bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of an educational game on student´s learning: different approaches for evaluation
Authors: MARCONDES FERNANDA Klein , Cardozo Lais Tono , Mello-Carpes Pamela , Montrezor Luis Henrique
Published: June 2017

The aim of this work was to evaluate the effect of an educational game about cardiac cycle, used as replacing or complementing activity for traditional teaching methods, on the learning of physiology students by using different evaluation approaches. The comparisons were made between the grades obtained in pre- and post-tests applied before and after the use of the game, and between the number of correct answers of groups that performed an activity with the puzzle or had a lecture or reading, in the same or different careers. In all these approaches, the students who performed the activity with the educational game had a better performance in the assessment tests in comparison with those who did not use the educational game. This effect was observed when the puzzle replaced a lecture or reading activity and also when it was used as a complementary activity after a previous lecture. In conclusion, the results of the present study showed that one educational game used as active teaching-learning method can improve the students’ learning, and that its effect on student´s learning can be evaluated by different approaches by the teacher during the classroom routine.
Exploring PechaKucha in EFL Learners’ Public Speaking Performances
Authors: Zhussupova Roza Flurovna , Zharkynbekova Sholpan , Suleimenova Shynar
Published: June 2017

The purpose of the study is to examine PechaKucha helps EFL Learners’ to enhance their Public Speaking Performances and to explore useful information regarding the PechaKucha implementation as a learning tool. This study was conducted with sixty students at the University level. They were assigned into two groups randomly as experimental and control. The experimental teaching put into practice  PechaKucha in accordance with public speaking  activities. Meanwhile, the control group was given conventional speaking lessons only. To assess the performance the initial and post-testing by means of analytic scoring rubrics were used. In addition, a survey questionnaire was administrated to experimental group to examine their attitudes towards using Pecha Kucha in improving public speaking skills. The results showed that themost number of students in the experimental group scored higher points  than the control group. It can be concluded that the average performance of experimental group on the speaking public presentation skills posttesting increased in 10% comparing with that of the control group. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. This study recommended that EFL students need to be familiarized and trained with the use of PechaKucha technology into their EFL teaching.
Financing Quality in Mexican State Public Universities
Authors: Ocegueda-Hernández Marco Tulio , Moctezuma-Hernández Patricia , Mungaray-Lagarda Alejandro
Published: June 2017

Abstract The policy of financing with extraordinary biding subsidies as implemented by the Secretariat of Public Education (SEP) for Public State Universities (UPES) between 2001 and 2013 is analyzed. The results indicate that, with some regional differences, this form of distributing of Public resources has been effective by rewarding the Institutional Progress of those UPES in matters of quality, impacting their institutional processes of consolidation in a positive way, contributing to social equity through more and better educational spaces and diminishing the performance gaps between them during the period. Keywords: The Integral Program of Institutional Strengthening (PIFI); Public State Universities (UPES); equity and quality; higher education.
Sciences come alive for first-year university students through flipped classroom.
Authors: Thalluri Jyothi , Penman Joy
Published: June 2017

This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content.  They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
The Effect of Engineering Education Accreditation on Materials Engineering Education in University of Seoul
Authors: Song Ohsung , Kim Hakjin
Published: June 2017

Korea implemented the Engineering Education Accreditation system in 2001, and it was adopted by 85 engineering colleges (out of 165) in 2015. Focusing on the Department of Materials Engineering at the University of Seoul, this study performed a time-series analysis of GPA, employment rate, and credits earned in MSC/design/major courses to compare the differences in academic achievements between accredited and non-accredited graduates. The results showed that accredited graduates had a generally higher GPA and employment rate than non-accredited students, and this can be traced to the curricula provided under the accreditation system having a positive effect on improving communication, teamwork, and creativity.
Rubrics use and in-class feedback in higher education: Students’ perceptions and their effect on academic achievement
Authors: Bono Roser , Núñez-Peña María Isabel , Suárez-Pellicioni Macarena
Published: June 2017

