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Holm, Sandra, and Ahlbin Mimmie Jönsson. "Naturvetenskap och estetik i förskolan : fysikaliska förändringar och upptäckande av vätskor med barn i förskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21724.
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Det här examensarbetet fokuserar på hur man kan kombinera två innehållsaspekter i undervisning med barn i förskolan. Innehållet som bearbetas är naturvetenskap och estetik. Naturvetenskapsdelen i arbetet innefattar kemiska reaktioner och den estetiska delen innefattar drama. Dramat kommer att användas som ett verktyg för att lära om naturvetenskap med fokus på kemiska reaktioner. Studiens insamlingsmetod innefattar filmning och ljudinspelning. Resultatet i studien visar att barnens perspektiv blir synligt genom att barnen får berätta sina tankar om kemiska vätskor. Studiens resultat visar även att ett intresse har väckts bland barnen kring kemiska vätskor och detta lägger en grund för förskollärare att arbeta vidare med och utgå från barnens intresse.
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Öman, Sotterman Lars. "Undervisning i källkritik i grundskolans NO-ämnen åk 7–9 : En tematisk studie." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301171.
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Syftet med denna uppsats är att undersöka på hur ämneslärare i grundskolans NO - ämnen företrädesvis kemi, men också biologi och fysik, i sin praktik bedriver undervisning om källkritik för att möta läroplanens mål och kunskapskrav inom detta område. Studien har baserats på inspelade kvalitativa semi-strukturerade intervjuer av åtta lärareverksamma i grundskolan. Resultaten har tagits fram genom tematisk analys och beskriverhur lärarna undervisar i källkritik i NO-ämnena, samt deras bedömning av de förmågor somde anser eleverna behöver för att tillgodogöra sig undervisningen i källkritik. Källkritiken behandlas främst som en aspekt i undervisningen tex i samband med olika påståenden eller frågor som eleverna tar upp baserat på information de tagit del av i samhällsdebatten eller i olika diskussionsforum. Lärarna diskuterar då tillsammans med eleverna vilka faktorer som gör att information är mer eller mindre trovärdig. Lärarna beskriver också att det är viktigt i undervisningen att lyfta fram att trovärdigheten för vetenskapliga påståenden är beroende av huruvida påståendet stöds av de vetenskapliga metoder som använts vid framtagningen och att påståendet har granskats av ämnes experter. Lärarna i denna studie beskriver att den viktigaste förmågan för att eleverna ska kunna källkritiskt granska information med ett naturvetenskapligt innehåll är deras kunskaper i de olika NO-ämnena. En annan viktig förmåga är att eleverna förstår hur de ska använda sökmotorer på internet för att kunna ta fram oberoende källor. Risken är annars att de hamnar i en s.k. sökbubbla och de inte erhåller relevant information.The purpose of this thesis is to investigate how science teachers in compulsory school, preferably chemistry, but also biology and physics, in their practice conduct teaching about source credibility to meet the curriculum's goals and knowledge requirements in this area. The study has been based on recorded qualitative semi-structured interviews of eight teachers active in primary school. The results have been produced through thematic analysis and describe how the teachers teach source criticism in the science subjects, as well as the capabilities that the teachers believe the students need to be able to benefit the teaching ofsource credibility. Source credibility is mainly treated as an aspect of ordinary teaching, for example in connection with various statements or questions that students address based on information they have taken part in in the public debate or in various discussion forums is mainly treated as an aspect of the usual teaching. The teachers then discuss with the pupils which factors make information credible. The teachers also describe that it is important in the teaching to emphasize that the credibility of scientific statements depends on the statement being supported by the scientific methods used in the development and that the statement has been reviewed by subject matter experts. The teachers in this study describe that the most important capability for students to critically review information with a scientific content is their knowledge of the various NO subjects. Another important capability is that students understand how to use search engines on the Internet to be able to find independent sources. The risk is otherwise that they end up in a so called search bubble and they do not receive relevant information.
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Mahama, Wundow. "High school learners’ attitudes towards physical sciences." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1639.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018The investigation of high school learners’ attitudes towards physical science has been one of the prominent areas of research for the science education research community globally for some time now. However, its current importance in South Africa is emphasised by the mounting evidence of poor performance in physical science at matriculation level. Consequently, identifying the nature of learners’ attitudes towards physical science, and promoting favourable attitudes towards physical science is increasingly a matter of concern. The present study therefore investigated high school learners’ attitudes towards physical science and the relationship between their attitudes and learners’ biographical data such as gender, age and grade level. Both systematic and stratified sampling techniques were used to select a sample size of 298 respondents from five high schools in the Nongoma circuit in KwaZulu-Natal province of South Africa. The research was based on descriptive research design to obtain information from respondents in their natural environment through the use of adopted attitude scale. Permission was sought and obtained through email to use the attitude scale. Descriptive and inferential statistics were used to present and analyse the data. The findings from the present study suggest that majority of high school learners hold positive attitudes towards physical science. Findings with regard to the relationship between learners’ attitudes and their biographical data reveal that there is no association between attitudes and learners’ biographical data such as gender, age and grade level. The findings from this study will add value to education policy pertaining to science education in the country. It will also contribute to the theory of attitudes towards physical science. However, there is a need in future to study ways of encouraging learners to have positive attitudes towards physical science.
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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.
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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school.
Keywords: school sport/interscholastic sports, school principal
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Barnett, Tracie. "Predictors of physical inactivity among elementary school children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37089.pdf.
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Gerothanassis, I. P. "Application of a DSc in the School of Chemical Sciences." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539366.
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Dowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.
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Parks, Krystyn. "Nutrition and physical activity curriculum for before and after school daycares." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528021.
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The purpose of this project is to create fun and educational lesson plans for before and after school childcare providers of children in kindergarten through fifth grade. The lesson plan will incorporate aspects of physical activity and nutrition into the basic curriculum for this age group. The nutrition and physical activity curriculum contains four themed weekly lessons. Each lesson incorporates a nutrition discussion, an activity related to the discussion, and one group game. The lessons and activities were designed to incorporate minimal materials so that any facility could easily incorporate them. A committee of nutrition professionals and educators reviewed the curriculum and improvements were made based on their recommendations.
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Zetréus, Emma, and Moa Olsson. "To design security : A quantitative study of high school students security in the physical school environment." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40085.
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High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels.
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Lohse, Peter A. (Peter Andreas). "Distribution of knowledge production in the chemical sciences in the US." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65786.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 43-44).
