The association between classroom characteristics and student physical activity in physical education classrooms

Background. With the rapid rise in childhood obesity, physical activity participation among young children has become the subject of much recent attention. Physical education classes have been specifically targeted as a method of providing opportunities for all children to be active. Unfortunately, student participation in moderate-to-vigorous physical activity during these classes still falls far below the current recommendations. While some research to date has reported the levels of activity among elementary-aged children, research is limited on the relationship between these activity levels and the environmental characteristics that exist within the PE classroom. ^ Purpose. The purpose of this study is to examine the association between specific classroom characteristics and contextual characteristics (lesson context, class size, class location, teacher gender, and teacher encouragement for PA) with elementary aged children's moderate-to-vigorous activity during PE class. ^ Methods. A secondary analysis of 211 3rd, 4th and 5th grade physical education classes amongst 39 elementary schools in Harris County, TX and 35 elementary schools in Travis County, TX was conducted using cross-sectional data from the evaluation of a school-based health program. Lesson context and student activity levels were measured using a direct observation measurement tool. Additionally, these variables were further analyzed against a number of classroom characteristics to determine any significant associations. ^ Results. Overall, elementary PE classes are still participating in low levels of moderate-to-vigorous physical activity averaging only 38% of class time. Additionally, close to 25% of class time is spent in classroom management. Male directed classes spent significantly more time in game activities and female directed classes spent more time in fitness, knowledge, and skill activities. Classes that took place outdoors were more active and spent more time in games than those that took place indoors. Significant correlations were demonstrated between class size and time spent in management context. Time spent in management context was also correlated with time spent sitting and standing. Additionally, positive correlations were demonstrated between time very active and teachers that praised students and encouraged physical activity among their classes.^

Implementation of active surveillance cultures and associated infection control practices for the reduction of methicillin resistant Staphylococcus aureus in the healthcare setting: An interrupted time series analysis

OBJECTIVE. To determine the effectiveness of active surveillance cultures and associated infection control practices on the incidence of methicillin resistant Staphylococcus aureus (MRSA) in the acute care setting. DESIGN. A historical analysis of existing clinical data utilizing an interrupted time series design. ^ SETTING AND PARTICIPANTS. Patients admitted to a 260-bed tertiary care facility in Houston, TX between January 2005 through December 2010. ^ INTERVENTION. Infection control practices, including enhanced barrier precautions, compulsive hand hygiene, disinfection and environmental cleaning, and executive ownership and education, were simultaneously introduced during a 5-month intervention implementation period culminating with the implementation of active surveillance screening. Beginning June 2007, all high risk patients were cultured for MRSA nasal carriage within 48 hours of admission. Segmented Poisson regression was used to test the significance of the difference in incidence of healthcare-associated MRSA during the 29-month pre-intervention period compared to the 43-month post-intervention period. ^ RESULTS. A total of 9,957 of 11,095 high-risk patients (89.7%) were screened for MRSA carriage during the intervention period. Active surveillance cultures identified 1,330 MRSA-positive patients (13.4%) contributing to an admission prevalence of 17.5% in high-risk patients. The mean rate of healthcare-associated MRSA infection and colonization decreased from 1.1 per 1,000 patient-days in the pre-intervention period to 0.36 per 1,000 patient-days in the post-intervention period (P<0.001). The effect of the intervention in association with the percentage of S. aureus isolates susceptible to oxicillin were shown to be statistically significantly associated with the incidence of MRSA infection and colonization (IRR = 0.50, 95% CI = 0.31-0.80 and IRR = 0.004, 95% CI = 0.00003-0.40, respectively). ^ CONCLUSIONS. It can be concluded that aggressively targeting patients at high risk for colonization of MRSA with active surveillance cultures and associated infection control practices as part of a multifaceted, hospital-wide intervention is effective in reducing the incidence of healthcare-associated MRSA.^

It's your game, keep it real. Sexual education study

Purpose: This study translated and adapted the It's Your Game, Keep It Real study currently being implemented with middle school youth in Southeast Texas for a middle school population in rural western Honduras. The study tested the effects of a sexual health education program focused on human immunodeficiency virus, sexually transmitted infections, and pregnancy prevention. We hypothesized that the number of adolescents in the intervention group who initiate sexual activity will reduce in comparison to the control group and there will be an increase consistent condom use in sexually active adolescents in the intervention group. ^ Methods: The target population included Spanish-speaking Hispanic middle school students from a small, semi-urban city in western Honduras. One school was randomly selected to receive the intervention and one to the comparison condition. The intervention curriculum consisted of 10 seventh-grade lessons that included individual and group classroom-based activities and personal journaling. Follow-up surveys were completed three months after the last lesson with 146 students (79.3% of the defined cohort). ^ Results: In the comparison condition, 21.4% of students initiated sex by the post-test follow-up three months after the intervention compared to 7.8% in the intervention condition. ^ Conclusions: A multi-component, curriculum-based program that is theory driven and culturally relevant can increase knowledge about STIs and HIV, increase self-confidence amongst middle school students, and develop communication skills amongst friends and partners. Further research must be conducted to assess delay in sexual initiation and the generalizability of these results.^

