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Pauliina Husu Jaana Suni Kari Tokola Henri Vähä-Ypyä Heli Valkeinen Tomi Mäki-Opas 《Journal of sports sciences》2019,37(16):1840-1848
This cross-sectional study analysed the association of sedentary behaviour (SB) and standing with waist circumference. Finnish adults aged 30-75 years from a sub-sample of population-based Health 2011 Study used a hip-worn tri-axial accelerometer (Hookie AM20, Traxmeet, Ltd, Espoo, Finland) for seven days. Those 1405 participants (57% women) who used accelerometer at least four days, minimum of 10 hours/day, were included. SB and standing were analysed in 6s epochs using validated algorithm. Daily total time, daily number and accumulated time from bouts (30s–5min,30s–10min,30s–15min,30s 30min,>5min,>10min,>15min, >30min) as well as daily number of sit-to-stand transitions were determined. Waist circumference (cm) was measured in standardized way. Participants’ mean age was 52 years (SD 12.2). Mean waist circumference was 97cm (SD 12.3) in men and 87cm (SD 12.7) in women. According to multivariable stepwise linear regression analysis, sit-to-stand transitions [standardised regression coefficient (β)= -0.14, 95%CI -0.20 to -0.09], standing bouts of 30s–5min (β= -0.21, 95%CI -0.26 to -0.15) and number of 30s-30min SB bouts (β=0.12, 95%CI 0.06 to 0.17) were most strongly associated with waist circumference. Besides assessing total SB time, future studies should assess also different bout lengths of SB and sit-to-stand transitions and standing times should be assessed separately. 相似文献
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Jukka Husu 《Learning, Media and Technology》2000,25(3):217-228
The development of information and communication technologies has made it possible to establish inter‐institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. This article reports results of a Finnish project which linked two lower secondary classrooms to one virtual classroom. The article presents five practical settings in which the virtual classroom took place: Classroom ‐, school ‐, local ‐, regional ‐, and state contexts
The rapid development of pragmatism, together with intellectual and social partnership were considered as major pedagogical advantages of the virtual classroom. Two major disadvantages are also analyzed: First, pupils inability to tolerate the electronic lack of intimacy, and second, the difficulties some pupils had with self‐discipline and self‐monitoring in the face of learning tasks in the virtual classroom 相似文献
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Antti Paakkari Pauliina Rautio 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):873-888
ABSTRACTIn this paper, we explore the part mobile phone use plays in the capitalist assemblages present in school classrooms. Capitalism is approached through the continuous movement of de- and re-territorialisation. The empirical grounding is a wide study on mobile phone use conducted at an upper secondary school in Finland. The focus of this paper is one psychology lesson on puberty and the ways in which territories such as puberty are challenged in the school life of young people through their mobile phone use in class. Analysing a student’s Tumblr photo stream, we show how smartphones challenge the existing territorialities in a classroom. We locate three central deterritorialising movements: in relation to the physical space of the classroom; to the affective space of the classroom; and to the notion of body in puberty. We conclude that mobile phone use matters to students intimately and channels flows of capitalism at school. 相似文献
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The present study focused on the epistemology of teachers’ practical knowledge by addressing the following research question: how do teachers attempt to reason about their practices and their practical knowledge? The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Within this conceptual framework, they relied on contextual grounds that call for the fact that something should or should not be “done”, rather than something is “true” or “false”. Contextual grounds, then, were found to be backed up by two significant types of warrants: moral ethos, and “what works” notion. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge. 相似文献
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This study clarifies the basic structure of student teachers’ reflective thinking. It presents a constructivist account of teacher knowledge through a detailed analysis of various patterns of reflection in student teacher portfolios. We aim to gain a greater understanding of the process and outcomes of portfolio writing in the context of teaching practice. By closely analysing portfolio texts, we defined six main starting points for reflective episodes and several patterns under each of them. Also, the patterns of reflective episodes were analysed according to their deductive and inductive dimensions, together with their static and dynamic features. According to our results, it is possible that student teachers can reflect beyond solely practical issues on teaching, articulate multiple concerns about practice and elaborate them in an integrative manner as well as learn both from theory and from practice as a result of reflection for their future profession. 相似文献
6.
Pauliina Alenius 《International Journal of Lifelong Education》2016,35(3):270-285
The aim of the study was to examine the role of migrants in cross-border learning in occupational contexts. The research data included 78 semi-structured and 20 life-course interviews with people who had migrated from Estonia to Finland or who were transmigrating between these countries. The interview data were analysed qualitatively through a combination of data-based and theory-guided content analysis. The results showed how the migrants had engaged in transnational brokering and boundary encounters between work communities across national borders. Transnational brokering had involved introducing new work techniques, clarifying organizational cultures, conveying best practices and explaining local work requirements and communication styles. These transnational brokers had supported the processes of perspective making and perspective taking by explaining local work practices and, more broadly, mind-sets to non-migrants both in the host society and in their country of origin. Theoretical concepts from situated learning theory and transnational migration studies were applied in the analysis. The study provides a new perspective through which to examine international and multicultural work environments and the transformation processes related to the increasing cross-border mobility of labour. 相似文献
7.
Pauliina Rautio 《Environmental Education Research》2013,19(4):445-457
Rather than categorically teaching us ways to be less anthropocentric, environmental education could be about educating us of the ways in which we already are nature as human animals. In this paper, one species-specific practice of human relating to environment – interspecies articulation – is argued as one way of being nature. Interspecies articulation is about finding and composing connections to our surrounding nonhuman world with a focus on as if the joints comprising meaningful connections between us and the not us. The interest is in how humans and nonhuman animals continually create the conditions for each other's existence. The data of the Rautio's recent study on perceived beauty in everyday life environments speak for a need to decentralize the human agent as the sole author of his/her self-environment relation. A crucial aspect of the ‘making' of this relation through articulation was found to be a fundamental openness to the serendipitous agency of one's material surroundings – human as well as nonhuman and also inanimate. 相似文献
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This paper outlines a dialectical conceptualisation of children’s agency for the purposes of multidisciplinary educational theory and practice. We illuminate five contradictory but connected dimensions of children’s agency, or the dialectics of agency, identified from theoretical debate between sociologically and psychologically oriented educational literature: Agency (1) as enacted and imagined; (2) as situatively emergent and progressively developmental; (3) as dependence and separation; (4) as mastery and submission; and (5) as control and freedom. We examine these contradictions ‘at work’ in an ethnographic early education case study. We argue that the children’s struggles towards agency and adults’ efforts and failures to support children in their struggles can be conceptualised as a dialectical movement that has a potential to develop the educational practice itself. Our dialectical reading of both data and theory helps to highlight the challenges the practitioners face when supporting children’s agency and the solutions they implement when doing so. 相似文献
10.
This study examines the two kindergarten teachers’ shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers’ professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their identity, and the literature on teacher education emphasizes the importance of identity in teacher development. The in-depth analysis of the two kindergarten teachers’ narrative interviews revealed how the educators constructed their professional identities by intertwining the features of their context, feedback, and teaching. The findings indicate that the shared professional identities of the two early childhood teachers are developed and negotiated through four shared features: commitment, feedback, educational tasks, and professional agency. Together these four shared features shape the teachers’ professional roles and pedagogical practices—either by giving support to professional growth and empowerment or by having a decreasing effect on the teachers’ professional identity and agency in early childhood contexts. 相似文献