This study examines students’ views regarding two types of feedback: that obtained through rubrics and that given by the class tutor (rubrics and in-class feedback, respectively). We constructed an ad hoc questionnaire to assess students’ perceived usefulness of both types of feedback. The sample comprised 135 undergraduates from the University of Barcelona who were enrolled in a Research Designs course as part of the degree in Psychology. On almost all the questionnaire items the percentage of positive views was high for both types of feedback, although especially for in-class feedback. As for academic achievement, we observed no statistically significant differences between those students who only used rubrics, those who attended feedback classes and those who received both types of feedback. However, the latter left fewer questions unanswered in the multiple-choice exam, as compared with their peers who only used rubrics. Finally, those students who felt that the use of rubrics and feedback classes had helped them feel less anxious about exams obtained higher grades.
What if students propose their own examinations? An introductory experiment
Authors: Rojo Marta , Preciado Mónica , Gonzalo-Orden Hernán , Moreno Ignacio , Casado Silvia , Cárdenas David
Published: June 2017

This paper presents a proposal experimented in the University of Burgos, where students of different degrees, at a Bachelor or Master level, had to prepare solved questions or exercises, in order to introduce some of them into the exams. There were considered three types of experiment: test, short questions and exercises. Students submitted they own proposals into forum, where the teacher corrected them and randomly selected some of them, which configured the half of the official exam. The obtained results were very positive: students had a very good perception of the experiment, learnt more and passed the subject easily. Also, the average grading were higher that the corresponding with the classical system, existing a slight correlation between this increase and their point of view about the chance to learn. The satisfaction and the marks of the students are higher, while having a better knowledge of the topics included. Also, students have the feeling that the teachers are more considerate and thoughtful with them, so this type of experiments should be continued.
Using COCA to Foster Students’ Use of English Collocations in Academic Writing
Authors: Mansour Deena Mohammad
Published: June 2017

Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
Project studies integrated into the working processes of companies
Authors: Freiheit Jörn , Fuchs-Kittowski Frank , Siegeris Juliane
Published: June 2017

In this paper, the concept of the project studies within the in-service master’s programme “Professional IT-Business” is presented. The concept comprises several elements that enable and support learning in real working environments. Project and working-process-oriented teaching and learning formats that have been developed to strengthen the skills of the students are described. These teaching formats are applied in cooperation between third-level institutions and companies.
Feedback-based Learning Through Online Feedback Systems in Higher Education
Authors: Figas Paula , Bartel Alexander , Hagel Georg
Published: June 2017

From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented.
Students service learning experiencies in Mexican Microenterprises
Authors: Osorio-Novela Germán , Mungaray-Lagarda Alejandro , Ramírez-Angulo Natanael
Published: June 2017

This paper presents an experience of a service learning program in underprivileged Microenterprises. It shares the experience of Program for Research, Assistance and Teaching of Small Enterprises, an innovative model of assistance to deliver Business Development Services to low value added Microenterprises, including technical assistance and training with the participation of senior students, which act as advisers to the Microenterprises, implemented in the State of Baja California, Mexico, by The Autonomous University of Baja California. This program was propused as compensatory mechanism for the unemployment burden created by the low growth prospects. From 2009 to 2016, with about 1,500 students, the program has assisted, trained, and formalized in the tax institution about 11,300 individuals running microenterprises, which in addition, most of them have become subject to and has been given financial support by the goverment. The paper suggests that service learning programs with the participation of college students can play an important role both in supporting disadvantaged microenterprises and in providing meaningful learning experiences to students.
A Transformative Approach to Social Work Education
Authors: Lorenzetti Liza , Dhungel Rita , Lorenzetti Diane , Oschepkova Tatiana , Haile Lemlem
Published: June 2017

The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work
The influence of competences in business higher education: a student’s approach
Authors: Borraz-Mora Javier , Hernández-Ortega Blanca , Melguizo-Garde Marta
Published: June 2017