OJS Implementation and development of the Scientific Journals Site of the School of Humanities and Education Sciences at the Universidad Nacional de La Plata

Este trabajo tiene como objetivo describir la experiencia de implementación y desarrollo del Portal de revistas de la Facultad de Humanidades y Ciencias de Educación de la Universidad Nacional de La Plata a fin de que pueda ser aprovechada por todos aquellos que emprendan iniciativas de características similares. Para ello, se realiza en primer lugar un repaso por la trayectoria de la Facultad respecto a la edición de revistas científicas y la labor bibliotecaria para contribuir a su visualización. En segundo orden, se exponen las tareas llevadas adelante por la Prosecretaría de Gestión Editorial y Difusión (PGEyD) de la Facultad para concretar la puesta en marcha del portal. Se hace especial referencia a la personalización del software, a la metodología utilizada para la carga masiva de información en el sistema (usuarios y números retrospectivos) y a los procedimientos que permiten la inclusión en repositorio institucional y en el catálogo web de todos los contenidos del portal de manera semi-automática. Luego, se hace alusión al trabajo que se está realizando en relación al soporte y a la capacitación de los editores. Se exponen, después, los resultados conseguidos hasta el momento en un año de trabajo: creación de 10 revistas, migración de 4 títulos completos e inclusión del 25de las contribuciones publicadas en las revistas editadas por la FaHCE. A modo de cierre se enuncian una serie de desafíos que la Prosecretaría se ha propuesto para mejorar el Portal y optimizar los flujos de trabajo intra e interinstitucionales

OJS Implementation and development of the Scientific Journals Site of the School of Humanities and Education Sciences at the Universidad Nacional de La Plata

Este trabajo tiene como objetivo describir la experiencia de implementación y desarrollo del Portal de revistas de la Facultad de Humanidades y Ciencias de Educación de la Universidad Nacional de La Plata a fin de que pueda ser aprovechada por todos aquellos que emprendan iniciativas de características similares. Para ello, se realiza en primer lugar un repaso por la trayectoria de la Facultad respecto a la edición de revistas científicas y la labor bibliotecaria para contribuir a su visualización. En segundo orden, se exponen las tareas llevadas adelante por la Prosecretaría de Gestión Editorial y Difusión (PGEyD) de la Facultad para concretar la puesta en marcha del portal. Se hace especial referencia a la personalización del software, a la metodología utilizada para la carga masiva de información en el sistema (usuarios y números retrospectivos) y a los procedimientos que permiten la inclusión en repositorio institucional y en el catálogo web de todos los contenidos del portal de manera semi-automática. Luego, se hace alusión al trabajo que se está realizando en relación al soporte y a la capacitación de los editores. Se exponen, después, los resultados conseguidos hasta el momento en un año de trabajo: creación de 10 revistas, migración de 4 títulos completos e inclusión del 25de las contribuciones publicadas en las revistas editadas por la FaHCE. A modo de cierre se enuncian una serie de desafíos que la Prosecretaría se ha propuesto para mejorar el Portal y optimizar los flujos de trabajo intra e interinstitucionales

OJS Implementation and development of the Scientific Journals Site of the School of Humanities and Education Sciences at the Universidad Nacional de La Plata

Este trabajo tiene como objetivo describir la experiencia de implementación y desarrollo del Portal de revistas de la Facultad de Humanidades y Ciencias de Educación de la Universidad Nacional de La Plata a fin de que pueda ser aprovechada por todos aquellos que emprendan iniciativas de características similares. Para ello, se realiza en primer lugar un repaso por la trayectoria de la Facultad respecto a la edición de revistas científicas y la labor bibliotecaria para contribuir a su visualización. En segundo orden, se exponen las tareas llevadas adelante por la Prosecretaría de Gestión Editorial y Difusión (PGEyD) de la Facultad para concretar la puesta en marcha del portal. Se hace especial referencia a la personalización del software, a la metodología utilizada para la carga masiva de información en el sistema (usuarios y números retrospectivos) y a los procedimientos que permiten la inclusión en repositorio institucional y en el catálogo web de todos los contenidos del portal de manera semi-automática. Luego, se hace alusión al trabajo que se está realizando en relación al soporte y a la capacitación de los editores. Se exponen, después, los resultados conseguidos hasta el momento en un año de trabajo: creación de 10 revistas, migración de 4 títulos completos e inclusión del 25de las contribuciones publicadas en las revistas editadas por la FaHCE. A modo de cierre se enuncian una serie de desafíos que la Prosecretaría se ha propuesto para mejorar el Portal y optimizar los flujos de trabajo intra e interinstitucionales

Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences

DynaLearn (http://www.DynaLearn.eu) develops a cognitive artefact that engages learners in an active learning by modelling process to develop conceptual system knowledge. Learners create external representations using diagrams. The diagrams capture conceptual knowledge using the Garp3 Qualitative Reasoning (QR) formalism [2]. The expressions can be simulated, confronting learners with the logical consequences thereof. To further aid learners, DynaLearn employs a sequence of knowledge representations (Learning Spaces, LS), with increasing complexity in terms of the modelling ingredients a learner can use [1]. An online repository contains QR models created by experts/teachers and learners. The server runs semantic services [4] to generate feedback at the request of learners via the workbench. The feedback is communicated to the learner via a set of virtual characters, each having its own competence [3]. A specific feedback thus incorporates three aspects: content, character appearance, and a didactic setting (e.g. Quiz mode). In the interactive event we will demonstrate the latest achievements of the DynaLearn project. First, the 6 learning spaces for learners to work with. Second, the generation of feedback relevant to the individual needs of a learner using Semantic Web technology. Third, the verbalization of the feedback via different animated virtual characters, notably: Basic help, Critic, Recommender, Quizmaster & Teachable agen

Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude

This paper presents some results of a R+D project entitled “e-Learning system for Practical Training of University students in Education Faculties (ForELearn)”, developed in Spain by the Universidad de Granada and the Universidad Politécnica de Madrid and funded by the Spanish Ministry of Education. In a first phase, through the use of AulaWeb Learning Management System, a set of adaptations and improvements of this software application have been done for the design and development of an experimental course of Practicum supervision. Next, the implementation of this course by means of a group of face to face and online seminars provides experimental data for the analysis and discussion about the point of view of users (preservice teachers) that have tracked their practice supervision with AulaWeb.

Reaching the unreached: An initiative to bridge the gap between the gap by active role of management institutes/schools

There are large numbers of business communities in India which neither had any formal education nor they took any professional training but still they contribute in successful business formation. Their presence can be felt in all areas of business. Still there is a big professional gap between the educational institutes, specially the B-Schools and this independent business community. With the help of this paper an effort is made to develop a Two-Way learning relationship for the mutual benefit of both entities. It will also highlight the role of an educational institute beyond academics for the well being of society. This may lead to derive and develop the exchange of innovative business ideas and framing the suitable policies for long term sustainability in today´s competitive arena. The study conducted by researcher with a sample size of 100 which includes a mix of well known academic professionals, MBA students and non academic business professionals has revealed that there is a need of an exchange program for the mutual benefits. There exists a big professional gap in this area which can be filled with the active and effective initiative by management institutes. An effort is made in this paper to highlight this gap and to suggest some framework to bridge the gap

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as ‘‘laboratory monitors.’’ A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

News in engineering education in Spain effective from 2010 in presence of external changes and mixed crisis, looking mostly to agro and civil engineers.

The engineering careers models were diverse in Europe, and are adopting now in Spain the Bolonia process for European Universities. Separated from older Universities, that are in part technically active, Civil Engineering (Caminos, Canales y Puertos) started at end of 18th century in Spain adopting the French models of Upper Schools for state civil servants with exam at entry. After 1800 intense wars, to conserve forest regions Ingenieros de Montes appeared as Upper School, and in 1855 also the Ingenieros Agrónomos to push up related techniques and practices. Other Engineers appeared as Upper Schools but more towards private factories. These ES got all adapted Lower Schools of Ingeniero Tecnico. Recently both grew much in number and evolved, linked also to recognized Professions. Spanish society, into European Community, evolved across year 2000, in part highly well, but with severe discordances, that caused severe youth unemployment with 2008-2011 crisis. With Bolonia process high formal changes step in from 2010-11, accepted with intense adaptation. The Lower Schools are changing towards the Upper Schools, and both that have shifted since 2010-11 various 4-years careers (Grado), some included into the precedent Professions, and diverse Masters. Acceptation of them to get students has started relatively well, and will evolve, and acceptation of new grades for employment in Spain, Europe or outside will be essential. Each Grado has now quite rigid curricula and programs, MOODLE was introduced to connect pupils, some specific uses of Personal Computers are taught in each subject. Escuela de Agronomos centre, reorganized with its old name in its precedent buildings at entrance of Campus Moncloa, offers Grados of Agronomic Engineering and Science for various public and private activities for agriculture, Alimentary Engineering for alimentary activities and control, Agro-Environmental Engineering more related to environment activities, and in part Biotechnology also in laboratories in Campus Monte-Gancedo for Biotechnology of Plants and Computational Biotechnology. Curricula include Basics, Engineering, Practices, Visits, English, ?project of end of career?, Stays. Some masters will conduce to specific professional diploma, list includes now Agro-Engineering, Agro-Forestal Biotechnology, Agro and Natural Resources Economy, Complex Physical Systems, Gardening and Landscaping, Rural Genie, Phytogenetic Resources, Plant Genetic Resources, Environmental Technology for Sustainable Agriculture, Technology for Human Development and Cooperation.