A citation analysis was carried out to gain an understanding of the geographical and institutional distribution of highly cited articles in the chemical sciences in the US over the last thirty years. The contribution of US chemistry departments was determined by quantifying the number of highly cited articles published by individual authors or groups of authors from the same department. Articles stemming from collaborative research across schools were not considered. The results show that a dilution in intradepartmental knowledge production has occurred both on a geographical and institutional level. Three chemistry departments have emerged as strong producers of high impact articles over the last thirty years: the University of North Carolina, Texas A&M University and the University of Utah. In terms of aggregate numbers of highly cited articles these three schools are in the top ten of over seventy schools which were evaluated; their chemistry departments are en par in terms of scientific impact with those from Ivy League schools like Stanford University, Harvard University and the California Institute of Technology. While the literature reports increasing concentration for the US research base, the present analysis shows a dilution in chemical knowledge production when collaborative efforts across departments and schools are excluded. This finding suggests that the increase in concentration in the US science base is not a uniform trend when studied on a more granular level.
by Peter A. Lohse.
M.B.A.
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Wanli, Hadia. "Matematik i förskolan / Mathematics in Pre-school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27789.
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Grunden för utvecklingen av ett barns matematikkunskaper lägger man redan i förskolan. Attarbeta med matematik i förskolan är oerhört viktigt för att förbereda barnen för skolan ochlivet. Under min undersökning kommer jag därför att undersöka på vilket sättmatematiklärande genomförs i förskolan samt hur pedagogerna synliggör matematiken iförskolan. Under min verksamhetsförlagda tid (VFT) upptäckte jag variation i pedagogernasarbetssätt med matematik. Vissa fokuserade mycket på matematik undervardagsverksamheten medan andra knappt var engagerade i att lära barnen matematik.Min undersökning är baserad på intervjuer av sex pedagoger från två olika förskolor.Resultatet av intervjuerna visade att alla pedagoger var överens om att matematiken iförskolan förbereder barnen inför matematiken som kommer framöver i skolan och livet. Devar även överens om att matematiken finns i alla vardagsrutiner. Vissa pedagoger tyckte attman inte behöver planera in matematiken i förskolan på samma sätt som de gör i skolan, denkommer naturligt in i vardagsrutinerna. Däremot var alla pedagoger ense om att pedagogenmåste vara medveten om matematiken för att kunna lyfta fram den. Resultatet visade även attnågra pedagoger synliggör matematiken med hjälp av konkreta material, medan andraanvänder sig av det matematiska språket för att lyfta fram olika matematiska begrepp.
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Shore, Stuart Mitchell. "The H.Y.P.P.E. Initiative: A School-Based Physical Activity Promotion Program." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/68297.
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KinesiologyPh.D.
Physical activity promotion in schools is a critical component of adolescent health. The main purpose of this study was to test the efficacy of a school-based program to increase the physical activity of 6th grade students. A total of 113 students in a large suburban public middle school participated in the 11 week study. A quasi-experimental design was used. Physical education (PE) classes served as the unit of randomization. Six PE classes were assigned to the control condition and six PE classes to the experimental condition. Control group students were asked to wear unsealed pedometers throughout the day in school and at home and to record their daily step-counts in school. Experimental group students also wore unsealed pedometers throughout the day and logged their daily step-counts in school, but additionally received a 10,000 step per day goal, were asked to attain an increased step-count goal during PE class, and received an enhanced PE curriculum. Pre- and post-test data were gathered for all dependent measures including average daily step-counts by week, GPA, attendance, tardiness, attitude and self-efficacy toward physical activity, and Presidential Physical Fitness Tests. The data analysis was completed using analyses of variance (ANOVAs), analysis of covariance (ANCOVA), paired sample t-tests, and independent sample t-tests. Results revealed significant gains in physical activity for both treatment conditions. Both groups demonstrated significantly increased step-counts relative to their baseline step-counts. The intervention did not produce significant changes in attitude or self-efficacy. There were some significant improvements in physical fitness and the scholastic measures, but these changes were not attributed to the intervention. Very low attrition, a high compliance rate, and favorable participant feedback were also noted. Overall, this study revealed that, in the short-term, it is possible to significantly improve physical activity without changing an adolescent's self-efficacy or attitude. An important finding of this study was that multi-faceted self-monitoring was the most critical factor that contributed to increased physical activity.
Temple University--Theses
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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.
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Luque, Carolina E. "Evaluating a Peer-Implemented Intervention for Increasing Physical Activity During School Recess." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7332.
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Physical inactivity is a significant issue in the United States that has been linked to multiple health concerns. Few studies have used behavioral interventions during opportunities available in school, such as recess. There is a need for low effort and accessible interventions to increase children’s physical activity during these opportunities. The purpose of the current study was to evaluate the efficacy of a peer-implemented recess intervention that uses student pairing and feedback to increase physical activity. Step count was recorded by a pedometer. Peer leaders were trained in a group using behavioral skills training. A new leader performed the task-analyzed duties each week of intervention. An ABAB reversal design was used to evaluate the efficacy of the intervention. The results were mixed across the participants, but generally this study did not achieve experimental control in an ABAB design.
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Speers, Jimmy D. (Jimmy Dale). "Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279141/.
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The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the
experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.
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Smithers, Dayna Brown. "Graph Theory for the Secondary School Classroom." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1015.
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After recognizing the beauty and the utility of Graph Theory in solving a variety of problems, the author decided that it would be a good idea to make the subject available for students earlier in their educational experience. In this thesis, the author developed four units in Graph Theory, namely Vertex Coloring, Minimum Spanning Tree, Domination, and Hamiltonian Paths and Cycles, which are appropriate for high school level.
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Yuceakin, Doguhan, and Paul Georgescu. "How teachers integrate digital technology in geometry in high school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34804.
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Skolverket (2013) skriver att läroplanen för gymnasieskolan ska överföra värden, förmedla kunskaper och förbereda eleverna att arbeta och medverka i samhället. Då tekniken ständigt utvecklas, förändras samhället och skolan följer även med i förändringen. Vidare skriver Skolverket (2013) att eleverna också ska kunna orientera sig och agera i en komplex verklighet med stort informationsflöde, ökad digitalisering och snabb förändringstakt. Arbetet har inspirerats av våra egna personliga erfarenheter från både vår skolgång och verksamhets förlagda utbildning. Syftet är att undersöka hur lärare integrerar digitala verktyg inom området geometri med avsikt att inspirera studenter eller redan verksamma lärare. Det teoretiska ramverket som används i studien kommer från forskarparet Dina och Pierre van Hieles nivåer om elevers geometriförståelse. Forskarparet van Hiele är i nuläget ledande inom forskning gällande elevers förståelse för geometri, den är uppdelade i fem nivåer där högre nivåer innebär djupare förståelse. För att elever ska stiga från en så kallad van Hiele-nivå till en högre krävs det att eleven tillsammans med läraren genomgår fem av van Hieles inlärningsfaser. I studien har semistrukturerade intervjuer förts med frågor av öppen art. I dataanalysen användes tematisering som redskap, det är för att lyfta datan till en högre analytisk nivå samtidigt som den sammanfattas på ett effektivt sätt. Resultatet visar att samtliga lärare använder digitala verktyg som medel främst för visualisering, de är alla positivt inställda gentemot digitala verktyg som medel och uppnår även höga van Hiele-nivåer samt inläsningsfaser i undervisningen med digitala verktyg. Det som saknas för att uppfylla alla van Hiele-nivåer och inlärningsfaser är ämnesdiskussioner med elever på ett individuellt plan.
