Physical activity in the school setting: cognitive performance is not affected by three different types of acute exercise

Recent studies indicate that a single bout of physical exercise can have immediatepositive effects on cognitive performance of children and adolescents. However, thetype of exercise that affects cognitive performance the most in young adolescents isnot fully understood. Therefore, this controlled study examined the acute effects ofthree types of 12-min classroom-based exercise sessions on information processingspeed and selective attention. The three conditions consisted of aerobic, coordination,and strength exercises, respectively. In particular, this study focused on the feasibilityand efficiency of introducing short bouts of exercise in the classroom. One hundredand ninety five students (5th and 6th grade; 10–13 years old) participated in a doublebaseline within-subjects design, with students acting as their own control. Exercise typewas randomly assigned to each class and acted as between-subject factor. Before andimmediately after both the control and the exercise session, students performed twocognitive tests that measured information processing speed (Letter Digit SubstitutionTest) and selective attention (d2 Test of Attention). The results revealed that exercisingat low to moderate intensity does not have an effect on the cognitive parameters testedin young adolescents. Furthermore, there were no differential effects of exercise type.The results of this study are discussed in terms of the caution which should be takenwhen conducting exercise sessions in a classroom setting aimed at improving cognitive performance.

Enhancing public speaking skills - an evaluation of the Presentation Trainer in the wild

Full paper presented at EC-TEL 2016

Signposts in the sand: Key issues for e-moderators

E-learning is a vision that has sparked a wide-ranging enthusiasm for moderators, course designers and learners. Asynchronous conferencing is currently central to this vision. Some educators assume that supporting learners who use this medium is the same as supporting them in the classroom. However, this is not the case. This paper outlines the current research into providing signposts that enable us to improve the training and support offered to new e-moderators and e-course designers. It suggests a classification of roles and tasks that together with an e-course framework will help to maximize the benefits of e-learning and enable all participants to migrate successfully to the new environment.

The role of games in the development of oral skills in Teaching english as a foreign language to adult learners from An extension course at Universidad del Valle [recurso electr?nico]

This research arose from the notorious need to promote oral production in the adult learners of the English Extension courses at Universidad del Valle in 2014. This qualitative research was carried out in a 60 hour course divided along 15 sessions on Saturdays, and with an adult population between the ages of 22 and 65 years old. Its main objective was to describe the impact of games aimed at promoting oral production in English with a group of adult learners. Data were collected from one demographic survey, video-recordings of classroom events during the implementation of games, students? surveys after each game and a teacher?s journal. The analysis of data showed that games did have an impact in students? performance which was related to a positive atmosphere in the classroom. Students showed progress in terms of fluency, interaction and even pronunciation; however they still showed difficulties with accuracy in their spontaneous utterances. These learners? achievements seemed to have a relation with the class atmosphere during games where students showed high level of involvement, confidence, mutual support and enjoyment.

A case study of epistemic order in mathematics classroom dialogue

We define epistemic order as the way in which the exchange and development of knowledge takes place in the classroom, breaking this down into a system of three components: epistemic initiative relating to who sets the agenda in classroom dialogue, and how; epistemic appraisal relating to who judges contributions to classroom dialogue, and how; and epistemic framing relating to the terms in which development and exchange of knowledge are represented, particularly in reflexive talk. These components are operationalised in terms of various types of structural and semantic analysis of dialogue. It is shown that a lesson segment displays a multi-layered epistemic order differing from that of conventional classroom recitation.

The role of inflammation in vascular function and pregnancy outcome in the pregnant stroke prone spontaneously hypertensive rat