Nowadays, competences have an important role in higher education. Their development may have an effect on student’s satisfaction with his/her studies. The aim of this research is to test the relationship between competences developed during the study of a university business degree and the student’s satisfaction with this degree. Moreover, we test other outcomes derived from satisfaction, such as the student’s word of mouth and his/her confirmation of the university degree that he/she chose. We design an online survey for students of the Faculty of Economics and Business Administration in a Spanish University. We collect 161 effective questionnaires and analyse them using structural equation modelling, specifically partial least square (PLS). Results demonstrate that competences have a strong effect on student’s satisfaction, leading to positive word of mouth and confirmation of student’s past behavior. This implies that specifying and working properly the competences of a degree becomes a priority objective for university institutions.
JALEA: an authentic and personal path to JApaneseLEArning
Authors: Mariotti Marcella , Lapis Giovanni , Mantelli Alessandro
Published: June 2017

This paper aims to present JALEA, an innovative web tool for the acquisition of the Japanese language dedicated to higher education learners. In particular it highlights the innovative learner-centered approach based on the self-guided discovery of grammar structures and words’ meanings through the combined use of realia (multimedia contents referring to real-life situations in Japan), hyperlinks and interactive features such as pop-up dictionary, character-writing explanations, slow-motion option in video examples, etc. Moreover, it illustrates the ICT characteristics of this web tool,permitting on the one handthe smooth working of the application on several platforms (pc, tablet and smartphone); on the other, its sustainability and maintainability thanks to the implementation of a layer accessible to maintainers (backend) with several automatization features that facilitate the addition of more content,s also by personnel with low ICT knowledge or skills.
Using Blog Comments as Feedback to Promote the Metacognitive Development of Creativity
Authors: McMahon Mark , Heather Joseph
Published: June 2017

Creativity can be viewed, not just as a set of skills and strategies, but as an overarching metacognitive skill that integrates a range of subordinate generic skills. Key to developing creativity is to engage in a cycle of ideation, reflection and adjustment, within a feedback rich environment. Blogs have the ability to garner external comments that can prompt these processes. Case study research was undertaken to explore what forms of feedback promote metacognitive development and how those forms can best be elicited within a blog. Findings indicated that blog comments can motivate, provide information, enhance quality and promote reflection, and that a range of strategies can be applied in blogs to best obtain the most valuable forms of feedback for creative development.
Personal development in the virtuality; online activities for individual and group growth
Authors: Sáiz-Sánchez Héctor , Martínez-De-La-Torre Javier , Esteller-Curto Roger , Serradell-López Enric , Gallego-Navarro Teresa , Rubert-Albiol Andrea
Published: June 2017

Online teaching is commonly offered for courses and it is aimed students acquire specific skills based on the subject requirements. Regarding soft-skills, collaborative and creative activities are usually deployed face-to-face in contrast to online environments, where communication, group dynamics and activities that require interactivity among the participants can be managed easier. Because of this we loose skills acquisition opportunities and other potential benefits of real collaboration mediated by on-line environments. We propose an ICT-based method appropriated for project-based learning, innovative teams and personal development. It has 7 phases and has been designed under the theories of field theories of humanism with the main aim to make possible that everybody in the on-line platform can grow and develop individually together with the group. Professor can apply this as a whole (the 7 phases) or some of them as we have related the phases with on-line tasks. We tested this method with a group of 17 post-graduate students. We concluded that when members have enough maturity and experience, these ICT-based-methods make shared learning possible, with great impact on the course skills and competences, but also on soft skills, which are acquired informally while learning the main course subject.
Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies
Authors: Squires Vicki , Turner Nancy , Bassendowski Sandra , Wilson Jay , Bens Susan
Published: June 2017

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.
Environmental training at companies. The case of Volkswagen Navarra
Authors: Ormazabal Marta , Viles Elisabeth , Prieto-Sandoval Vanessa , Jaca Carmen
Published: June 2017

Companies have made great strides in strengthening their environmental maturity and sustainable production. Nevertheless, many of them have not transmitted their knowledge to their workers, and this makes it more difficult to have employees participate in their company’s sustainability improvement process. In the particular case of Volkswagen Navarra, they have a lot of experience in environmental management, but they don’t have a proper program for teaching their workers so they can be more involved in the environmental aspects of the company. This paper proposes an environmental training program that can be used either as an e-learning course or a face-to-face course with the objective of providing employees with the knowledge and skills necessary to participate in the improvement of environmental aspects.
Team-Based Learning in Chemistry Courses with Laboratory Sessions
Authors: Aires-de-Sousa Joao , Cardoso M. Margarida , Ferreira Luisa Maria , Lima Joao Carlos , Noronha Joao Paulo , Nunes Ana V. M. , Ponte Manuel Nunes da
Published: June 2017

