Associations of parental rules and socioeconomic position with preschool children's sedentary behaviour and screen time

There is little current understanding of the influences on sedentary behaviour and screen time in preschool children. This study investigated socioeconomic position (SEP) and parental rules as potential correlates of preschool children's sedentary behaviour and screen time.

Prevalence of sedentary behavior in children under 2 years: a systematic review

Sedentary behavior has negative health outcomes, evident even in young children. Identifying the prevalence of sedentary behavior in children <2years is important for determining the necessity for intervention strategies. The aim of this systematic review was to determine the prevalence of sedentary behavior in children <2years. Medline, PsycINFO, SPORTDiscus, and Education Research Complete electronic databases were searched, as were reference lists of included articles and the authors' own collections. Inclusion criteria were: published in a peer-reviewed English language journal; mean age of children <2years; and a reported measure of the prevalence of sedentary behavior. Twenty-four studies met the inclusion criteria. Most studies used parent-reported screen time as the sedentary behavior measure; only one study reported time spent restrained (i.e., kept inactive) and no studies reported objectively assessed sedentary time. Estimates of young children's screen time ranged from 36.6 to 330.9min/day. The proportion of children meeting the zero screen time recommendation ranged from 2.3% to 83.0%. In conclusion, very little is known about sedentary behaviors other than screen time in this age group. Although highly variable, findings suggest that children are already engaging in high levels of screen time by age 2 and the majority exceed current recommendations.

Introduction: queering regionality

To 'address' the region of the sexual is not to effortlessly attend to its boundary, but instead to address an epistle that may or may not reach its destination. At what address might the edge of sexuality be situated? And what response might be received from that address? The outstanding quartet of papers in this special issue of Transformations are written to address that limit, in four different constitutive contexts.

Addressing the social determinants of inequities in physical activity and sedentary behaviours

 Participation in both physical activity and sedentary behaviours follow a social gradient, such that those who are more advantaged are more likely to be regularly physically active, less likely to be sedentary, and less likely to experience the adverse health outcomes associated with inactive lifestyles than their less advantaged peers. The aim of this paper is to provide, in a format that will support policymakers and practitioners, an overview of the current evidence base and highlight promising approaches for promoting physical activity and reducing sedentary behaviours equitably at each level of ‘Fair Foundations: The VicHealth framework for health equity’. A rapid review was undertaken in February–April 2014. Electronic databases (Medline, PsychINFO, SportsDISCUS, CINAHL, Scopus, Web of Science, Cochrane Library, Global Health and Embase) were searched using a pre-defined search strategy and grey literature searches of websites of key relevant organizations were undertaken. The majority of included studies focussed on approaches targeting behaviour change at the individual level, with fewer focussing on daily living conditions or broader socioeconomic, political and cultural contexts. While many gaps in the evidence base remain, particularly in relation to reducing sedentary behaviour, promising approaches for promoting physical activity equitably across the three levels of the Fair Foundations framework include: community-wide approaches; support for local and state governments to develop policies and practices; neighbourhood designs (including parks) that are conducive to physical activity; investment in early childhood interventions; school programmes; peer- or group-based programmes; and targeted motivational, cognitive-behavioural, and/or mediated individual-level approaches.

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Histórias de professores universitários sobre ensinar inglês para fins específicos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher´s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

Mídia radical: análise comparativa entre a opinião da grande imprensa e da mídia radical no novo código florestal

The objective of this work is to compare how manifests the ideological positioning in the hegemonic media productions, according to Gramsci's conception, in relation to the radical alternative media, proposed by John Downing. The research has as opinionated content sample printed newspaper O Estado de s. Paulo, contrasting with the expressions of NON-PROFIT bauruense environmental “Instituto Ambiental Vidágua on the proposals of the new Brazilian forest Code. The analysis will hold in an interval between the adoption of the code by the Chamber of deputies in April 2012, and the provisional measure of President Dilma Rousseff with 32 modifications, after vetoing 12 articles proposed initially in may 2012. To support the study, will be crafted Gramsci hegemony; What is the alternative and radical media as it manifests itself; the relationship between the environmental journalism with the environmental NGOs; opinionated journalism and journalistic genres opinionated; theories of journalism and framing of matter

Mídias radicais e a utilização do Culture Jamming: quebrando as barreiras construídas pelos veículos hegemônicos

This monograph aims to analyze the ability of the radical media to lead journalistic productions performed by O Globo during debates of the event Rio +20. The concentration of the major means of communication in the minor part of the population consolidates what can be called by hegemonic media. These media are primarily responsible for controlling the content viewed by a large portion of the population. Aiming a true plurality of information the alternative media day-by-day is looking for a bigger space within the communication market. Thus, the hegemonic media use capable tools to interfere in editorial policies consolidated by corporative media. One of those possible tools is the Culture Jamming, an activist action that interferes in a variety of marketing branches of communication. Therefore, having in its basis theorists such as John Downing and Perseu Abramo this study analyzed the journalistic content produced by the newspaper O Globo between the days 13 to 22 of June, in which the Rio +20 activities were held

The Geology and Mineral Deposits of British Columbia

The province of British Columbia, with an area of 359,279 square miles, includes a large part of the Canadian Cordillera that is the western mountains of Canada. It is the leading province of Canada in the production of lead, zinc, and silver, and third among the provinces in the output of gold, copper, and coal.