During pregnancy, the maternal cardiovascular system undergoes major adaptation. One of these changes is a 40-50 % increase in circulating blood volume which requires a systemic remodelling of the vasculature in order to regulate maternal blood pressure and maximise blood supply to the developing placenta and fetus. These changes are broadly conserved between humans and rats making them an appropriate pre-clinical model in which to study the underlying mechanisms of pregnancy-dependent cardiovascular remodelling. Whilst women are normally protected against cardiovascular disease; pregnancy marks a period of time where women are susceptible to cardiovascular complications. Cardiovascular disease is the leading cause of maternal mortality in the United Kingdom; in particular hypertensive conditions are among the most common complications of pregnancy. One of the main underlying pathologies of these pregnancy complications is thought to be a failure of the maternal cardiovascular system to adapt. The remodelling of the uterine arteries, which directly supply the maternal-fetal interface, is paramount to a healthy pregnancy. Failure of the uterine arteries to remodel sufficiently can result in a number of obstetric complications such as preeclampsia, fetal growth restriction and spontaneous pregnancy loss. At present, it is poorly understood whether this deficient vascular response is due to a predisposition from existing maternal cardiovascular risk factors, the physiological changes that occur during pregnancy or a combination of both. Previous work in our group employed the stroke prone spontaneously hypertensive rat (SHRSP) as a model to investigate pregnancy-dependent remodelling of the uterine arteries. The SHRSP develops hypertension from 6 weeks of age and can be contrasted with the control strain, the Wistar Kyoto (WKY) rat. The phenotype of the SHRSP is therefore reflective of the clinical situation of maternal chronic hypertension during pregnancy. We showed that the SHRSP exhibited a deficient uterine artery remodelling response with respect to both structure and function accompanied by a reduction in litter size relative to the WKY at gestational day (GD) 18. A previous intervention study using nifedipine in the SHRSP achieved successful blood pressure reduction from 6 weeks of age and throughout pregnancy; however uterine artery remodelling and litter size at GD18 was not improved. We concluded that the abnormal uterine artery remodelling present in the SHRSP was independent of chronic hypertension. From these findings, we hypothesised that the SHRSP could be a novel model of spontaneously deficient uterine artery remodelling in response to pregnancy which was underpinned by other as yet unidentified cardiovascular risk factors. In Chapter 1 of this thesis, I have characterised the maternal, placental and fetal phenotype in pregnant (GD18) SHRSP and WKY. The pregnant SHRSP exhibit features of left ventricular hypertrophy in response to pregnancy and altered expression of maternal plasma biomarkers which have been previously associated with hypertension in human pregnancy. I developed a protocol for accurate dissection of the rat uteroplacental unit using qPCR probes specific for each layer. This allowed me to make an accurate and specific statement about gene expression in the SHRSP GD18 placenta; where oxidative stress related gene markers were increased in the vascular compartments. The majority of SHRSP placenta presented at GD18 with a blackened ring which encircled the tissue. Further investigation of the placenta using western blot for caspase 3 cleavage determined that this was likely due to increased cell death in the SHRSP placenta. The SHRSP also presented with a loss of one particular placental cell type at GD18: the glycogen cells. These cells could have been the target of cell death in the SHRSP placenta or were utilised early in pregnancy as a source of energy due to the deficient uterine artery blood supply. Blastocyst implantation was not altered but resorption rate was increased between SHRSP and WKY; indicating that the reduction in litter size in the SHRSP was primarily due to late (>GD14) pregnancy loss. Fetal growth was not restricted in SHRSP which led to the conclusion that SHRSP sacrifice part of their litter to deliver a smaller number of healthier pups. Activation of the immune system is a common pathway that has been implicated in the development of both hypertension and adverse pregnancy outcome. In Chapter 2, I proposed that this may be a mechanism of interest in SHRSP pregnancy and measured the pro-inflammatory cytokine, TNFα, as a marker of inflammation in pregnant SHRSP and WKY and in the placentas from these animals. TNFα was up-regulated in maternal plasma and urine from the GD18 SHRSP. In addition, TNFα release was increased from the GD18 SHRSP placenta as was the expression of the pro-inflammatory TNFα receptor 1 (Tnfr1). In order to investigate whether this excess TNFα was detrimental to SHRSP pregnancy, a vehicle-controlled intervention study using etanercept (a monoclonal antibody which works as a TNFα antagonist) was carried out. Etanercept treatment at GD0, 6, 12 and 18 resulted in an improvement in pregnancy outcome in the SHRSP with an increased litter size and reduced resorption rate. Furthermore, there was an improved uterine artery function in GD18 SHRSP treated with etanercept which was associated with an improved uterine artery blood flow over the course of gestation. In Chapter 3, I sought to identify the source of this detrimental excess of TNFα by designing a panel for maternal leukocytes in the blood and placenta at GD18. A population of CD3- CD161+ cells, which are defined as rat natural killer (NK) cells, were increased in number in the SHRSP. Intracellular flow cytometry also identified this cell type as a source of excess TNFα in blood and placenta from pregnant SHRSP. I then went on to evaluate the effects of etanercept treatment on these CD3- CD161+ cells and showed that etanercept reduced the expression of CD161 and the cytotoxic molecule, granzyme B, in the NK cells. Thus, etanercept limits the cytotoxicity and potential damaging effect of these NK cells in the SHRSP placenta. Analysing the urinary peptidome has clinical potential to identify novel pathways involved with disease and/or to develop biomarker panels to aid and stratify diagnosis. In Chapter 4, I utilised the SHRSP as a pre-clinical model to identify novel urinary peptides associated with hypertensive pregnancy. Firstly, a characterisation study was carried out in the kidney of the WKY and SHRSP. Urine samples from WKY and SHRSP taken at pre-pregnancy, mid-pregnancy (GD12) and late pregnancy (GD18) were used in the peptidomic screen. In order to capture peptides which were markers of hypertensive pregnancy from the urinary peptidomic data, I focussed on those that were only changed in a strain dependent manner at GD12 and 18 and not pre-pregnancy. Peptide fragments from the uromodulin protein were identified from this analysis to be increased in pregnant SHRSP relative to pregnant WKY. This increase in uromodulin was validated at the SHRSP kidney level using qPCR. Uromodulin has previously been identified to be a candidate molecule involved in systemic arterial hypertension but not in hypertensive pregnancy thus is a promising target for further study. In summary, we have characterised the SHRSP as the first model of maternal chronic hypertension during pregnancy and identified that inflammation mediated by TNFα and NK cells plays a key role in the pathology. The evidence presented in this thesis establishes the SHRSP as a pre-clinical model for pregnancy research and can be continued into clinical studies in pregnant women with chronic hypertension which remains an area of unmet research need.

