A computer based approach to improve the dietary and physical activity patterns of a diverse group of adolescents

Diet and physical activity patterns have been implicated as major factors in the increasing prevalence of childhood and adolescent obesity. It is estimated that between 16 and 33 percent of children and adolescents in the United States are overweight (CDC, 2000). Moreover, the CDC estimates that less than 50% of adolescents are physically active on a regular basis (CDC, 2003). Interventions must be focused to modify these behaviors. Facilitating the understanding of proper nutrition and need for physical activity among adolescents is the first step in preventing overweight and obesity and delaying the development of chronic diseases later in life (Dwyer, 2000). The purpose of this study was to compare the outcomes of students receiving one of two forms of education (both emphasizing diet and physical activity), to determine whether a computer based intervention (CBI) program using an interactive, animated CD-ROM would elicit a greater behavior change in comparison to a traditional didactic intervention (TDI) program. A convenience sample of 254 high school students aged 14-19 participated in the 6-month program. A pre-test post-test design was used, with follow-up measures taken at three months post-intervention. ^ No change was noted in total fat, saturated fat, fruit/vegetables, or fiber intake for any of the groups. There was also no change in perceived self-efficacy or perceived social support. Results did, however, indicate an increase in nutrition knowledge for both intervention groups (p<0.001). In addition, the CBI group demonstrated more positive and sustained behavior changes throughout the course of the study. These changes included a decrease in BMI (ppre/post<0.001, ppost/follow-up<0.001), number of meals skipped (ppre/post<0.001), and soda consumption (ppre/post=0.003, ppost/follow-up=0.03) and an increase in nutrition knowledge (ppre/post<0.001, ppre/follow-up <0.001), physical activity (ppre/post<0.05, p pre/follow-up<0.01), frequency of label reading (ppre/follow-up <0.0l) and in dairy consumption (ppre/post=0.03). The TDI group did show positive gains in some areas post intervention, however a return to baseline behavior was shown at follow-up. Findings of this study suggest that compared to traditional didactic teaching, computer-based nutrition and health education has greater potential to elicit change in knowledge and behavior as well as promote maintenance of the behavior change over time. ^

The effects of a General Instructional Strategies course on the utilization of effective instructional strategies by teachers

The focus of this study was to explain the extent to which theoretically effective teaching strategies taught in a course on generic instructional strategies are being implemented by teachers in their actual teaching practice. ^ A multivariate causal-comparative (ex-post-facto) design was used to answer the research question. A teacher observation protocol, the General Instructional Strategies Analysis (GISA) was constructed and used to assess the utilization of instructional strategies in the classroom. The data of this study also included open-ended field notes taken during observations. ^ Multivariate Analyses of Variance (MANOVA) was used to compare the teaching strategies (set, effective explanation, hands-on activity, cooperative learning activity, higher order questioning, closure) of the group who had taken a general instructional strategies course (N=36) and the group who had not (N=36). Results showed a statistically significant difference between the two groups. The group who had taken the course implemented these strategies more effectively in almost all categories of effective teaching. Follow-up univariate tests of the dependent variables showed significant differences between the two groups in five of the six areas (hands-on activity being an exception). A second MANOVA compared the two groups on the effective use of attending behaviors (teacher movement/eye contact/body language/physical space, brief verbal acknowledgements/voice inflection/modulation/pitch, use of visuals, prompting/probing, praise/feedback/rewards, wait-time I and II). Results also showed a multivariate difference between the two groups. Follow-up univariate tests on the related dependent variables showed that five of the six were significantly different between the two groups. The group who had taken the course implemented the strategies more effectively. An analysis of the field notes provided further evidence regarding the pervasiveness of these differences between the teaching practices of the two groups. ^ It was concluded that taking a course in general instructional strategies increases the utilization of effective strategies in the classroom by teachers. ^

Gaining insight into teaching: A phenomenological exploration of the lived experience of Teachers of the Year

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students' test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals' daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants' ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life's compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

Robust H.264/AVC video transmission using data partitioning and unequal loss protection

In this work, we present an adaptive unequal loss protection (ULP) scheme for H264/AVC video transmission over lossy networks. This scheme combines erasure coding, H.264/AVC error resilience techniques and importance measures in video coding. The unequal importance of the video packets is identified in the group of pictures (GOP) and the H.264/AVC data partitioning levels. The presented method can adaptively assign unequal amount of forward error correction (FEC) parity across the video packets according to the network conditions, such as the available network bandwidth, packet loss rate and average packet burst loss length. A near optimal algorithm is developed to deal with the FEC assignment for optimization. The simulation results show that our scheme can effectively utilize network resources such as bandwidth, while improving the quality of the video transmission. In addition, the proposed ULP strategy ensures graceful degradation of the received video quality as the packet loss rate increases. © 2010 IEEE.