The implementation of Team-Based Learning (TBL, http://www.teambasedlearning.org) in one-semester undergraduate courses of chemistry offered to first year students is reported. TBL is an active learning instructional strategy heavily relying on small group interaction. Teaching lab classes in a TBL context presented a specific challenge, as decisions were required about their role in the global framework and the possibility of incorporating lab activities as “teamwork”. The design of lab sessions as TBL team application activities is here also illustrated, both for a course of General Chemistry and a course of Organic Chemistry. TBL  dramatically improved students class attendance and participation. Its implementation has provided a unique opportunity for the pedagogical development of teaching staff. A moderate number of students reported discomfort with TBL: the requirement of individual preparation before classes and the impact of team participation in the final grade is indeed a new ground for most students, often perceived as a troubling deviation from the common social paradigm of the learning process. The role of the instructor as a facilitator of individual and team work, and the clear explanation of the method are thus of utmost relevance.
Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning
Authors: Bernal Pedraza Oscar Felipe
Published: June 2017

This article shortly describes some of the basic characteristics, the theoretical support, and the general framework behind an activity developed for Precalculus students named “Aprendo enseñando” (translates I Learn by Teaching), a semester-long task proposed to students aiming to elicit higher retention and deeper understanding of the mathematical procedures involved in solving the problem sets assigned for each class. The activity is brought to students as the opportunity to combine their mathematical training in class and their autonomous choices for means to present fully explained solutions to peers, involving creativity in the use of the means and technology as a requirement for the final product to be shareable over the internet. Basic examples to explore different choices were provided, periodic submissions were required, and to enhance engagement, peer review via Blackboard (Learning Management System) forums was in place. No analysis of outcomes has been conducted yet, but a retrospective view and self-critique from the teacher's point of view is provided.
Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit
Authors: Mete Ipek , Toker Yonca
Published: June 2017

This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
The reciprocal value of Doctoral Design Research when housed within a Creative Business Center: a case study in Porto, Portugal.
Authors: Alvelos Heitor , Barreto Susana , São Simão Fátima
Published: June 2017

This paper presents the case study of a pilot partnership between a Doctoral Program in Design and a Science and Technology Park located in Porto, Portugal. The partnership has been in effect since 2013; the Doctoral Program has resided within the premises of the Science and Technology Park, as an immersive research environment, in order to foster knowledge transfer and collaborations through gradual, mutual and informal recognition of reciprocal assets. We contextualise the premises and stakeholders in this partnership, outline the empirical methodologies employed, and provide examples of selected projects that illustrate the implementation of these methodologies. Furthermore, we provide an inventory of challenges detected throughout the development of the partnership, as well as information on how these challenges are being overcome. We conclude by summarising the main accomplishments of this partnership, as well as outlining validation by various external agents and opening up prospects for future development. These will include thorough materials that may be of use for implementation in other academic, scientific and entrepreneurial environments. Keywords: Design research; entrepreneurship; knowledge transfer; creative industries.
An agreement-based approach for reliability assessment of Students’ Evaluations of Teaching
Authors: VANACORE AMALIA , Pellegrino Maria Sole
Published: June 2017

Students’ Evaluations of Teaching (SETs) are the most common way to measure teaching quality in Higher Education: they are assuming a strategic role in monitoring teaching quality, becoming helpful in taking the major formative and summative academic decisions. The majority of studies investigating SETs reliability focus on the instruments and the procedures adopted to collect students' evaluations rather than on the capability of the students as teaching quality assessors. In order to overcome this lack, a study has been carried out with the aim of measuring SETs reliability in terms of inter-student agreement and intra-student agreement. The results of our study show that the majority of students provided substantially repeatable evaluations whereas only a few students provided almost perfectly repeatable evaluations; the evaluations provided by different students generally slightly agreed, which means that the students did not share the same opinions and beliefs on teaching quality.
Representation of the Student-Centred Learning Approach on University Website
Authors: Āriņa Baiba , Koķe Tatjana , Jansone-Ratinika Nora
Published: June 2017

