After the “At-Risk” Label: Reorienting Educational Policy and Practice     

Desiree Pallais  María José Ruiz González 《Multicultural Perspectives》2013,15(3):184-186

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Portuguese validation of the Separation Anxiety Scale for Children (SASC)     

Micaela F. Sousa-Rodrigues  José P. Espada  María T. Gonzálvez  Mireia Orgilés 《Psychology in the schools》2020,57(11):1680-1688

Separation anxiety symptoms are very common in children. The present study aims to examine the psychometric properties and the factorial structure of the Portuguese version of the Separation Anxiety Scale for Children (SASC). The participants included 874 children, 52% male, aged between 8 and 11 years (M = 9.50; SD = 1.15). Factor analysis supported the three-factor model found in the original scale. The instrument demonstrated to have good reliability for the total score (α = .81) and for its three factors (Discomfort from separation, α = .80; Worry about separation, α = .72; Calm at separation, α = .59). The validity, examined via the correlation of the SASC with the separation anxiety subscale of the SCARED, was satisfactory (r = .49); the test–retest reliability for the total scale was good (r = .81). The SASC was shown to have good psychometric properties for its use with Portuguese children for clinical and research purposes.  相似文献   

NATSUM: Narrative abstractive summarization through cross-document timeline generation     

Cristina Barros  Elena Lloret  Estela Saquete  Borja Navarro-Colorado 《Information processing & management》2019,56(5):1775-1793

A new approach to narrative abstractive summarization (NATSUM) is presented in this paper. NATSUM is centered on generating a narrative chronologically ordered summary about a target entity from several news documents related to the same topic. To achieve this, first, our system creates a cross-document timeline where a time point contains all the event mentions that refer to the same event. This timeline is enriched with all the arguments of the events that are extracted from different documents. Secondly, using natural language generation techniques, one sentence for each event is produced using the arguments involved in the event. Specifically, a hybrid surface realization approach is used, based on over-generation and ranking techniques. The evaluation demonstrates that NATSUM performed better than extractive summarization approaches and competitive abstractive baselines, improving the F1-measure at least by 50%, when a real scenario is simulated.  相似文献   

What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning / ¿Qué hacen los estudiantes para consensuar el conocimiento? Tareas estructuradas y tareas no estructuradas de aprendizaje en el aula     

Celia González  Rosario Cubero 《Cultura y Educación》2013,25(3):505-534

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Biomechanical jumping differences among elite female handball players with and without previous anterior cruciate ligament reconstruction: a novel inertial sensor unit study     

Igor Setuain  Nora Millor  Miriam González-Izal  Esteban M. Gorostiaga  Marisol Gómez  Jesús Alfaro-Adrián 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):323-339

Persistent biomechanical and jumping capacity alterations have been observed among female athletes who have sustained anterior cruciate ligament (ACL) injuries. The purpose of this study was to examine if biomechanical jumping differences persist among a cohort of elite female handball players with previous ACL reconstruction several years after return to top-level competition. In order to achieve this goal, a direct mechanics simplified analysis by using a single Inertial Sensor Unit (IU) was used. Twenty-one elite female (6 anterior cruciate ligament reconstructed and 15 uninjured control players) handball players were recruited and evaluated 6.0 ± 3.5 years after surgical anterior cruciate ligament reconstruction. Bilateral and unilateral vertical jumps were performed to evaluate the functional performance and a single inertial sensor unit was employed in order to collect 3D acceleration and 3D orientation data. Previously ACL-reconstructed analysed athletes demonstrated significant (p < 0.05) alterations in relation to the three-dimensional axis (X–Y–Z) supported accelerations and differing jump phase durations, including jumping performance values, in both bilateral and unilateral jumping manoeuvres several years after ACL reconstruction. Identification of the encountered deficits through the use of an IU devise could provide clinicians with a new reliable tool for movement analysis in a clinical setting.  相似文献   

Does whole body vibration training affect knee kinematics and neuromuscular control in healthy people?     

