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Obesity is a serious, prevalent, and recurring disorder that affects many school children. There are numerous physical, and perhaps psychosocial, difficulties associated with being overweight. This article examines three major types of intervention strategies that have been utilized in school-based weight-reduction programs. Behavior modification, dietary control/nutrition education, and physical activities have been successfully combined in multificeted obesity interventions to produce modest weight loss. Improved research designs, long-term follow-up, further examination of social supports, and prevention strategies are needed. 相似文献
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Although typically regarded as equivalent instruments, the WISC-R and the WAIS-R yield significantly different Verbal, Performance, and Full Scale IQs for an intellectually subaverage group, with the WAIS-R consistently providing higher scores. Implications of this “built-in” increment for issues of eligibility for educational placements and societal benefits are serious, and careful interpretation of IQs in the context of other relevant data is necessary. 相似文献
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Given here is the general formulation of axi-symmetric plane strain problems in linear, mechanically homogeneous, isotropic and centrosymmetric elastic solids of grade two. The definition of a plane strain axi-symmetric state of stress is presented, and the necessary and sufficient conditions to achieve it are derived. The general axi-symmetric displacement vector is found, several problems are considered and the reduction of all results to the corresponding classical solutions is discussed. 相似文献
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Maria Julia Hermida Maria Soledad Segretin Diego Edgar Shalom Matías Lopez‐Rosenfeld Marcelo Claudio Abril Sebastin Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2020,14(1):61-70
Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions. 相似文献
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Three teachers, who held extreme preferences for the ways they learn, participated in a year‐long professional development course, designed to sensitize teachers to their own and colleagues’ individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. The teachers’ learning preferences were determined from their scores on seven learning/cognitive styles tools and understood further from field notes, interviews and pre‐/post‐test responses. The study suggests that teachers with extreme learning preferences tend to: (a) teach the way they prefer to learn; (b) overgeneralize and project their own learning needs onto students; and (c) hold initial pathognomonic (“blame the learner”) beliefs about students mismatched to them. After the course, the teachers changed their language, beliefs and practice in the direction of becoming more effective teachers, e.g., they held more interventionist beliefs (“I can intervene to help the learner”). The three teachers were strong prototypes who can provide insights about the importance of ILDs in learning, practice and professional development. 相似文献
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Erica Rosenfeld Halverson 《Cultural Studies of Science Education》2009,4(1):67-76
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful
learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development
plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on
the importance of identity development for learning, I stretch the relationship between these two constructs in several ways:
First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are
assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments.
Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in
multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive
contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent
design process.
相似文献
| Erica Rosenfeld HalversonEmail: |
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A theoretical model of parental socialization of children's coping behavior is described and tested with 310 elementary school children ( M age = 10.5 years). Mothers and fathers reported on the coping suggestions they made to their children, their own coping strategies, and their perceptions of the family environment. Children reported on their relationships with their parents and on their usual coping behavior. Children's coping efforts were associated with family environment, the quality of the parent-child relationship, parent's own coping, and parent coping suggestions, though these relationships differed by gender and were quite specific. Maternal data were more strongly associated with children's coping than paternal data, and active and support coping were predicted more successfully than avoidance strategies. Analyses supported a model of direct, rather than mediated, effects on children's coping. There was modest support for the interactive effects of maternal coaching and modeling on girls' active coping and boys' avoidant coping. 相似文献