The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.
Project Learn in English: A CLIL experience at the Faculty of Science of the University of Extremadura
Authors: Alvarez Fernando J
Published: June 2017

The internacionalization of european higher education is one of the guiding pillars of the Bologna Declaration, that aims to promote intra European student mobility and cooperation. Although different activities are needed to stimulate this mobility, Content and Language Integrated Learning (CLIL) has become one of most important ones, since students learn a new language through content that they consider relevant for their future. Inspired by this idea, the Spanish University of Extremadura (UEx) has developed a strategic plan for the period 2014-2018 explicitly embracing bilingual teaching as one of the main actions to ensure the integrity, innovation and quality of its teaching. This action has recently materialized into the project “Learn in English” that promotes the design of courses completely taught in English in different centres of this University. This work describes the particularities and results of this project in the Faculty of Science of the UEx, where three different degrees have been involved: Physics, Chemistry and Chemical Engineering.
Uma análise sobre a prática pedagógica do professor de educação física
Authors: Costa Ayane Katarinne Santos da , Almeida Arthur José Medeiros de
Published: June 2017

Na década de 1980, o surgiram concepções pedagógicas na área da Educação Física que propiciaram diferentes maneiras de ensinar as manifestações da cultura corporal na escola. No entanto, existe um número reduzido de pesquisas que analisam a influência dessas concepções na Educação de Jovens e Adultos – EJA. Nesse sentido, o objetivo desse trabalho foi analisar a prática pedagógica do professor de Educação Física que atua na Educação de Jovens e Adultos, considerando o conhecimento do professor sobre as concepções pedagógicas. Trata-se de um estudo de caso, com abordagem qualitativa em que se utilizou como técnicas de pesquisa a entrevista estruturada e observação sistemática de aulas com o registro em diário de campo. Notou-se que o professor fundamentou suas aulas nas concepções críticas de ensino da Educação Física, porém sem distinção entre elas.
A educação física como agente da prevenção e do tratamento do sobrepeso e obesidade infantil
Authors: Menezes Tiago Souza de , Dantas Renata Aparecida Elias
Published: June 2017

Este estudo analisou se as aulas do professor contribui para prevenção da obesidade infantil e o Indíce de Massa Corporal (IMC) dos alunos. A amostra foi constituída por 44 crianças e um professor. Verificou-se o IMC para classificação da obesidade e aplicado um questionário para o professor para avaliar o conhecimento do mesmo sobre o assunto obesidade. Foram observadas aulas para verificar se o mesmo executava alguma ação para tratar o quadro de obesidade de seus alunos. 65,9% das crianças foram classificadas como eutróficas, enquanto 34,1% apresentavam sobrepeso ou obesidade. Não houve diferença entre meninos e meninas na massa corporal (p = 0,523), na estatura (p = 0,352) e no IMC (p = 0,897). O professor avaliado abordou que a intervenção feita por ele é apenas uma conscientização dos males causados pela obesidade. As intervenções realizadas pelo professor nas aulas não eram efetivas para combate ou prevenção da obesidade, devido à falta de aulas disponíveis para um trabalho dessa proporção.
Respostas da pressão arterial de futebolistas adolescentes ao exercício em escada coordenativa
Authors: Soares João Batista da Silva , Guazzelli Lia Nara de Moraes , Dantas Renata Aparecida Elias , Matos Filho Edisio Sobreira Gomes de , Trindade Eduardo Silva , Sousa Rafaela Barbosa de , Alberto Junior Sylvestre Da Silva , Pardono Emerson , Mota Marcio Rabelo
Published: June 2017