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Alhammad, Khalid Sulaiman. "Designing, implementing and evaluating a teaching sequence about physical and chemical change for Saudi school students aged 15-16." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595672.
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Differentiation between physical and chemical change in chemistry teaching is both fundamental and problematic. Teaching approaches often rely on using macroscopic descriptions of change processes, which by their nature cannot differentiate between physical and chemical change. The aim of this study was to develop. implement, and evaluate a teaching sequence concerning students' understanding of physical and chemical change processes, based upon a submicroscopic model of the structure of matter. The teaching sequence was implemented with secondary students aged 15•16 in the target Saudi school. A case study approach was employed (one school). Three year 10 classes from the selected school (90 male students) and two chemistry teachers were recruited. For the purpose of designing the teaching sequence, the Leeds Group model was used. In the implementation and evaluation phases the focus was on measuring what teachers and students were expected to do and what they actually did, as well as evaluating what students were expected to learn compared to what they actually learnt. Furthermore, an interview approach was used to explore teachers' and students' views about the designed teaching sequence. A conceptual analysis was conducted which identified six broad areas (families) of key scientific ideas (FKSO. The results of this study indicated that the implementation of the designed teaching sequence, to a large extent, covered the required conceptual content. The results also showed that the students talked to the teacher (and each other), as well as the teacher talking to students. So, the students could control the meaning-making process by their interventions, rather than placing sole responsibility for this on the teacher. The designed teaching sequence was, to some extent, effective in relation to students' learning of physical and chemical change across all six FKSls. However, what students found most difficult in the understanding of the physical and chemical change, through the particle model (submicroscopic level), was how macroscopic descriptions and the submicroscopic level relate to each other and differ from one another. The results demonstrated increases in the level of conceptual understanding achieved by students following the designed teaching sequence, compared to students following the normal teaching approach.
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Soule, Joslyn M. "Improving Youth Perceptions of Their Physical Activity Abilities: A Pilot After-School Program." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313100797.
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Andersson, Emelie. "Verklighetsförankringen i gymnasieskolans matematikläroböcker, The reality in mathematics textbooks for upper secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30800.
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I detta arbete har textuppgifter i fyra vanligt förekommande matematikläroböcker ämnade för gymnasieskolans kurs Matematik A undersökts. Syftet med undersökningen har varit att ta reda på hur dessa uppgifter knyter an till verkligheten. Som undersökningsmetod valdes textanalys med utgångspunkt från ett antal egenformulerade analysfrågor, inspirerade av den litteratur som jag tagit del av. Resultatet av textanalysen visar att det är en förhållandevis liten andel av läroböckernas textuppgifter som har en trovärdig förankring i verkligheten, där endast ett fåtal av dessa beskriver en situationskontext som kan relateras till elevernas verklighet. En viktig slutsats som kan dras av detta resultat är att det finns en konflikt mellan de mål som står skrivet i de nationella styrdokumenten och innehållet i läroböcker som används i matematikundervisningen.
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Pousard, Cecilia, Emelie Claesson, and Stina-Li Danielsson. "Physical bullying and safety : The commonality of perpetration and victimization among upper secondary school students along with the interpretation of resources and safety within the school environment." Thesis, Mittuniversitetet, Avdelningen för samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-31978.
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The aim and overall purpose of this study was to investigate how common physical bullying (perpetration and victimization) was, in the perception of 221 upper secondary school students between the ages of 16 and 20 years old in the middle parts of Sweden, and how they interpreted the resources and safety available within the school environment. The study was quantitative with a cross-sectional research design, and the data was obtained via a questionnaire that the authors made specifically for this study. The data was analysed with the chi-square test to find possible statistical significance. The results indicated that almost one out of five of the students participating in this study had perpetrated at least one violent act against another student, and that one out of five students had been victimized of at least one violent act by another student. The routine activity theory, Moffitt's developmental theory and the lifestyle theory was used to get a better understanding of why physical bullying occurred, why some students chose to use physical violence against other students, and why some students were being victimized of physical bullying in the school environment. More research is needed in physical bullying, and bullying in general as well, among school students in Sweden.2017-06-01
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Gibbs, Aimee. "A Needs Assessment For Annual Physical Examination For Selected Richmond Public School Children." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1937.
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Hastmann, Tanis J. "Factors influencing the implementation of 30 minutes structured physical activity in after-school programs." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/714.
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Szabo, Kenneth A. "THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.
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Moore, Tracy. "The physical activity habits and body image perceptions of students in a rural healthy Ontarian elementary school." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27599.
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Since the Canadian educational reform in the 1990's, schools have included health education in their curriculum, and as all children under the age of 16 must attend school, on can ask "what better place to encourage health?" With this increased focus on health education, more schools are adopting a Comprehensive School Health (CSH) approach, yet as the CSH approach is not standardized in Canadian schools, school's choosing to adopt such principles must do so independently. In addition to independent adoption, school's who do chose to employ a CSH approach are under researched, resulting in little information on current CSH practices. This lack of research is prevalent in many countries, as researchers have acknowledged that the concept of the CSH approach is more advanced than its implementation (WHO, 1997). Therefore, by examining the physical activity habits and body image perceptions of rural students, this research sought to develop a better understating of a rural CSH approach. Results of this study demonstrated that this school's vice-principal and physical education teachers engaged in a series of health promoting initiatives. This school's joint development of their CSH approach was one of the factors that lead to their extensive application of the approach, as they benefited from the additional support of volunteers, government funding, pedagogical resources, and health professionals. With these unique opportunities, this school surpassed the level of CSH implementation that is presented in the current literature, by successfully implementing a Health Curriculum, a Healthy Environment, and providing an avenue for Health Services to begin. The students in this rural school demonstrated high levels of physical activity participation and body image satisfaction. Students credited their knowledge of health issues to their unique health education opportunities, parental and peer modeling, and their participation in regular physical activities.
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Bean, Melanie Kerr van Ogtrop. "Physical Activity in Elementary School Girls: Implementation and Theory-Based Evaluation of Girls on the Run." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1195.