Im Nebel der Präzision: die Bestimmung von GrenzfallkandidatInnen oder wie viel Reliabilität ist genug?

Hintergrund: Bei der Durchführung von summativen Prüfungen wird üblicherweise eine Mindestreliabilität von 0,8 gefordert. Bei praktischen Prüfungen wie OSCEs werden manchmal 0,7 akzeptiert (Downing 2004). Doch was kann man sich eigentlich unter der Präzision einer Messung mit einer Reliabilität von 0,7 oder 0,8 vorstellen? Methode: Mittels verschiedener statistischer Methoden wie dem Standardmessfehler oder der Generalisierbarkeitstheorie lässt sich die Reliabilität in ein Konfidenzintervall um eine festgestellte Kandidatenleistung übersetzen (Brennan 2003, Harvill 1991, McManus 2012). Hat ein Kandidat beispielsweise bei einer Prüfung 57 Punkte erreicht, schwankt seine wahre Leistung aufgrund der Messungenauigkeit der Prüfung um diesen Wert (z.B. zwischen 50 und 64 Punkte). Im Bereich der Bestehensgrenze ist die Messgenauigkeit aber besonders wichtig. Läge die Bestehensgrenze in unserem Beispiel bei 60 Punkten, wäre der Kandidat mit 57 Punkten zwar pro forma durchgefallen, allerdings könnte er aufgrund der Schwankungsbreite um seine gemessene Leistung in Wahrheit auch knapp bestanden haben. Überträgt man diese Erkenntnisse auf alle KandidatInnen einer Prüfung, kann man die Anzahl der Grenzfallkandidaten bestimmen, also all jene Kandidatinnen, die mit Ihrem Prüfungsergebnis so nahe an der Bestehensgrenze liegen, dass ihr jeweiliges Prüfungsresultate falsch positiv oder falsch negativ sein kann. Ergebnisse: Die Anzahl der GrenzfallkandidatInnen in einer Prüfung ist, nicht nur von der Reliabilität abhängig, sondern auch von der Leistung der KandidatInnen, der Varianz, dem Abstand der Bestehensgrenze zum Mittelwert und der Schiefe der Verteilung. Es wird anhand von Modelldaten und konkreten Prüfungsdaten der Zusammenhang zwischen der Reliabilität und der Anzahl der Grenzfallkandidaten auch für den Nichtstatistiker verständlich dargestellt. Es wird gezeigt, warum selbst eine Reliabilität von 0.8 in besonderen Situationen keine befriedigende Präzision der Messung bieten wird, während in manchen OSCEs die Reliabilität fast ignoriert werden kann. Schlussfolgerungen: Die Berechnung oder Schätzung der Grenzfallkandidaten anstatt der Reliabilität verbessert auf anschauliche Weise das Verständnis für die Präzision einer Prüfung. Wenn es darum geht, wie viele Stationen ein summativer OSCE benötigt oder wie lange eine MC-Prüfung dauern soll, sind Grenzfallkandidaten ein valideres Entscheidungskriterium als die Reliabilität. Brennan, R.L. (2003) Generalizability Theory. New York, Springer Downing, S.M. (2004) ‘Reliability: on the reproducibility of assessment data’, Medical Education 2004, 38, 1006–12 Harvill, L.M. (1991) ‘Standard Error of Measurement’, Educational Measurement: Issues and Practice, 33-41 McManus, I.C. (2012) ‘The misinterpretation of the standard error of measurement in medical education: A primer on the problems, pitfalls and peculiarities of the three different standard errors of measurement’ Medical teacher, 34, 569 - 76

Coupled human and natural system dynamics as key to the sustainability of Lake Victoria's ecosystem services

East Africa’s Lake Victoria provides resources and services to millions of people on the lake’s shores and abroad. In particular, the lake’s fisheries are an important source of protein, employment, and international economic connections for the whole region. Nonetheless, stock dynamics are poorly understood and currently unpredictable. Furthermore, fishery dynamics are intricately connected to other supporting services of the lake as well as to lakeshore societies and economies. Much research has been carried out piecemeal on different aspects of Lake Victoria’s system; e.g., societies, biodiversity, fisheries, and eutrophication. However, to disentangle drivers and dynamics of change in this complex system, we need to put these pieces together and analyze the system as a whole. We did so by first building a qualitative model of the lake’s social-ecological system. We then investigated the model system through a qualitative loop analysis, and finally examined effects of changes on the system state and structure. The model and its contextual analysis allowed us to investigate system-wide chain reactions resulting from disturbances. Importantly, we built a tool that can be used to analyze the cascading effects of management options and establish the requirements for their success. We found that high connectedness of the system at the exploitation level, through fisheries having multiple target stocks, can increase the stocks’ vulnerability to exploitation but reduce society’s vulnerability to variability in individual stocks. We describe how there are multiple pathways to any change in the system, which makes it difficult to identify the root cause of changes but also broadens the management toolkit. Also, we illustrate how nutrient enrichment is not a self-regulating process, and that explicit management is necessary to halt or reverse eutrophication. This model is simple and usable to assess system-wide effects of management policies, and can serve as a paving stone for future quantitative analyses of system dynamics at local scales.