Borja Sañudo  Adrian Feria  Luis Carrasco  Moisés de Hoyo  Rui Santos  Hugo Gamboa 《Journal of sports sciences》2013,31(14):1537-1544

Abstract

This study aimed to investigate the effect of whole body vibration (WBV) training on the knee kinematics and neuromuscular control after single-legged drop landings. Surface electromyographic (EMG) activity of the rectus femoris and hamstring muscles and knee and ankle accelerometry signals were acquired from 42 healthy volunteers. Participants performed three pre-test landings and after a recovery period of three minutes, they completed one set of six bouts of WBV each of one minute duration (30 Hz – 4 mm), followed by a single-leg drop landing. After the WBV intervention no significant changes were observed in the kinematic outcomes measured, although the time to stabilise the lower-limb was significantly lower after the vibration training (F(8,41) = 6.55; P < 0.01). EMG analysis showed no significant differences in the amplitude of rectus femoris or hamstring muscles after WBV training, however, significant differences in EMG frequency of the rectus femoris were found before (F(8,41) = 7.595; P < 0.01) and after toe-down (F(8,41) = 4.440; P < 0.001). Finally, no significant changes were observed in knee or ankle acceleration after WBV. Results suggest that WBV can help to acutely enhance knee neuromuscular control, which may have clinical significance and help in the design of rehabilitation programmes.  相似文献   

Social Physique Anxiety and Intention to Be Physically Active: A Self-Determination Theory Approach     

Álvaro Sicilia  Piedad Sáenz-Alvarez  David González-Cutre  Roberto Ferriz 《Research quarterly for exercise and sport》2013,84(4):354-364

Purpose: Based on self-determination theory, the purpose of this study was to analyze the relationship between social physique anxiety and intention to be physically active, while taking into account the mediating effects of the basic psychological needs and behavioral regulations in exercise. Method: Having obtained parents' prior consent, 390 students in secondary school (218 boys, 172 girls; M_age = 15.10 years, SD = 1.94 years) completed a self-administered questionnaire during physical education class that assessed the target variables. Preliminary analyses included means, standard deviations, and bivariate correlations among the target variables. Next, a path analysis was performed using the maximum likelihood estimation method with the bootstrapping procedure in the statistical package AMOS 19. Results: Analysis revealed that social physique anxiety negatively predicted intention to be physically active through mediation of the basic psychological needs and the 3 autonomous forms of motivation (i.e., intrinsic motivation, integrated regulation, and identified regulation). Conclusion: The results suggest that social physique anxiety is an internal source of controlling influence that hinders basic psychological need satisfaction and autonomous motivation in exercise, and interventions aimed at reducing social physique anxiety could promote future exercise.  相似文献   

Do What Darwin Did     

Ginnobili  Santiago  González Galli  Leonardo  Ariza  Yefrin 《Science & Education》2022,31(3):597-617

Science & Education - We argue that teleological thinking plays a central role in biology and, more specifically, in theory of natural selection, and, therefore, the didactic goal cannot be its...  相似文献   

Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding     

María González-Howard  Katherine L. McNeill 《科学教学研究杂志》2019,56(6):821-844

For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice.  相似文献   

Using a comprehensive sexuality education framework to analyse the contents of a Brazilian adolescent health handbook     

Vinicius Jobim Fischer  Antonio José González-Jiménez 《Sex education》2017,17(5):485-497

This study set out to analyse the sexuality contents of the Caderneta de Saúde do Adolescente, an adolescent health handbook developed for use in Brazil. Using content analysis, the adequacy of the document was assessed using an approach informed by the International Planned Parenthood Federations comprehensive sexuality education theoretical framework. Findings suggest that six out of the seven categories present within this framework were partially covered, with the handbook providing information on the prevention of sexually transmitted diseases, pregnancy and contraception. Certain key concepts were, however, discussed differently in the male and female versions of the handbook, the handbook does not address gender issues, and has very limited coverage of sexual diversity. The adolescent health handbook was a tool created to help young Brazilians to better understand what it is like to be young person, explaining some of the physical and psychological changes that occurs at this time. However, with respect to sexuality, some changes are appropriate to increase the comprehensiveness of the sexuality education that the resource provides.  相似文献