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Rates of obesity in children are rising at an alarming rate, particularly among girls and ethnic minorities. Engaging in regular physical activity can help reduce this risk. Little is known about factors associated with physical activity (PA) in preadolescent populations, an age when intervention is ideal. Guided by Social Cognitive Theory, this study used a repeated-measures design to examine PA and its correlates, including PA self-efficacy, outcome expectations, and social influences (from parents and peers). Among participants (N = 57) in Girls on the Run, an innovative PA intervention for elementary school girls. Participants (M age = 9.4) predominately include girls from ethnic groups at highest risk for obesity, with 74% African American and 18% Hispanic. Multiple regressions indicated that, at baseline, girls with higher self-efficacy were significantly more likely to report greater intentions to be physically active (ß =.40, p ps p > .05). Overall, findings suggest the importance of targeting physical activity self-efficacy and fostering high levels of peer and parental support for physical activity to help girls meet recommended guidelines. Implications for future interventions are discussed.
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Gustafsson, Malin, and Imene Lounes. "Kooperativt lärandes effekter på elevers utveckling i matematik." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27500.
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Syftet med denna kunskapsöversikt är att undersöka om kooperativt lärande har effekter på elevers utveckling i matematik. I kunskapsöversikten beskrivs vilka effekter kooperativt lärande har på elevers utveckling i matematikundervisningen, samt vad läraren bör göra för att framgångsrikt använda kooperativt lärande. För detta har 8 vetenskapliga artiklar analyserats och sammanfattats. Resultatet visar på att kooperativa arbetsmetoder är effektivare än de traditionella i matematikundervisningen. Elevernas prestationer tyder på att användning av kooperativa arbetssätt främjar elevernas förståelse i matematik. Dessutom påverkar kooperativt lärande elevernas relationer och motivation i matematikundervisningen. I de klasser kooperativa metoder används, har påvisats att eleverna utvecklar sina sociala förmågor samt andra färdigheter, såsom att ta beslut, kompromissa och förhandla. Studierna visar även att lärarens roll är betydelsefull för metodens framgång. Utöver detta visar studierna att metoden inte är enkel att använda, den kräver tid och välplanerad matematikundervisning. Slutligen konstateras att kooperativt lärande är en effektiv metod för elevers utveckling i matematik och att den fungerar från förskoleklass upp till årskurs 7 oavsett elevers kunskapsnivå. För att genomföras måste läraren ha en bred kunskapsbas inom kooperativt lärande för att framgångsrikt kunna använda metoden i matematikundervisningen.
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Zohren, Jasmin. "Introgression in Betula species of different ploidy levels and the analysis of the Betula nana genome." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/24564.
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Two of the most rapid drivers of evolution are hybridisation and polyploidisation. Hybridisation allows the rapid introduction of novel genetic material, potentially much faster than mutations, but this process is impeded by reproductive barriers between species. Differencesinploidylevelcanformsuchabarrier. Hybridisationaswellaspolyploidyareknown to occur frequently in the plant kingdom, including the genus Betula, which is investigated in this thesis. Three species of the Betula genus that exist in the United Kingdom are studied here: B. nana (dwarf birch), B. pendula (silver birch), and B. pubescens (downy birch). They differ in ploidy: B. nana and B. pendula are diploid and B. pubescens is a tetraploid. HybridisationandgeneflowbetweenthesethreespecieswasanalysedbyusingaRAD-seq dataset derived from 196 wild individuals. It was found that introgression acts unidirectionally from the diploid into the tetraploid species and that there is a cline of introgression between the north and south of the UK. This result suggests a range shift of the species from different distributions in the past. Gene flow from B. nana to B. pubescens could be a neutral or even maladaptive consequence of their past species distributions. Alternatively, it could be an adaptive process: alleles from B. nana could be helping B. pubescens to adapt to harsher, more northerly populations. To gain a preliminary understanding of the possible effects of introgression, the loci in close linkage to RAD tags introgressed from B. nana into B. pubescens were investigated and their putative function inferred by comparing their homologs in related species. To enhance the analyses, a draft whole genome sequence assembly of a B. nana individual was improved with long read data generated by PacBio sequencing, as well as the addition of RNA-seq data. This produced a more contiguous and complete reference sequence, enabling a closer look at more genes in linkage to the RAD tags.
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Horn, Ojistoh Kahnawahere. "Correlates of physical activity frequency in Mohawk elementary school children : the Kahnawake Schools Diabetes Prevention Project (KSDPP) 1994-1997." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/MQ50791.pdf.
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Zahidi, Sahar, and Cecilia Gustafsson. "Laborativ matematik på gymnasieskolans yrkesprogram. Manipulative materials in vocational education at upper secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32824.
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SammanfattningVårt examensarbete handlar om användandet av laborativ undervisning på gymnasiet. Syftet med vår rapport är att undersöka vad eleverna anser om att använda detta undervisningssätt inom matematiken på gymnasiet. I vår undersökning valde vi att använda oss av två olika undersökningsmetoder, en enkätundersökning och intervjuer. Enkätundersökningen gjorde vi dels för att få alla elevers synpunkter och en bred syn på deras kunskap om begreppet laborativ undervisning. Vi ville även veta vad de ansåg om laborativ undervisning i jämförelse med traditionell undervisning. Intervjuerna gjorde vi med ett fåtal elever för att få en djupare inblick i deras tänkande och tyckande om laborativ undervisning. Vi har i vår undersökning kopplat till litteratur och tidigare forsking.Matematikundervisning på gymnasiet är ofta väldigt abstrakt och teoretiskt upplagd. Vi ville se vilken effekt en laborativ undervisningsmetod har på eleverna. Undersökningen är gjord på en gymnasieskola med enbart yrkesförberedande program. Vi har reflekterat kring den nya ämnesplanen och läroplanen Gy11 och där framhävs elevernas kreativitet, problemlösningsförmåga och det egna initiativtagandet såväl i karaktärsämnena som i kärnämnena. Eleven ska både kunna arbeta självständigt och i grupp. Vår laborativa undervisning krävde att eleverna diskuterade och samarabetade med varandra under lektionen. Vår slutsats blev att eleverna gärna ville ha variation i sin undervisning på gymnasiet. Laborativ undervisning var något nytt, annorlunda och roligt jämfört med deras tidigare undervisningsmetoder på skolan. Det märks dock att de behöver vänja sig vid att ha andra undervisningsformer då vissa blev osäkra av att lämna den traditionella undervisningen de var vana vid.
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Dickson, Chelsea Lynn. "Making Sense of the Equal Sign in Middle School Mathematics." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7605.