A Família nas Redes Sociais Pessoais de Idosos

Objetivos: Analisar as caraterísticas sociodemográficas e das redes sociais pessoais dos idosos de acordo com a composição das redes centrada na família. Metodologia: Para caraterizar as redes sociais pessoais utilizámos o Instrumento de Análise da Rede Social e Pessoal – Idosos (IARSP-idosos) (Guadalupe, 2010; Guadalupe e Vicente, 2012) e um questionário para descrever sociodemograficamente a amostra. Participantes: A amostra é constituída por 567 idosos (M = 75,53 anos), com predominância do sexo feminino (64,1%). A maioria é casada (53,8%) e detém a 4ª classe (51,3%). Os participantes, na sua maioria, têm filhos (87,8%) e não vivem sós (79,4%). Resultados: As redes são compostas em média por 8 elementos, dominadas por laços familiares (M = 76,90%). São redes coesas, com relações interpessoais duradouras, com pouca dispersão geográfica e elevada frequência de contactos. O apoio percebido nas redes é sobretudo emocional e informativo. Quanto à sua composição, 43,7% dos idosos têm uma rede exclusivamente familiar, 53,4% redes com família e outros campos relacionais e apenas 2,8% apresentam redes sem família. Os idosos com 76-85 anos, casados e com agregado familiar numeroso têm maior probabilidade de pertencer a redes exclusivamente familiares. Os idosos mais jovens e divorciados tendem a pertencer a redes mais diversificadas, enquanto as mulheres e os indivíduos solteiros e sem filhos têm maior probabilidade de não ter laços familiares nas suas redes, compensando a sua ausência com relações de amizade e de vizinhança. As redes exclusivamente familiares estão associadas a maior perceção de apoio emocional, material e instrumental, companhia social e reciprocidade de apoio. As redes com família e outras composições caraterizam-se por ter mais elementos e uma maior dispersão geográfica. As redes sem família são as mais reduzidas e são normalmente homogéneas para o género feminino e a nível etário, no grupo idoso. Conclusões: Fica patente o papel central das famílias nas redes e no apoio informal. Contudo, será essencial potenciar a diversificação e manutenção dos vínculos promovendo o acesso a novos contactos ao longo de todo o ciclo vital, de forma a garantir uma rede social pessoal diversificada e efetiva, em vínculos e recursos, que complemente as necessidades e favoreça o bem-estar da pessoa idosa. / Objectives: To analyze the sociodemographical and personal social networks characteristics of the elderly according to the composition of the networks centered on the families. Methodology: For characterizing the personal social networks we used the Instrumento de Análise da Rede Social Pessoal (IARSP-Idosos) (Guadalupe, 2010; Guadalupe e Vicente, 2012) and for sociodemographic characteristics we used a questionnaire. Participants: The sample consisted of 567 elderly (M = 75.53 years), mainly female (64.1%). The majority are married (53.8%) and have the 4th grade (51,3%). Overall the participants have offspring (87.8%) and do not live alone (79.4%). Results: On average, the networks have 8 elements, mostly relatives (M = 76.90%). The networks are cohesive, long-lasting, have a low geographical spread and we observed a high frequency of contacts. The networks provide mostly emotional (M = 2.64) and informative support (M = 2.37). Regarding its composition, 43.7% of the elderly have an exclusively family network, 53.4% have networks with family members and other relational fields and only 2.8% have no relatives in their networks. The elderly whose age is between 76-85 years, married and with a large household are more likely to belong to exclusively family networks. Younger and divorced elderly tend to belong to more diverse networks, as women and individuals unmarried and without offspring are more likely to do not have family bounds in their networks, with a higher proportion of friends and neighbors. Exclusively family networks are associated with greater perception of emotional, material and instrumental support, social company and reciprocal support. Networks with family and other fields are characterized by having more elements and a greater geographical spread. The social networks without family are smaller and are usually homogeneous for female gender and age, in the elderly group. Conclusions: The role of families in providing informational support is clear. However, it will be essential to enhance the diversification and maintain ties that promote access to new contacts throughout our entire life, to ensure a diversified social network that will be effective in bonds and resources that complement the needs and encourages the well-being of the elderly.

Common Environment for Undergraduate Computer Programming

We present an Integrated Environment suitable for learning and teaching computer programming which is designed for both students of specialised Computer Science courses, and also non-specialist students such as those following Liberal Arts. The environment is rich enough to allow exploration of concepts from robotics, artificial intelligence, social science, and philosophy as well as the specialist areas of operating systems and the various computer programming paradigms.

Teaching down or learning up

Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing.

Operating infrastructure for an FPGA and ARM system

Advances in FPGA technology and higher processing capabilities requirements have pushed to the emerge of All Programmable Systems-on-Chip, which incorporate a hard designed processing system and a programmable logic that enable the development of specialized computer systems for a wide range of practical applications, including data and signal processing, high performance computing, embedded systems, among many others. To give place to an infrastructure that is capable of using the benefits of such a reconfigurable system, the main goal of the thesis is to implement an infrastructure composed of hardware, software and network resources, that incorporates the necessary services for the operation, management and interface of peripherals, that coompose the basic building blocks for the execution of applications. The project will be developed using a chip from the Zynq-7000 All Programmable Systems-on-Chip family.

