Physical activity patterns of ethnic children from low socio-economic environments within the UK     

Emma Lisa Jane Eyre  Michael Joseph Duncan  Samantha Louise Birch  Valerie Cox  Matthew Blackett 《Journal of sports sciences》2015,33(3):232-242

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.  相似文献   

The evolving reference desk: A case study     

Christopher Ross Bowron  Joseph E. Weber 《The Journal of Academic Librarianship》2019,45(5):102057

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Evidence-based digital literacy class for older,low-income African-American adults     

Hyunjin Seo  Joseph Erba  Darcey Altschwager  Mugur Geana 《Journal of Applied Communication Research》2019,47(2):130-152

Based on our community engagement project involving 47 older, low-income African-American adults from a senior community center, this study analyzes how an underserved population acquires knowledge and skills related to digital technologies. We discuss the conceptualization, implementation, and evaluation of a weekly, four-month long computer class for members of the senior community center. Our mixed-method research shows the importance of taking into account both the multidimensional nature of adult learning and the social and cultural contexts in which learning occurs when working with underserved adult populations. Findings from our formative and evaluative research offer insights into changes in the computer class participants’ attitudes toward and perspectives on key digital literacy issues including security and privacy online and online information verification. Scholarly and policy implications are discussed in the context of digital competency and adult learning for marginalized populations.  相似文献   

Assessing the role of curriculum coherence in student learning about energy     

David Fortus  LeeAnn M. Sutherland Adams  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2015,52(10):1408-1425

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Towards critical appraisal of infographics as scientific inscriptions          下载免费PDF全文

Joseph L. Polman  Engida H. Gebre 《科学教学研究杂志》2015,52(6):868-893

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Social Story™ interventions for decreasing challenging behaviours: a single-case meta-analysis 1995–2012     

Ryan J. McGill  Diana Baker  R.T. Busse 《Educational Psychology in Practice》2015,31(1):21-42

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Anxiety and the Use of Alcohol‐Related Protective Behavioral Strategies     

Lucy E. Napper  Joseph W. LaBrie  Justin F. Hummer 《Journal of College Counseling》2015,18(1):21-36

Protective behavioral strategies (PBS) are useful skills for reducing the negative consequences of alcohol. The moderating effects of anxiety on the relationship between 3 different types of PBS and negative consequences were examined among students accessing college counseling services. Results revealed a significant interaction between anxiety and strategies while drinking, suggesting that these simple strategies may be particularly beneficial among students who drink heavily and experience high levels of anxiety. Implications for counseling centers are discussed.  相似文献   

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years     

Samantha Plate  Lisa Yankowitz  Leslie Resorla  Meghan R. Swanson  Shoba Sreenath Meera  Annette Estes  Natasha Marrus  Meredith Cola  Victoria Petrulla  Aubrey Faggen  Juhi Pandey  Sarah Paterson  John R. Pruett Jr.  Heather Hazlett  Stephen Dager  Tanya St. John  Kelly Botteron  Lonnie Zwaigenbaum  Joseph Piven  Robert T. Schultz  Julia Parish-Morris  IBIS Network 《Child development》2022,93(2):468-483

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.  相似文献   

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement     

Ying Xu  Joseph Aubele  Valery Vigil  Andres S. Bustamante  Young-Suk Kim  Mark Warschauer 《Child development》2022,93(2):e149-e167

Dialogic reading, when children are read a storybook and engaged in relevant conversation, is a powerful strategy for fostering language development. With the development of artificial intelligence, conversational agents can engage children in elements of dialogic reading. This study examined whether a conversational agent can improve children's story comprehension and engagement, as compared to an adult reading partner. Using a 2 (dialogic reading or non-dialogic reading) × 2 (agent or human) factorial design, a total of 117 three- to six-year-olds (50% Female, 37% White, 31% Asian, 21% multi-ethnic) were randomly assigned into one of the four conditions. Results revealed that a conversational agent can replicate the benefits of dialogic reading with a human partner by enhancing children's narrative-relevant vocalizations, reducing irrelevant vocalizations, and improving story comprehension.  相似文献   

When friendships surpass parental relationships as predictors of long-term outcomes: Adolescent relationship qualities and adult psychosocial functioning     

Joseph P. Allen  Meghan Costello  Jessica Kansky  Emily L. Loeb 《Child development》2022,93(3):760-777

Perceptions of adolescent–parent and adolescent–peer relationship qualities, and adolescents’ attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86 male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent–teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent–teen relationship quality and as reflecting the growing importance of close friendships during this period.  相似文献