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One of the main reasons that students struggle as they transition from arithmetic to algebra in the middle grades is that they fail to develop the appropriate understanding of the equal sign. Previous research has suggested that students need to move past an operational understanding and develop a relational understanding of the equal sign in order to work with algebraic equations successfully. Other research has suggested that the way that we interpret and utilize the equal sign is based on three main factors: multiple meanings of the equal sign, equation types, and structural conventions. This study extends both areas of research by analyzing two middle grade curricula and looking for what meanings, equation types, and structural conventions appear in both teacher and student materials. The study confirms that students are exposed to three main meanings of the equal sign in the middle grades. The study also describes which meanings of the equal sign are associated with particular equation types and the frequency with which these equation types appear throughout the 7th and 8th grade curricula. Study findings can be used to inform instruction, as they delineate the factors that are attended to while making sense of the equal sign in the middle grades.
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Knez, Andreas. "Rörelsehinder, skola och skolidrott - En intervjustudie om vuxna rörelsehindrades upplevelser av idrottsundervisningen i den svenska grundskolan." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25446.
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Skolidrott och fysiska aktiviteter har visat sig ge olika hälsorelaterade fördelar. Fördelar som kan komma till användning för att må bättre och klara av skolgången. Dock är det inte alla målgrupper av elever som har förutsättningar för att tillgodogöra sig idrottsundervisning. Detta arbete har därför utgått från syftet att undersöka vuxna rörelsehindrades upplevelser av idrottsundervisningen i den svenska grundskolan genom en intervjustudie. För att besvara mitt syfte, användes två stycken frågeställningar. Vilka faktorer hindrar personer med rörelsehinder att deltaga i idrottsundervisningen samt om det förekommer faktorer som möjliggör ett tillgodogörande av idrottsundervisningen. Resultatet har visat sig att den fysiska otillgängligheten inte bara inverkar på individernas möjlighet att idrotta utan även möjligheten att ingå i en gemenskap med andra klasskamrater, vilket även påverkar den psykiska hälsan. Skolans representanter har även visat tecken för oförståelse kring undervisningen av elever med funktionshinder. När det gäller möjliggörande faktorer, har det visat sig att olika stödinsatser kan vara viktigt för att individer med rörelsehinder ska kunna tillgodogöra sig idrottsundervisning, exempelvis assistans. Det har även framkommit att individer med rörelsehinder får komma på egna lösningar för att deltaga i idrottsundervisningen i grundskolan.School sports and physical activities have been shown to provide different health-related benefits. Benefits that involves the ability to feel better and complete the schooling process. However, its not all groups of students who have the prerequisites for using physical education. This work has therefore been based on the purpose of investigating adults with physical disabilities and their experience of intramural sports in Swedish elementary school through an interview study. To answer my purpose, two questions were used. What factors prevent students with physical disabilities to participate in physical education and whether there are factors that allows for the possibilities to participate in physical education. The result has been shown that physical inaccessibility not only affects the ability of individuals to participate in sporting activities but also the possibility of joining a social community with other classmates, which also affects the mental health. There have also been forms of insufficient knowledge about the disability area from school representatives. As far as possible factors are concerned, it has been found that various support interventions may be important for some individuals with physical disabilities to gain access to physical education. For example, assistance. It has also been found that individuals with physical disabilities usually have their own solutions in order to participate in physical education in elementary school.
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Salmela, Johanna. "Physical Activity Integrated into Teaching in Schools in Finland." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29374.
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Background: Physical activity levels have dropped among children worldwide over the past decade, and physical inactivity has become a global public health problem. The majority of the time of a school day is spent sedentarily; therefore, schools and teachers have a significant role affecting the physical activity levels and sedentary time of children.Aim: The aim of the study was to examine, describe, and discuss primary school teachers' perceptions and experiences of physical activity integrated into teaching in schools in Finland.Methods: Eight Finnish primary school teachers participated in the research. The data was collected by semi-structured interviews conducted online. Thematic analysis was employed to interpret the data collected from the interviews. The phenomenology of perception and the body by Merleau-Ponty was applied as a theoretical framework.Results: The teachers had positive perceptions of physical activity integrated into teaching; however, their practices varied slightly between individuals. Teachers had experienced several benefits within the phenomenon. In addition, there were some constraints experienced; however, those restricted teachers only to some extent from integrating physical activity into teaching. The teachers had a positive feeling of their already existing competence; however, all teachers were open to further knowledge and training.Conclusion: Most of the teachers have become aware of the effect of accomplishing learning by letting the students use the whole body to embodied knowledge. The results indicate the importance of teacher education to develop and cover the skills required from a teacher in integrating physical activity into teaching.
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Petersson, Sanna, and Jessica Persson. "Nivåanpassad problemlösning?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27574.
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In this thesis, two mathematics books are reviewed, Alma C Grundbok (1999) and Matte Direkt Borgen 6A (2004). In the review, the books section on problem solving has been the focus. The review has dealt with the number of problem solving in each book and at what level of knowledge these are aimed at. The review also includes what previous research says about problem solving and how problem solving can be used in teaching and why it is developing for students to work with problem solving. The National Agency for Education (2019) highlights the importance of problem solving by using it as a knowledge requirement. At the same time as the National Agency for Education (2019) considers that the teaching must be individually adapted and developed so that the teaching benefits all students in their knowledge development. This contradicts what is found in the mathematics books, since these tasks are not individually adapted in the same way as material made by the teaching teacher (Bal, 2015). Furthermore, teachers need more planning time if it is to be possible to individually adapt all tasks to all students. Because individualized teaching is more time-consuming, many teachers choose to fall back on their chosen teaching material and make use of pre-created material. Our questions result in the number of problem-solving tasks of sociocultural perspective being equal for our two examined teaching materials. Similarities also exist among the number of problem-solving tasks for the different level groupings. Although researchers agree that oral communication in mathematics classrooms is important, there is a lack of such support through the teaching materials analysed.
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Jones, Sheila K. "A Case Study of an Elementary School-based Health Clinic." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2744.
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The purpose of this study was to perform a qualitative analysis of an elementary school-based health clinic (SBHC). This situational analysis was performed to further understand the impact of accessible primary health care on an elementary school population. Data were collected through 30 participant interviews of parents, educators and medical personnel. Additional data were collected through the clinic files, and a t-test was used to compare the attendance and achievement data of clinic consumers for the clinic year against records from the previous year. The researcher presented information on the steps of SBHC development to include community campaign procedures. The investigation was performed to not only understand the procedural steps of clinic development, but also to document any issues which surfaced in the process. Some of the major recommendations as a result of this investigation were: (1) The health needs of community children must be viewed as a community concern and not one exclusively owned by the school. (2) The community as a whole, must come together in the form of an advisory board holding a broad representation of the community. (3) School communities should assess their school public to understand the level of need for instituting a SBHC. (4) A community needs assessment should be performed to understand the medical services currently available to children. (5) SBHC files and operations must meet the standards and norms of the profession.