Preparation of environmental monitoring plan pattern for surface water quality in Iran (Case study: Gharehsou River)

Using water quality management programs is a necessary and inevitable way for preservation and sustainable use of water resources. One of the important issues in determining the quality of water in rivers is designing effective quality control networks, so that the measured quality variables in these stations are, as far as possible, indicative of overall changes in water quality. One of the methods to achieve this goal is increasing the number of quality monitoring stations and sampling instances. Since this will dramatically increase the annual cost of monitoring, deciding on which stations and parameters are the most important ones, along with increasing the instances of sampling, in a way that shows maximum change in the system under study can affect the future decision-making processes for optimizing the efficacy of extant monitoring network, removing or adding new stations or parameters and decreasing or increasing sampling instances. This end, the efficiency of multivariate statistical procedures was studied in this thesis. Multivariate statistical procedure, with regard to its features, can be used as a practical and useful method in recognizing and analyzing rivers’ pollution and consequently in understanding, reasoning, controlling, and correct decision-making in water quality management. This research was carried out using multivariate statistical techniques for analyzing the quality of water and monitoring the variables affecting its quality in Gharasou river, in Ardabil province in northwest of Iran. During a year, 28 physical and chemical parameters were sampled in 11 stations. The results of these measurements were analyzed by multivariate procedures such as: Cluster Analysis (CA), Principal Component Analysis (PCA), Factor Analysis (FA), and Discriminant Analysis (DA). Based on the findings from cluster analysis, principal component analysis, and factor analysis the stations were divided into three groups of highly polluted (HP), moderately polluted (MP), and less polluted (LP) stations Thus, this study illustrates the usefulness of multivariate statistical techniques for analysis and interpretation of complex data sets, and in water quality assessment, identification of pollution sources/factors and understanding spatial variations in water quality for effective river water quality management. This study also shows the effectiveness of these techniques for getting better information about the water quality and design of monitoring network for effective management of water resources. Therefore, based on the results, Gharasou river water quality monitoring program was developed and presented.

Câmara dos Deputados : democracia e igualdade de oportunidades entre mulheres e homens?

Esta pesquisa analisou as oportunidades das mulheres em termos de igualdade na ocupação de cargos de alta chefia na Câmara dos Deputados. A pesquisa de campo foi realizada entre novembro de 2005 e janeiro de 2006 e a amostra abrangeu 1.320 participantes. A Escala de Percepção de Igualdade de Oportunidades entre Mulheres e Homens foi aplicada para analisar a atitude dos servidores quanto a possibilidades e limites de ascensão da mulher na estrutura de cargos da organização. A escala constava de 34 itens, com respostas tipo Likert, e 6 itens sobre dados demográficos. A coleta de dados foi feita pela rede interna de computadores da Câmara dos Deputados, através de e-mail enviado aos 3.597 servidores do quadro efetivo. Os dados foram submetidos à análise dos componentes principais (ACP), rotação promax, com resultados meritórios (KMO = 86,0; Bartlett: 14894,879), para 4 fatores. Observaram-se diferenças entre mulheres e homens quanto aos escores obtidos. As oportunidades de ocupar cargo de alta chefia são menores para elas do que para eles. Há mais gerentes do sexo masculino, e os servidores, especialmente as mulheres que não ocupam posto de chefia, percebem que não há igualdade de oportunidades entre funcionários de ambos os sexos. ___________________________________________________________________________ ABSTRACT

Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

Enhancing student learning with case-based teaching and audience response systems in an interdisciplinary Food Science course

A growing body of research in higher education suggests that teachers should move away from traditional lecturing towards more active and student-focus education approaches. Several classroom techniques are available to engage students and achieve more effective teaching and better learning experiences. The purpose of this paper is to share an example of how two of them – case-based teaching, and the use of response technologies – were implemented into a graduate-level food science course. The paper focuses in particular on teaching sensory science and sensometrics, including several concrete examples used during the course, and discussing in each case some of the observed outcomes. Overall, it was observed that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-base teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion, and was extremely well received by the students, providing a more enjoyable classroom experience.

Evaluación por colegas pares

En este número de reflexiones pedagógicas presentamos el modelo que se ha diseñado para implementar la evaluación por colegas pares en la Universidad del Rosario. Explicamos los principios que lo guían y las etapas y procedimientos para realizar esta evaluación; además, exponemos algunos aprendizajes que ha dejado su implementación en dos facultades en los últimos años, y presentamos algunos retos y desarrollos que enfrenta el modelo a futuro.

Proposta de ensino de polybat para pessoas com paralisia cerebral

Universidade Estadual de Campinas . Faculdade de Educação Física