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This paper presents conclusions from recent systematic reviews and highlights individually targeted interventions that are effective at increasing physical activity. It discusses the limitations of currently available evidence, considers what factors lead to these limitations and what barriers exist in terms of implementing the evidence as part of local and national policy and practice. Barriers present themselves in terms of getting evidence into practice and in terms of ensuring that practice informs the evidence base. These barriers include difficulties in conducting systematic reviews, disaggregating knowledge from complex interventions, making local adaptations to existing evidence, the lack of an evaluation culture, ethical and pragmatic difficulties in designing interventions, selecting appropriate outcome measures, poor designs and implementation of evidence and, finally, a recognition that policy making is not only based on the available evidence. New and more integrated approaches to evaluation and to practice are needed. 相似文献
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Changing the individual to promote health-enhancing physical activity: the difficulties of producing evidence and translating it into practice 总被引：1，自引：0，他引：1
This paper presents conclusions from recent systematic reviews and highlights individually targeted interventions that are effective at increasing physical activity. It discusses the limitations of currently available evidence, considers what factors lead to these limitations and what barriers exist in terms of implementing the evidence as part of local and national policy and practice. Barriers present themselves in terms of getting evidence into practice and in terms of ensuring that practice informs the evidence base. These barriers include difficulties in conducting systematic reviews, disaggregating knowledge from complex interventions, making local adaptations to existing evidence, the lack of an evaluation culture, ethical and pragmatic difficulties in designing interventions, selecting appropriate outcome measures, poor designs and implementation of evidence and, finally, a recognition that policy making is not only based on the available evidence. New and more integrated approaches to evaluation and to practice are needed. 相似文献
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This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as ‘DECK’, and comprises the following major categories of the use of digital technologies to support learning: distributed thinking and knowing; engagement; community and communication; and knowledge building. Small-scale research to test the framework was carried out with 12 teachers in English primary and secondary schools. The methods involved mind mapping, ‘think aloud’ procedures and interviews. The framework was modified in the light of teachers' responses and offers a way of describing and thinking about the diverse uses of digital technologies to support learning in various contexts. 相似文献
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The aim of this study was to investigate the effectiveness of articulation training for specific phonemes on the production of phonemes in conversational language samples, the 108 Single Word Articulation Test (Paatsch, 1997), and the Phonetic Level Evaluation (Ling, 1976). Speech production skills of 12 hearing-impaired children were assessed using these evaluation tools pre- and posttraining. A total of six phonemes were selected for each child to be trained during 15-to 20-minute daily sessions throughout an 8-week speech production program. Three phonemes, with a particularly high error rate, were trained at a phonetic level (category 1) while three phonemes, with an intermediate error rate of 40% to 70%, were trained at a phonological level (category 2). Results showed improvements in the percentage of correctly articulated category 1 phonemes and category 2 phonemes. The improvements for category 2 phonemes were larger than for category 1 phonemes for all test materials. It may be that phonological level training is more effective than phonetic level training or that phonemes with an intermediate error rate are easier to train than phonemes with a high error rate. Untrained vowels and consonants also improved slightly after training. Phonological process analysis showed that many of the errors apparent in the trained phonemes also had occurred in the untrained phonemes. This may have resulted in the generalization and carryover of taught speech skills into other aspects of the child's spoken language. 相似文献
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英文歌也是绝佳的英语学习材料。每一首歌都是一首优美的诗，都能给你不一样的感觉。而一首经典的歌曲可以很容易让人记住，这对英语学习来说是非常有益的。这首Keep Holding On（坚持下去）是今年热映的魔幻大片《龙骑士》的主题曲，扣人心弦的旋律、催人奋进的歌词，不仅可以提高你的英语能力，更能给你人生的启迪。 相似文献
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AbstractThe implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector. 相似文献
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There is discussion about the definition of literacy in the Information Age and the nature of the experience, skills, knowledge and understanding that teachers will need to develop in continuing professional development. This paper discusses the context of policy and curriculum discussions; critiques an approach to information literacy; outlines the use of a framework of good practice in using information technology in the classroom and illustrates the reflection of these ideas in a research project. It proposes that information literacy for teachers is more than competence and capability in information retrieval and presentation, but requires awareness of the ideological, cultural, epistemological and pedagogical practices in which these capabilities are developed. © 1998 IFIP, published by Chapman & Hall Ltd 相似文献