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Abuadas, Safia. "Vikten av motivation i matematikundervisning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31476.
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Enligt mina erfarenheter är problemet att eleverna tycker att matematiklektioner är tråkiga, och på grund av detta kan de inte koncentrera sig under genomgången eller instruktioner för olika uppgifter. Syftet med detta arbete är att undersöka påverkan av motivation över elevernas mottagande av matematikämnet. Denna studie tillämpar sociokulturell teori och behaviorism. En litteraturstudie av relevanta ämnen kommer att presenteras samt olika undervisningsmetoder som genomförts. Resultatet kommer att presentera hur den planerade metoden gått, det vill säga undervisningen samt intervjuerna med några elever och en lärare. Resultaten baseras på observationen under genomföring av den planerade undervisningen, samt analysen av elevernas och lärarens svar. En slutsats kommer att dras, med hänsyn till att undersökningen utfördes under en kort tid samt på fåtal elever. Man kan ändå se att elevernas inlärningsmotivation, särskilt andraspråkselevernas inställning förbättring, under matematiklektioner.
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Ericsson, Anton. ""För att det ska kunna fungera överhuvudtaget" Lärare i idrott och hälsas erfarenheter av extra anpassningar och särskilt stöd." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58606.
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Abstract Skolverket made a decision in 2014 that schools were going to start working to make extra customizations for students who isn’t reaching the goals. An upgraded version of these extra customizations, special needs, had been a reality for the schools for quite some time. The Swedish School inspection choose to investigate how schools were working with extra customizations and special need. No studies have been made on extra customizations and special needs that is linked with physical education or teacher’s definitions and experiences of extra customizations and special need which gave the study relevance. The study has been implemented with a didactic theory. The material has been collected through semi structured interviews. The material has then been analyzed with a content analysis where the didactic questions what, how and why has been used to categorizing the material. The study showed that the teachers experiences of extra customization is small customizations in the lessons of physical education. Many teachers don’t experience that they make customizations when their educating but the teachers say that individualization is important in physical education. Some teachers realized under the interviews that they were making customizations in their ordinary teaching. The teachers experience that the schools aren’t prioritizing physical education in the work with extra customization and special needs.
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Andersson, Per, and Mattias Persson. "Fysisk aktivitet eller kroppslig kompetens? En kvalitativ studie om gymnasieelevers uppfattning av lärandet inom ämnet idrott och hälsa A." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28169.
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Syftet med detta examensarbete är att belysa hur elever på en gymnasieskola uppfattar lärandet inom idrott och hälsa A. Vår teoretiska ingång är kroppens fenomenologi vilket kontraheras med dualismens filosofi. Vi analyserar vårt resultat utifrån det fenomenologiskt bundna begreppet kroppslig kompetens kontra fysisk aktivitet som präglas av ett dualistiskt perspektiv. Vi har använt oss av en kvalitativ metod, då vi har intervjuat 17 elever på en gymnasieskola i södra Sverige. Resultatet visar att eleverna först och främst inte har fått möjlighet att reflektera, diskutera och formulera sig kring den egna läroprocessen. Eleverna uttrycker exempelvis att de tycker att ämnet är roligt men det saknas vidare reflektion utifrån den egna upplevelsen. Även om det bara är ett fåtal som anser att de inte tar med sig någon som helst kunskap från idrott och hälsa A så har nästintill alla stora problem att resonera kring det egna lärandet. Det framkommer att det är viktigare att vara fysisk aktiv än det är att belysa lärandeprocessen genom exempelvis diskussion. Vår studie påvisar även att flertalet elever inte får den helhetsuppfattning som krävs för att individen skall ha möjligheten att utveckla kroppslig kompetens. Fysisk aktivitet står i centrum och eleverna ges inte möjligheten att koppla samman ämnets olika moment till en sammanhängande helhet. Ämnet delas upp i teori och praktik vilket blir problematiskt då eleverna tycks ha svårigheter att koppla de teoretiska begreppen till de praktiska momenten. Vid de praktiska momenten ligger fokus på aktivitet, inställning och engagemang. Detta innebär att den reflektion som krävs för kroppslig kompetens uteblir eftersom den fysiska aktiviteten blir det centrala i undervisningen. Eleverna koncentrerar sig således på att vara aktiva genom rörelse, engagemang och rätt inställning vilket innebär att undervisningen koncentrerar på ett görande istället för ett reflekterande lärande. Att eleven ska vara fysiskt aktiv värdesätts högt av eleverna vilket resulterar i att den reflektion som är nödvändig för kroppslig kompetens uteblir.The purpose of this paper is to illuminate how students in an upper secondary school concept learning within the course Physical Education and Health A. The theoretical view that we use is to examine the learning from the viewpoints of physical activity and physical literacy. We have used a qualitative method, as we have interviewed 17 students from an upper secondary school in southern Sweden. The result shows that the students in our survey do not get the opportunity to reflect, discuss and formulate themselves around their own learning processes. For instance, the students express that the subject is “fun”, however, further reflection based on personal experience is lacking. Even though only a few students explicitly state that they do not acquire any knowledge from the course Physical Education and Health A (PEH), almost all students have major problems reflecting upon their own learning verbally. This indicates that the students have not had the opportunity to pause and reflect during their own learning process. We find that it seems students deem it more important to be physically active than it is to highlight the learning process through discussion. On this basis, we believe that students do not get the chance to develop physical literacy because this is breached as physical activity is valued higher. Our study also shows that students lack the complete picture needed to ensure that individuals have the opportunity to develop physical literacy. Physical activity is at the center of attention and the students are unable to link together the essential parts of different elements into a coherent whole. The course is divided into theory and practice, which becomes problematic when students seem to have difficulty linking the theoretical concepts to the practical parts. Regarding the practical parts, the focus is on activity, attitude and commitment. This means that the reflection required for physical literacy fails because the physical activity becomes the focus of teaching. Students concentrate on being active with commitment and the right attitude instead of reflectively learning. In conclusion, it seems that being physically active is highly valued by the students at the cost of the individual’s own personal reflection that is necessary to develop physical literacy.
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Sullivan, Vivienne M. "Wasting away the influences of weight management on jockeys' physical, psychological and social wellbeing /." full-text, 2008. http://eprints.vu.edu.au/2029/1/sullivan.pdf.