O futebol figura entre as modalidades mais praticadas do mundo. As síndromes metabólicas, atualmente figuram em um tema de grande relevância no contexto do futebol, quando relacionadas aos problemas cardiovasculares. No futebol as capacidades físicas são importantes para suprir as necessidades do atleta. Foram analisadas as respostas da pressão arterial pré e imediatamente após exercício moderado e intenso em futebolistas adolescentes. O estudo foi realizado com 10 futebolistas (n=10) do gênero masculino de 14 a 16 anos, realizado em 02 dias distintos e intervalo de descanso de 24 horas. Exercícios de aquecimento duraram de 10 minutos de forma aguda moderada e 05 minutos aguda intensa, avaliados dois a dois. Exercícios realizados na escada coordenativa. Os dados evidenciaram que houve alteração significativa na Pressão Arterial Sistólica (PAS) entre o pré e imediatamente após exercício. Os exercícios mostraram-se como boas opções de aquecimento na preparação física do futebol juvenil.
Editorial
Authors: Oliveira Filho Eduardo Cyrino
Published: June 2017

Editorial
Enduring community value from mining: Measuring the employment impacts of mine closure for remote communities and considering issues for transformation
Authors: Blackwell Boyd Dirk , McFarlane Jim , Fischer Andy
Published: June 2017

Tracking and mapping the employment impacts from mine closure forms an important element in planning for the economic transformation of remote communities and delivering enduring value from mining. This paper presents the results from two case studies of the employment impacts from mine closure: 1) the Ranger uranium mine in the Northern Territory and 2) the Leigh Creek coal mine in South Australia. The impacts for both locations are significant and link to a number of supporting industries, particularly construction, but also more broadly across other sectors of the economy. The spatial impacts are principally felt locally, but are also distributed more broadly at regional, state and national scales because of modern-day work commuting practices. Loss of jobs and associated income to Aboriginal and Torres Strait Islander people are also significant. Developing policy options to prepare for managing imminent mine closures in remote locations requires careful analysis of the structure of the local economy, within the context of a globalised world, in order to help identify sustainable transformation opportunities for these remote communities.
Consistency between GRUAN sondes, LBLRTM and IASI
Authors: Calbet Xavier , Peinado-Galan Niobe , Rípodas Pilar , Trent Tim , Dirksen Ruud , Sommer Michael
Published: June 2017

Abstract. Radiosonde soundings from the GCOS Reference Upper-Air Network (GRUAN) data record are shown to be consistent with Infrared Atmospheric Sounding Instrument (IASI)-measured radiances via LBLRTM (Line-By-Line Radiative Transfer Model) in the part of the spectrum that is mostly affected by water vapour absorption in the upper troposphere (from 700 hPa up). This result is key for climate data records, since GRUAN, IASI and LBLRTM constitute reference measurements or a reference radiative transfer model in each of their fields. This is specially the case for night-time radiosonde measurements. Although the sample size is small (16 cases), daytime GRUAN radiosonde measurements seem to have a small dry bias of 2.5 % in absolute terms of relative humidity, located mainly in the upper troposphere, with respect to LBLRTM and IASI. Full metrological closure is not yet possible and will not be until collocation uncertainties are better characterized and a full uncertainty covariance matrix is clarified for GRUAN.
Comparison of hourly surface downwelling solar radiation estimated from MSG–SEVIRI and forecast by the RAMS model with pyranometers over Italy
Authors: Federico Stefano , Torcasio Rosa Claudia , Sanò Paolo , Casella Daniele , Campanelli Monica , Meirink Jan Fokke , Wang Ping , Vergari Stefania , Diémoz Henri , Dietrich Stefano
Published: June 2017

