, insulin, triglyceride, fibrinogen, and C-reactive protein (CRP) concentrations.ResultsWaist-to-height ratio values were similar in boys and girls and correlated positively with diastolic blood pressure, insulin, triglyceride, fibrinogen, and CRP concentrations, and inversely with cardiovascular fitness scores. Skinfold thickness measurements were higher in girls. High-molecular-weight adiponectin concentrations were lower in boys than girls, particularly in late puberty, and CRP levels were higher. Cardiovascular fitness, maternal body mass index (BMI), and paternal BMI contributed independently to the variance in waist measurements in girls and boys. Gender, triceps skinfold thickness, and weight-to-height ratio, but not parental BMI, contributed independently to the variance in cardiovascular fitness.ConclusionThere is a relationship between measures of adolescent adiposity and parental weight that involves factors other than cardiovascular fitness. Adolescent boys have relatively more abdominal fat than girls and a tendency to have a proinflammatory profile of biomarkers. These observations suggest that family and social environmental interventions are best undertaken earlier in childhood, particularly among boys. 相似文献
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Kathryn Lovering Ian Frampton Ben Crowe Alice Moseley Moira Broadhead 《Emotional and Behavioural Difficulties》2013,18(2):83-104
Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure. 相似文献
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Sandra Bochner Lynne Outhred Moira Pieterse 《International Journal of Disability, Development & Education》2001,48(1):67-90
This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The specific aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome. 相似文献
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The paper ,with a theory of Action Research and especially dialectical knowledge, gives a brief analysis and disussion of the New English Standard Syllabus(aim called the New Curriculum) and also points out the difference between the New Curriculum and the traditional syllabus of the basic English course. It is also theoretically and practically designed with some excellent suggestions on how to study the New Curriculum and make good use of English teaching. 相似文献
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Steve Walker Tom Olney Carlton Wood Anactoria Clarke Moira Dunworth 《Open Learning》2019,34(1):118-133
ABSTRACTDespite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them. 相似文献
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Into the now substantial research into the use of word processing as a tool to develop children’s writing, the role of the laptop computer has recently added a fresh dimension. Such machines add flexibility and portability to classroom management and there are numerous questions about their impact. In this article Guy Merchant and Moira Monteith examine one possible benefit of the use of laptops, their potential for drawing together home and school and initiating and sustaining home-school dialogue. 相似文献
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Reading relies on a left‐lateralized network of brain areas that include the pre‐lexical processing regions of the ventral stream. Specifically, a region in the left lateral occipitotemporal sulcus (OTS) is consistently more activated for visual presentations of words than for other categories of stimuli. This region undergoes dramatic changes at the functional and structural levels when children learn to read, but little is known about the effects of early cerebral constraints on reading skills. Using anatomical magnetic resonance imaging, we investigated whether the sulcal pattern of the lateral OTS—a stable brain feature—was associated with oral reading skills. The sulcal pattern of the left but not the right lateral OTS was associated with the number of words correctly read in 3 min. This study is the first to evidence that reading is affected by early cerebral constraints, such as the sulcal morphology of the left lateral OTS. 相似文献
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