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Little research has examined the effects of weight management on jockey’s wellbeing. However, there is a consensus that pervasive weight-loss practices (WLP) in the racing industry negatively impact on jockey’s physical, psychological and social wellbeing. The research reported herein examined the effects of the WLP used by flat-race jockeys on their physical, psychological and social wellbeing. In Study 1, 42 jockeys (10 women and 32 men) completed questionnaires examining eating behaviour, WLP and their physical, psychological and social effects of WLP. In Study 2, six male jockeys completed race day and non-race day assessments of WLP and mood and were interviewed about their experiences. In Study 3, eight jockeys (two women and six men); five family members (three wives and two fathers); and six industry professionals were interviewed about their perceptions and experiences of the lives of jockeys. Together the results of the studies showed that the WLP of jockeys have serious negative effects on their physiological, psychological and social wellbeing. Jockeys experience symptoms of life-threatening heat illness, negative mood, limited social interactions and strained relationships. Disordered eating behaviour was common and many jockeys reported symptoms consistent with DSM IV-TR disorders including Anorexia Nervosa, Bulimia Nervosa, Depression, General Anxiety Disorder and Social Phobia. Weight restriction symbolised a range of other restrictions that characterise jockeys’ lives. The term, Occupational Weight-Loss Disorder (OWLD) was coined to describe and explain the findings. Recommendations to reduce the harms documented included determining minimum weights, increasing time off, professional advice and profession suitability.
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Parish, Brittney Joy. "PARENTAL INFLUENCE ON RISK FACTORS FOR OBESITY IN AFRICAN AMERICAN SCHOOL AGED CHILDREN." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/609.
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The growing childhood obesity epidemic and its association with adverse health outcomes have prompted increasing research in the recent past. Researchers have examined numerous aspects of the obesity epidemic. For example, the impact of parent behavior on child behavior has been considered. Likewise, researchers have examined the connection between parent perceptions of obesity and concern regarding a child’s weight status. Still other research has focused on the influence of a child’s behavior on weight status.
Existing research has reported that within the African American community there is an apparent inaccuracy in perceptions regarding weight. Children who would be classified as overweight or obese according to body mass index (BMI) calculations are viewed by parents as having normal or healthy weight. Thus, among African-American parents, there is often no correlation between a child’s weight status and the parent’s perception of a weight concern. Moreover, it is not clear that there is a relation between parent concern regarding a child’s weight status and the amount of physical activity that the child engages in among African-American individuals. Further, it is not clear what relations may exist among parent physical activity level, child physical activity level, and the child’s BMI status. Finally, after conducting a semi-exhaustive study of the research, the links among child dietary habits, parent dietary habits, and the child’s BMI status in the African American population have not been addressed.
The purpose of this study is to more closely examine the impact of risk factors such as parental physical activity, dietary habits, and parent concern and perception regarding weight on children’s weight status within an African American sample.
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Sullivan, Vivienne M. "Wasting away: the influences of weight management on jockeys’ physical, psychological and social wellbeing." Thesis, full-text, 2008. https://vuir.vu.edu.au/2029/.
Full textAbstract:
Little research has examined the effects of weight management on jockey’s wellbeing. However, there is a consensus that pervasive weight-loss practices (WLP) in the racing industry negatively impact on jockey’s physical, psychological and social wellbeing. The research reported herein examined the effects of the WLP used by flat-race jockeys on their physical, psychological and social wellbeing. In Study 1, 42 jockeys (10 women and 32 men) completed questionnaires examining eating behaviour, WLP and their physical, psychological and social effects of WLP. In Study 2, six male jockeys completed race day and non-race day assessments of WLP and mood and were interviewed about their experiences. In Study 3, eight jockeys (two women and six men); five family members (three wives and two fathers); and six industry professionals were interviewed about their perceptions and experiences of the lives of jockeys. Together the results of the studies showed that the WLP of jockeys have serious negative effects on their physiological, psychological and social wellbeing. Jockeys experience symptoms of life-threatening heat illness, negative mood, limited social interactions and strained relationships. Disordered eating behaviour was common and many jockeys reported symptoms consistent with DSM IV-TR disorders including Anorexia Nervosa, Bulimia Nervosa, Depression, General Anxiety Disorder and Social Phobia. Weight restriction symbolised a range of other restrictions that characterise jockeys’ lives. The term, Occupational Weight-Loss Disorder (OWLD) was coined to describe and explain the findings. Recommendations to reduce the harms documented included determining minimum weights, increasing time off, professional advice and profession suitability.
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Burji, Carla. "Evaluating feedback during the Step It Up! game to increase physical activity exhibited by elementary school students during recess." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3629.
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Children who are physically inactive are more likely to suffer numerous health complications such as obesity, cardiovascular disease, and diabetes. The Good Behavior Game (GBG) has been identified as an effective method for decreasing inappropriate behaviors and increasing appropriate behaviors in a variety of settings; however, few studies have used the GBG to increase physical activity. Furthermore, no previous research has evaluated the effects of feedback while playing the GBG to increase physical activity. Some research suggests certain characteristics of feedback tend to produce consistent changes in behaviors such as providing feedback immediately and privately. The purpose of the current study was to extend previous research and evaluate whether the addition of feedback to the Step it UP! Game, a modified version of the GBG has an impact on children’s step counts. A reversal (ABCAB) design was used to examine the number of steps students took during baseline (A), the Step it UP! Game (B), and the Step it UP! Game with feedback (C). Sealed pedometers were distributed to 21 students from a fifth-grade general education classroom. The results of this study suggest that the Step it UP! Game with feedback did not enhance the number of steps taken during recess. Additionally, the Step it UP! Game (with and without feedback) did result in a slight increase in mean steps per min during recess initially but, these steps did not maintain overtime.
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Pyfer, Katelyn C. "You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8933.
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Females continue to have negative dispositions towards mathematics even though the performance gap between females and males has all but disappeared. While there are many hypotheses for why these negative dispositions exist among females towards mathematics, this paper explores the possibility that the field of mathematics could favor more masculine ways of reasoning at the exclusion of valid, non-masculine mathematical thought. To research this idea, the day-to-day, non-formal, non-school mathematical activities of two women were identified and analyzed. The analysis uncovered complex mathematical processes among both women that were fundamentally different from the mathematical processes common in the mathematics field. Such results seem to affirm the idea that females' ways of doing mathematics are not acknowledged or validated by the mathematics community and therefore suggest the development of more inclusive mathematics research and instruction.
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Samuelsson, Petronella. "Lärares arbete med flerspråkighet som resurs i matematikundervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31624.
