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51.
Caroline Brand Clarice Maria De Lucena Martins Vanilson Batista Lemes Maria Luisa Félix Pessoa Arieli Fernandes Dias Eduardo Lusa Cadore 《Journal of sports sciences》2020,38(6):682-691
ABSTRACTThis study aimed to verify the effect of a multicomponent intervention on cardiometabolic risk factors (CMRF), and to determine the prevalence of responders on CMRF among children and adolescents with overweight/obesity. This is a quasi-experimental study, developed with 35 children and adolescents with overweight/obesity (control group (CG) = 18; intervention group (IG) = 17), aged between 7 and 13 years. Participants in IG underwent a multicomponent intervention for 12 weeks. The following variables were evaluated: anthropometric measures, maturational stages and CMRF (body fatness, HOMA-IR, triglycerides, high-density and low-density lipoprotein) (HDL-C, LDL-C), total cholesterol (TC), aspartate aminotransferase (AST), alanine aminotransferase (ALT) and AST/ALT ratio. Mixed analysis of variance and the prevalence of responders were used for statistical analysis. There was a significant time x group interaction on body fatness (p < 0.001), HOMA-IR (p = 0.01), HDL-C (p < 0.001), LDL-C (p = 0.009) and TC (p < 0.001). The prevalence of responders for CMRF in IG and CG was respectively: body fatness (47%; 0%; p = 0.04), HOMA-IR (58.8%; 16.6%; p = 0.04); triglycerides (17.6%; 5.5%; p = 0.31); HDL-C (76.4%; 5.5%; p = 0.01), LDL-C (35.3%; 5%; p = 0.08), TC (64.7%; 5%; p = 0.01), AST (5.8%; 0%; p = 0.87), ALT (29.4%; 11.1%; p = 0.24) and AST/ALT ratio (24.4%; 22.2%; p = 0.67). Multicomponent intervention induced positive changes on CMRF along with a higher prevalence of positive adaptations in IG than the CG in some of the cardiometabolic outcomes assessed. 相似文献
52.
Eduardo Martí 《Prospects》1996,26(1):141-158
53.
Eduardo F. Mortimer 《Science & Education》1995,4(3):267-285
In this paper I draw an overview of a new model to analyse conceptual evolution in the classroom, based on the notion of Conceptual Profile. This model differs from conceptual change models in suggesting that it is possible to use different ways of thinking in different domains and that a new concept does not necessarily replace previous and alternative ideas. According to this model, learning science is to change a conceptual profile and become conscious of the different zones of the profile, which includes commonsense and scientific ideas.To exemplify how the Conceptual Profile notion can help to understand the evolution of conceptions in the classroom I shall determine the different zones that constitute the epistemological and ontological profile of the concepts of the atom and of physical states of matter. 相似文献
54.
Eduardo Rivera 《New Review of Academic Librarianship》2017,23(1):18-27
A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English library instruction classes where the works cited page of students final paper was assessed according to a rubric designed to assess the Authority, Timeliness, and Variety of the sources cited. The study compared results of flipped classroom sections against traditional lecture method classes with mixed results. 相似文献
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57.
Eduardo Martí 《Infancia y Aprendizaje》2013,36(43):3-12
ResumenLa mayoría de los autores reconoce que el niño crea múltiples términos y expresiones cuando empieza a hablar. Estas creaciones (muchas veces erróneas desde nuestro punto de vista), revelan el empleo de diferentes reglas lingüísticas.Uno de los motivos que conducen al niño pequeño a crear nuevos términos es el metafórico: designar un objeto con un término que normalmente se aplica a otro objeto, similar al primero. Podríamos entonces pensar que el niño, de dos a seis años, es capaz de emplear y comprender el lenguaje figurado, y particularmente las metáforas. Esta hipótesis es criticada a la luz de una serie de hechos experimentales relativos al desarrollo cognitivo del niño. 相似文献
58.
Germano Lambert-Torres Carlos Henrique Valerio de Moraes Maurilio Pereira Coutinho Helga Gonzaga Martins Luiz Eduardo Borges da Silva 《European Journal of Engineering Education》2017,42(6):1296-1308
This paper describes a non-classical logic course primarily indicated for graduate students in electrical engineering and energy engineering. The content of this course is based on the vision that it is not enough for a student to indefinitely accumulate knowledge; it is necessary to explore all the occasions to update, deepen, and enrich that knowledge, adapting it to a complex world. Therefore, this course is not tied to theoretical formalities and tries at each moment to provide a practical view of the non-classical logic. In the real world, the inconsistencies are important and cannot be ignored because contradictory information brings relevant facts, sometimes modifying the entire result of the analysis. As consequence, the non-classical logics, such as annotated paraconsistent logic – APL, are efficiently framed in the approach of complex situations of the real world. In APL, the concepts of unknown, partial, ambiguous, and inconsistent knowledge are referred not to trivialise any system in analysis. This course presents theoretical and applicable aspects of APL, which are successfully used in decision-making structures. The course is divided into modules: Basic, 2vAPL, 3vAPL, 4vAPL, and Final Project. 相似文献
59.
Eduardo Martí 《Infancia y Aprendizaje》2017,40(4):661-675
The necessity of adopting a developmental perspective to understand the role that the body and action play in children’s representations is argued in proposals made by Pozo in his article Learning beyond the body: from embodied representations to explicitation mediated by external representations. The transformative power of action is valued from this developmental perspective, while at the same time revealing the close link between action, cognition and communication. Similarly, the explicitation and implicitation processes are considered to be recurrent phases that occur in any stage of development, applied to embodied knowledge as well as to more elaborate and explicit knowledge. 相似文献
60.
Eduardo Marti Merce Garcia-Mila Fernando Gabucio Katerina Konstantinidou 《European Journal of Psychology of Education - EJPE》2011,26(2):215-234
Tables are a presentation format that is commonly used to organize information, and they are widely present in many scenarios
of our students’ everyday activities; however, there is a scarcity of studies devoted to their analysis. Some of these studies
point out that the organization of data into a double-entry table presents difficulties for primary and secondary school students.
The present study analyzes the following: (1) the level of competency of primary and secondary school students in constructing
a double-entry table from a set of data and (2) the main difficulties encountered by these students during the task. Our findings
showed that the percentage of middle-school students who succeeded in contructing a conventional table was relatively low,
and the number did not significantly increase over four school years. A set of difficulties is identified and discussed in
terms of cognitive and graphical processes. 相似文献