Teach, Learn, Develop: Sweat, Breathe, Yoga

Teach, Lean Develop: Sweat, Breathe, Yoga is a Handbook for the Educator intended to be a practical took for educators to integrate yoga into their classrooms and for the betterment of students. The handbook offers teachers several activities and ideas to get them started using yoga in the classroom-these activities can be modified to suit different ages, abilities, and classroom levels. The project includes a look at the literature alongside my opinions and experience from what I have experiences while teaching yoga in the classroom. The handbook itself is intended to assist experiences and inexperienced educators by offering some ideas and activities that will encourage educators to explore using yoga in the classroom. After the completion of the handbook 2 educators reviewed it, and information was collected with regards to how they saw it fitting into their classrooms and the curriculum in general. They provided critiques, constructive feedback, and further recommendations for the handbook.

Modificações nas relações pedagógicas a partir do uso do computador na escola

Este estudo trata das relações professor-aluno, - tal como estas ocorrem atualmente em nossas escolas e das possíveis modificações que poder~o advir do uso do computador na escola. Identificamos, inicialmente, as relações hoje existentes em nossas escolas entre professores e alunos como sendo de poder. Descrevemos, portanto, o que entendemos por poder, como este se manifesta na sala de aula e quais as suas consequências. Posteriormente, descrevemos o nosso ideal de escola, ou seja, uma escola onde as relações de poder n~o estejam presentes, onde professores e alunos trabalhem lado a lado na busca do saber. Passamos, então, ao estudo do computador na educação, visando identificar mudanças nas relações professor-aluno decorrentes de seu uso. Para tal, analisamos, primeiramente, as opiniões emitidas por diversos estudiosos do assunto. A seguir, relatamos os diversos usos do computador na sala de aula, identificando os elementos que podem propiciar mudanças. Finalmente, descrevemos os resultados da experiência que realizamos no Instituto de Educação do Rio de Janeiro. Concluímos que o uso do computador na sala de aula pode ocasionar mudanças positivas nas relações professor-aluno, rompendo, em maior ou menor escala, de acordo com o seu uso, com as relações de poder a que nos referimos anteriormente. Concluímos ainda que a preparação do profissional que irá lidar com o computador na sala de aula é de extrema importância, não apenas no sentido técnico, mas principalmente no sentido de ter claros em mente os objetivos que se pretendem alcançar através do uso do computador na escola.