Abstract. In this paper, we evaluate the performance of two global horizontal solar irradiance (GHI) estimates, one derived from Meteosat Second Generation (MSG) and another from the 1-day forecast of the Regional Atmospheric Modeling System (RAMS) mesoscale model. The horizontal resolution of the MSG-GHI is 3 × 5 km2 over Italy, which is the focus area of this study. For this paper, RAMS has the horizontal resolution of 4 km.The performances of the MSG-GHI estimate and RAMS-GHI 1-day forecast are evaluated for 1 year (1 June 2013–31 May 2014) against data of 12 ground-based pyranometers over Italy spanning a range of climatic conditions, i.e. from maritime Mediterranean to Alpine climate.Statistics for hourly GHI and daily integrated GHI are presented for the four seasons and the whole year for all the measurement sites. Different sky conditions are considered in the analysisResults for hourly data show an evident dependence on the sky conditions, with the root mean square error (RMSE) increasing from clear to cloudy conditions. The RMSE is substantially higher for Alpine stations in all the seasons, mainly because of the increase of the cloud coverage for these stations, which is not well represented at the satellite and model resolutions. Considering the yearly statistics computed from hourly data for the RAMS model, the RMSE ranges from 152 W m−2 (31 %) obtained for Cozzo Spadaro, a maritime station, to 287 W m−2 (82 %) for Aosta, an Alpine site. Considering the yearly statistics computed from hourly data for MSG-GHI, the minimum RMSE is for Cozzo Spadaro (71 W m−2, 14 %), while the maximum is for Aosta (181 W m−2, 51 %). The mean bias error (MBE) shows the tendency of RAMS to over-forecast the GHI, while no specific behaviour is found for MSG-GHI.Results for daily integrated GHI show a lower RMSE compared to hourly GHI evaluation for both RAMS-GHI 1-day forecast and MSG-GHI estimate. Considering the yearly evaluation, the RMSE of daily integrated GHI is at least 9 % lower (in percentage units, from 31 to 22 % for RAMS in Cozzo Spadaro) than the RMSE computed for hourly data for each station. A partial compensation of underestimation and overestimation of the GHI contributes to the RMSE reduction. Furthermore, a post-processing technique, namely model output statistics (MOS), is applied to improve the GHI forecast at hourly and daily temporal scales. The application of MOS shows an improvement of RAMS-GHI forecast, which depends on the site considered, while the impact of MOS on MSG-GHI RMSE is small.
Combining physical and geochemical methods to investigate lower
halocline water formation and modification along the Siberian
continental slope
Authors: Alkire Matthew B. , Polyakov Igor , Rember Robert , Pnyushkov Andrey , Ivanov Vladimir , Ashik Igor
Published: June 2017

Abstract. A series of cross-slope transects were occupied in 2013 and 2015 that extended eastward from St. Anna Trough to the Lomonosov Ridge. High-resolution physical and chemical observations collected along these transects revealed fronts in the potential temperature and the stable oxygen isotopic ratio (δ18O) that were observed north of Severnaya Zemlya (SZ). Using linear regressions, we describe mixing regimes on either side of the front that characterize the convective formation of lower halocline water (LHW) and the cold halocline layer. Initial freshening of Atlantic water by sea-ice meltwater occurs west of SZ whereas higher influences of meteoric water and brine result in a transition to a separate mixing regime that alters LHW through mixing with overlying waters and shifts the characteristic temperature-salinity bend from higher (34.4 ≤ S ≤ 34.5) toward lower (34.2 ≤ S ≤ 34.3) salinities. These mixing regimes appear to have been robust since at least 2000.
Submarine melt rates and mass balance for Greenland's remaining
ice tongues
Authors: Wilson Nat , Straneo Fiammetta , Heimbach Patrick
Published: June 2017

Abstract. Ice shelf-like floating extensions at the termini of Greenland glaciers are undergoing rapid changes with potential implications for the stability of upstream glaciers and the ice sheet as a whole. While submarine melting is recognized as a major contributor to mass loss, the spatial distribution of submarine melting and its contribution to the total mass balance of these floating extensions is incompletely known and understood. Here, we use high-resolution WorldView satellite imagery collected between 2011–2015 to infer the magnitude and spatial variability of melt rates under Greenland's largest remaining ice tongues, Nioghalvfjerdsbræ (79 North Glacier), Ryder Glacier, and Petermann Glacier. Submarine melt rates under the ice tongues vary considerably, exceeding 50 m a-1 near the grounding zone and decaying rapidly downstream. Channels, likely originating from upstream subglacial channels, give rise to large melt variations across the ice tongues. We compare the total melt rates to the influx of ice to the ice tongue to assess their contribution to the current mass balance. At Petermann Glacier and Ryder Glacier, we find that the combined submarine and aerial melt approximately balances the ice flux from the grounded ice sheet. At Nioghalvfjerdsbræ the total melt flux (14.2 ± 1.6 km3 a-1 water-equivalent) exceeds the inflow of ice (10.2 ± 0.59 km3 a-1 water-equivalent) indicating present thinning of the ice tongue.
Empowering Processes of a Countywide Arts Intervention for High School Youth
Authors: Forenza Brad
Published: June 2017