Online games for the teaching of mathematics

In this article we present a didactic experience developed by the GIE (Group of Educational Innovation) “Pensamiento Matemático” of the Polytechnics University of Madrid (UPM), in order to bring secondary students and university students closer to Mathematics. It deals with the development of a virtual board game called Mate-trivial. The mechanics of the game is to win points by going around the board which consists of four types of squares identified by colours: “Statistics and Probability”, “Calculus and Analysis”, “Algebra and Geometry” and “Arithmetic and Number Theory ”. When landing on a square, a question of its category is set out: a correct answer wins 200 points, if wrong it loses 100 points, and not answering causes no effect on the points, but all the same, two minutes out of the 20 minutes that each game lasts are lost. For the game to be over it is necessary, before those 20 minutes run out, to reach the central square and succeed in the final task: four chained questions, one of each type, which must be all answered correctly. It is possible to choose between two levels to play: Level 1, for pre-university students and Level 2 for university students. A prototype of the game is available at the website “Aula de Pensamiento Matemático” developed by the GIE: http://innovacioneducativa.upm.es/pensamientomatematico/. This activity lies within a set of didactic actions which the GIE is developing in the framework of the project “Collaborative Strategies between University and Secondary School Education for the teaching and learning of Mathematics: An Application to solve problems while playing”, a transversal project financed by the UPM.

An online e-Learning authoring tool to create interactive multi-device learning objects using e-Infrastructure resources

Education can take advantage of e-Infrastructures to provide teachers with new opportunities to increase students' motivation and engagement while they learn. Nevertheless, teachers need to find, integrate and customize the resources provided by e-Infrastructures in an easy way. This paper presents ViSH Editor, an innovative web-based e-Learning authoring tool that aims to allow teachers to create new learning objects using e-Infrastructure resources. These new learning objects are called Virtual Excursions and are created as reusable, granular and interoperable learning objects. This way they can be reused to build new ones and they can be integrated in websites or Learning Management Systems. Details about the design, development and the tool itself are explained in this paper as well as the concept, structure and metadata of the new learning objects. Lastly, some real examples of how to enrich learning using Virtual Excursions are exposed.

Active learning and generic competences in an operating systems course

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies. The aim of this study is to evaluate the effects obtained after applying active learning methodologies to the achievement of generic competences as well as to the academic performance. This study has been carried out at the Universidad Politécnica de Madrid, where these methodologies have been applied to the Operating Systems I subject of the degree in Technical Engineering in Computer Systems. The fundamental hypothesis tested was whether the implementation of active learning methodologies (cooperative learning and problem based learning) favours the achievement of certain generic competences (‘teamwork’ and ‘planning and time management’) and also whether this fact improved the academic performance of our students. The original approach of this work consists in using psychometric tests to measure the degree of acquired student’s generic competences instead of using opinion surveys, as usual. Results indicated that active learning methodologies improve the academic performance when compared to the traditional lecture/discussion method, according to the success rate obtained. These methods seem to have as well an effect on the teamwork competence (the perception of the behaviour of the other members in the group) but not on the perception of each students’ behaviour. Active learning does not produce any significant change in the generic competence ‘planning and time management'.

Performance and Professional Skills in an Online Java Programming Course for Engineering Students

The main purpose of this work is to describe the case of an online Java Programming course for engineering students to learn computer programming and to practice other non-technicalabilities: online training, self-assessment, teamwork and use of foreign languages. It is important that students develop confidence and competence in these skills, which will be required later in their professional tasks and/or in other engineering courses (life-long learning). Furthermore, this paper presents the pedagogical methodology, the results drawn from this experience and an objective performance comparison with another conventional (face-to-face) Java course.