Does modality matter? A latent profile and transition analysis of sedentary behaviours among school-aged youth: The UP&DOWN study     

David Sánchez-Oliva  Rebecca M. Leech  Alberto Grao-Cruces  Irene Esteban-Cornejo  Carmen Padilla-Moledo  Oscar L. Veiga 《Journal of sports sciences》2020,38(9):1062-1069

ABSTRACT

The aims of this study were to identify profiles of sedentary behaviour (SB) patterns, based on leisure-time self-reported SB modalities (screen, educative, social, and relaxing) and to evaluate changes in these profiles over 2 years among Spanish youth aged 8–18 years. Latent profile analysis (LPA), a data-driven analytic approach, was used to identify groups of boys and girls (n = 1553; 48% girls; mean±SD age: 12.56 ± 2.49 y) with distinct SB profiles using the SB modalities (time/d) as input variables. Latent transition analysis, an extension of LPA that uses longitudinal data, was used to analyse 2-year changes in these profiles. At baseline, four and three SB profiles were found among boys (labelled: screen, educative, social, and relaxing) and girls (labelled: screen/social, educative, and relaxing), respectively. Overall, more girls (range: 48%-67%) had the same profile over time, than boys (40%-52%). Participants with a screen or relaxing SB profile at baseline were more likely to have an educative profile after 2 years. Youth with a social and an educative SB profile at baseline were more likely to transition to profiles characterized by higher screen and social SB, respectively. Using a novel and person-centered approach, this study identified gender-specific SB profiles that were moderately stable over time.  相似文献   

Disciplinary containment: whiteness and the academic scarcity narrative     

Lisa A. Flores  Logan Rae Gomez 《传播与批判/文化研究》2020,17(2):236-242

ABSTRACT

Amid rising controversy around the alleged distinctions between merit and excellence lies a familiar refrain, scarcity. The narrative of academic scarcity, proclaiming the insufficient numbers of scholars and academics of color, permeates conversations in higher education. We suggest that the academic scarcity narrative, a remnant of stagnant logics of diversity, circulates as a contemporary mechanism of what we name disciplinary containment. Extending disciplinary conversations around rhetorical containment, we argue that disciplinary containment perpetuates whiteness.  相似文献   

Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college     

Sylvia Hurtado  June C. Han  Victor B. Sáenz  Lorelle L. Espinosa  Nolan L. Cabrera  Oscar S. Cerna 《Research in higher education》2007,48(7):841-887

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

Paulo Freire’s ideas as an alternative to higher education neo-liberal reforms in Latin America     

Oscar Espinoza 《Journal of moral education》2017,46(4):435-448

This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions (such as the World Bank and the Inter-American Development Bank [IDB]) beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the training of citizens and professionals, that is with a critical and ethical conscience, committed to the needs of the locality, region and the world. All this is in clear opposition to what has happened to Latin American universities, influenced by neo-liberal reforms over the last decades.  相似文献   

Jim Davis,Gloria J. Miller,Allan Russell,Information Revolution: Using the Information Evolution Model to Grow Your Business,Foreword by Thornton May     

Jeff Gomez 《Publishing Research Quarterly》2007,23(2):158-159

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Flotation of limestone from siliceous gangue     

Oscar Lee 《Journal of The Franklin Institute》1926,202(1):108-109

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Developmental Brain Research With Participants From Underprivileged Communities: Strategies for Recruitment,Participation, and Retention          下载免费PDF全文

Assal Habibi  Alissa Der Sarkissian  Martha Gomez  Beatriz Ilari 《Mind, Brain, and Education》2015,9(3):179-186

Challenges associated with recruitment and retention of participants from underprivileged social communities, in addition to neuroscience researchers' unfamiliarity with these communities, possibly explain the limited number of individuals from these communities who participate in neuroscience research studies. The consequence is a scarcity of data in this fast‐growing segment of the population. In particular, developmental research involving children from ethnic minorities has yet to catch up with the number of studies available for middle‐class White children (Flores et al., 2002). This underrepresentation can lead to disparities in health and social services for children from these communities, as well as to a nonrepresentative knowledge base of child neurodevelopment. Developing and utilizing innovative and culturally sensitive approaches to recruiting participants from underprivileged communities can maximize their participation in research, as behavioral researchers have known for some time. Here, based on our experience recruiting low‐socioeconomic status (SES) Latino children from Los Angeles, we offer strategies to improve recruitment, involvement, and retention. We have a special focus on techniques relevant to recruiting for neuroimaging, which is associated with new challenges not faced to the same degree in research historically. Better inclusion of underrepresented children in research can ultimately lead to the development and improvement of effective public polices to support their needs, ranging from education to health care.  相似文献   

Macprofessionals Public Library iPad Checkout Solution     

Oscar DeLong 《Journal of the Medical Library Association》2015,103(2):113-115

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Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology          下载免费PDF全文

Nicole Loorbach  Oscar Peters  Joyce Karreman  Michaël Steehouder 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):204-218

The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.  相似文献   

The Use of Digital Educational Technology and Third Spaces with Foreign-Born Latinos     

Oscar Guerra-Nunez 《Journal of Latinos & Education》2017,16(4):323-337

This article addresses the concept of educational third spaces that move beyond the paternalistic concept of a teacher as a font of knowledge filling the empty vessels of the students’ minds, especially for foreign-born Latino (FBL) students. These students often struggle and lag behind their native-born peers as they master the new language of instruction while acculturating to a new and challenging environment. However, as digital natives, current elementary FBL students have the potential to empower themselves via the use of educational technology. In organic third spaces, educational technology can foster active learning and personal empowerment.  相似文献