Arts interventions allow young people to address social problems and oppressive forces that impact their lives. Much research has explained the theory behind arts interventions; less has explored the organizational characteristics that may facilitate empowering processes for intervention consumers. The aim of this research is to contextualize dimensions of organizational empowerment in the context of a countywide arts intervention program. Retrospective, cross-sectional, in-depth interviews were conducted with 10 primary consumers of a countywide arts intervention for high school students. Directed content analysis of the interview data revealed ten emergent themes that transcended the data inductively. Findings support and extend our current understanding of organizational empowerment, as it relates to a countywide arts intervention program. Implications for policy, practice, and future research are discussed.
Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention
Authors: Leas Heather D. , Nelson Kari L. , Grandgenett Neal , Tapprich William E. , Cutucache Christine E.
Published: June 2017

In this qualitative study, we assessed the impact of the NE STEM 4U intervention on elementary school youth in terms of excitement, curiosity, and STEM concepts. The NE STEM 4U intervention incorporates a problem-based learning theoretical framework in an after-school time, weekly or twice-weekly intervention. We assessed student performance over two academic years of participation in the intervention using the Dimensions of Success observational tool. Ultimately, we link this mentor-led program with increases in curiosity, inquiry, and STEM concept gains. Taken together, these findings support after-school interventions in STEM areas as key encouraging excitement in youth and motivation to pursue a career in a STEM content area.
Los juegos ardientes de la ficción: Foucault y la redefinición de lo que significa pensar
Authors: Pellejero Eduardo
Published: June 2017

La fragmentación del mundo y del saber sobre el mundo en una serie de esferas autónomas constituye la herencia —al mismo libertadora y alienante— de la modernidad. Sus efectos son experimentados por nosotros de los más diversos modos, en el dominio de las ciencias y de las artes, de la reflexión filosófica y de la praxis histórica. Numerosos intentos buscaron, y siguen buscando, responder a esa dispersión, ofreciendo un horizonte de sentido a través de sistemas conceptuales, modelos de comunicación o estructuras de administración. Sin embargo, incluso cuando puedan considerar cierta abertura, esos intentos siempre implican un principio de totalización de la realidad por la representación, o una referencia del lenguaje a la forma de lo verdadero, o una reducción de la vida a la lógica de la efectividad. La ficción es al mismo tiempo menos ambiciosa y más precaria, pero eventualmente pude llegar a ofrecernos una forma inconmensurable de relacionarnos con la fragmentación del mundo moderno, sin cerrarlo perentoriamente a cuenta de ningún dispositivo de saber-poder ni de forma alguna de consenso. En ese sentido, sin buscar elevar una vez más lo literario al dominio de lo absoluto, el presente trabajo pretende explorar un cierto concepto de ficción, que Foucault desarrolla en los años sesenta, dando cuenta de la deuda que guarda con la obra de Blanchot y de la persistencia que el concepto demuestra en algunas figuras de la crítica contemporánea.
Lo que todos miran y nadie quiere ver: la imagen de la vida desnuda
Authors: Ruvituso Mercedes
Published: June 2017

Este trabajo analiza el tercer volumen de la serie “Homo sacer” de Giorgio Agamben, Quel che resta di Auschwitz. L’archivio e il testimone (1998), para mostrar que sus controvertidas tesis sobre la paradoja del testimonio de Auschwitz y la idea de que éste es “inimaginable” implican un concepto técnico de la imagen propio de su pensamiento. Para ello, muestra cómo la paradójica dialéctica de visibilidad e invisibilidad de la vida desnuda del musulmán que describe este libro, se basa en una crítica y reelaboración del concepto de imagen contenido en la categoría griega de prósopon, la iconografía de la Gorgona y la idea romana dignitas. El trabajo busca por último resituar estas tesis en el contexto más general del problema de la imagen en otras investigaciones de Agamben.