A presença das TIC no curso de licenciatura em matemática da UNESP - campus Guaratinguetá

This research shows an investigation on teaching formation in regards to the TICs. Our interest in this subject is due to the fact that new generations of students who attend school require that the classes make use of technology in the classroom environment. By following the phenomenological orientation we have carried out a study which involved a field research at the College of Engineering in Guaratinguetá using the graduate as well as senior students of the Bachelor's Degree in Mathematics of this university. We have analyzed the data under the light of texts of the following authors: Filho (2007), Valente (1993), Miskulin (2006), Borba and Penteado (2001) among others in order to understand the teacher`s formation process to act using technologies in the classroom and its relevance. The data that has been analyzed was obtained in interviews which were conducted with the students of this university. The interviews were transcribed and analyzed according to the rigor of phenomenological research procedures involving ideographic and nomothetic analysis. This analysis has led us to three open categories: 1) Mathematics learning through TICs; 2) Technologies that have been used; 3) Teacher`s role. By understanding the open categories we have been able to grasp that the students -future teachers- admit feeling capable of using technology in their classes, however their testimonies in regards to the TIC`s have led us to believe that there would be a reproduction of the content studied at their time at college without using further reflection upon the subject or autonomy in order to create new projects for teaching Mathmatics using these TICs

O ensino de física e a curiosidade epistemológica: o uso de experimentos de eletricidade em atividades educacionais

We analyzed with this work the importance of using experiments in the classroom, especially the low-cost experiments for better learning of Physics, discussing the context where this discipline is inserted, which in general, has been presented to students in a traditional, mechanistic way. We worked with the electrostatic theme and low cost didactic experiments, focusing on the pizza electrophorus. About the handling of this experiment, we can see the surprise and curiosity in students, depending on how it is used in didactic activities in order to make it meaningful to the student. We discussed how the curiosity can be harnessed in the classroom, the types of curiosity according to Freire, how to overcome the curiosity to become epistemological, the physics involved in the experiment and the teacher's role in this context

Formação docente para a inserção da história e filosofia da ciência no ensino: textos histórico-pedagógicos em discussão

The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.

Using authentic video in the language classroom.

Recurso para el profesor que ofrece sugerencias prácticas para el uso del vídeo y el cine en el aula como material alternativo del libro de texto. Está organizado en dos partes. Parte A contiene una serie de capítulos sobre cómo utilizar determinados tipos de material de vídeo. La parte B se centra en actividades con video auténtico. Las actividades pueden ser usadas con drama, telenovela, comedia, programas deportivos y documentales. Por último, hay un índice que contiene entradas con gramática y juegos de rol, que ayudará a encontrar las actividades que se centran en aspectos particulares del idioma o tipos de actividad.

Using talk effectively in the primary classroom.

Los autores aprovechan su investigación en la calidad, cantidad y tipo de conversación que ocurre a diario en el aula de primaria, para ofrecer ideas sobre las formas más eficaces de utilizarla para mejorar la enseñanza y el aprendizaje. Consideran cuestiones tales como: lo que es importante hablar, lo que los niños saben conversar cuando llegan a la escuela, la voz de la autoridad y la voz del alumno, la experiencia de los niños con necesidades especiales. Tiene actividades para que los profesores puedan desarrollar sus interacciones con los alumnos.

Using the board in the language classroom.

El libro ofrece consejos y sugerencias para ayudar a los profesores de inglés como lengua extranjera a usar la pizarra de una forma más eficaz y eficiente. Ofrece más de ciento treinta actividades diseñadas para ser usadas en un amplio rango de edades y niveles, que permitirán a los alumnos aprender y practicar vocabulario, pronunciación y gramática, conseguir más fluidez al hablar, leer y escribir, enseñar a y aprender de los compañeros, aprovechar las estrategias de enseñanza visuales y sensoriales, y auto-evaluarse.

Pedagogical Aspects of Using Mobile Devices in the Biology Classroom

The ubiquity and power of personal digital devices make them attractive tools for STEM instructors who would like to stimulate active learning. These devices offer both abundant pedagogical opportunities and worrisome challenges. We will discuss our two years of experience in using mobile devices to teach biology in a community college setting, as well as our observations on the best ways to organize digital-based activities to facilitate student active learning.