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In recent years, schools have become increasingly multilingual, which must considered in mathematics teaching as the proportion of multilingual pupils is constantly increasing. Teachers ideas about teaching in multilingual mathematics classrooms, towards multilingual students and multilingualism are thus crucial to the students’ school achievements and identity information. Therefore, in-service teachers in compulsory school need to acknowledge multilingual pupils and language and cultural resources. Mathematics teaching needs to be adapted to a linguistic and cultural diversity in the classroom, where the students' different languages are used, and are seen as good resources.The method for collecting data relevant for this study: qualitative studies, which includes interviews and observations with active teachers in compulsory school. Relevant scientific articles were found in various databases, secondary sources, and also consultation with our supervisors and other course mates. However, the basis for this study is based on the empirical material that emerged in the qualitative interviews and observation, linked to relevant research.The result in this study are designed to provide knowledge about which aspects, teachers consider to be important, and knowledge development for multilingual students in mathematics education.
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Balldin, Dan, and Fredrik Petersson. "Född till framgång? En kvantitativ studie om den relativa ålderseffektens betydelse inom skolämnet idrott och hälsa bland pojkar och flickor i årskurs nio." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35156.
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Studiens syfte är att undersöka om den relativa ålderseffekten (RAE) har någon betydelse gällande betyg i skolämnet idrott och hälsa bland pojkar och flickor. För att besvara syftet undersöker vi om det finns ett samband mellan när på året eleverna är födda och vilka betyg de har, om någon förändring har skett över tid, samt om det finns skillnader i betyg mellan könen. Materialet består av 988 slutbetyg från årskurs nio i ämnet idrott och hälsa bland samtliga kommunala grundskolor i Helsingborgs kommun. Studiens metod är kvantitativ och med hjälp av korrelationsanalyser undersöks det om det finns ett samband mellan variablerna födelsekvartal och betyg. Resultat visar att det inte finns något statistiskt samband mellan när på året eleverna är födda och vilka betyg de har. Dock visar det sig att flickor födda tidigt under ett år har generellt bättre betyg än de som är födda sent, medan resultatet för pojkarna är tvärtom. Resultaten skiljer sig mot den tidigare studien som styrkte den relativa ålderseffekten. Pojkarna i studien har bättre betyg än flickorna. En förklaring till resultatet kan vara att Lpo 94 inte är lika prestationsbaserad som Lgr 80, samt nya idrottsvanor.The aim of this study is to investigate whether the relative age effect (RAE) is a depending factor regarding grades in physical education among boys and girls. To answer the purpose of this study we investigate whether there is a correlation between time of year students are born and what grade they have, if any difference has taken place over time and if there are differences in grades between the genders. The material consists 988 final grades from ninth grade in physical education among all public schools in Helsingborg. Method of this study is quantitative, and by correlations analysis examines whether there is a correlation between the variables of birth and grades. The results show that there is no statistical correlation between time of years students are born and what grade they have. However, it turns out that the girls born early in a year, generally has better grades than those who were born late, while the results for boys are the opposite. The results are different to the previous study which substantiates the relative age effect. The boys in the study have better grades than girls. One explanation for the result may be that Lpo 94 is not as performance-based as Lgr 80, and new sporting habits.
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Richard, Tobias. "The Construct of PE." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28173.
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Syftet med studien var att undersöka gymnasieelevers kognitiva konstruktion av idrott och hälsa. Undersökningsdeltagarna var 3 kvinnliga och 5 mannliga gymnasieelever, 16-18 år gamla. Deltagarna kom från 3 olika skolor i Malmö och var olika mycket aktiva i fysisk aktivitet utanför skolan. Kvalitativa intervjuer genomfördes och innehållsanalyserades. Resultatet visade att den kognitiva konstruktionen av Idrott och hälsa innehöll 4 dimensioner; Idrottsliga-, Kropp och Könsrolls-, Skolmässiga, och Sociala dimensioner. Resultatet kan underlätta förståelse, tolkning och analys av eleversbeteende under idrott och hälsa och utvecklingen av innehållet och genomförandet av idrott och hälsa i framtiden.The objective of the study was to investigate the construction of Physical education(PE) in high school students. Participants were 3 female and 5 male high school students, 16-18 years of age. The participants came from 3 different schools in Malmö and differed in amount of conducted physical activity outside of school. Qualitative interviews were conducted and content analyzed. The result showed that the construct of PE was composed by 4 dimensions; Athletic-, Body and Gender-, Scholastic- and Social dimensions. The result can be helpful to understand, interpret and analyze students’ behavior during PE and, in addition, to develop the content and execution of PE in the future.
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Anderson, Allan Richard. "Distribution list maker program with inter-user capabilities between universities and colleges in the Tennessee Board of Regents school system." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0208101-160421/unrestricted/anderson4.pdf.
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Persson, Jannica, and Celina Thysell. "Teachers Perspectives on Difficulties surrounding the Teaching of Global Climate Change in Primary School." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27485.
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To be educated in global climate issues can be challenging for pupils. This may contribute to anxiety and feelings of helplessness. Global climate change may also be a challenge for educators to convey to young learners, f-3. Educators can experience various problems when it comes to teaching about climate issues. The subject of climate change is a broad and complex area, according to the studied material in our thesis. Studies indicate that each individual's past experience and environmental approach represents a starting point and has an impact on the way to teach the subject. The purpose of this essay is to gain a wider knowledge of the difficulties that teachers describe when it comes to teaching about global climate issues in primary school. The question this thesis will be based on is the following: How do primary teachers reason about education in complex sustainability issues and pupils "climate worries?” In order to answer our question, we have performed an empirical study in form of a semi-structured interview. The empirical material consists of four interviews. To analyse our empirical work, we have used a content analysis. Because of the timeframe and access to schools to perform the interviews, our empirical data is limited. The result of our empirical data shows that teachers see difficulties, but also possibilities in teaching about climate issues. One possibility is that by getting to know your pupils and by being able to "read" their reactions, the teacher can plan their education in an effective manner. The results of our study and analysis also indicate that teachers believe that their pupils need to use their emotions, when they are learning about global perspectives like climate issues. A minor part of our study indicates that teachers training programme can be developed in the area around teaching about complex perspectives. This could be one step closer to a future where teachers and pupils create knowledge for sustainable development, together.
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Ingvarsson, Tobias. "Dramainslag i NO-ämnena på grundskolans mellanstadium - en intervjustudie med fokus på lärarperspektivet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27571.
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Syftet med arbetet är att undersöka lärares inställning till drama som inslag iundervisning i naturorienterande ämnen, grundskolans årskurser 4-6. Arbetet grundarsig i en intervjustudie bland NO-lärare och dramapedagoger i svenska skolor och omderas syn gällande hur drama i naturorienterad undervisning kan påverka utvecklingenav de kunskaper och förmågor som rör de naturorienterande ämnena.Tre grupper av lärare och pedagoger, NO-lärare och dramapedagoger på grundskolarespektive kulturskola, har intervjuats och därefter har intervjuerna transkriberats ochanalyserats.Resultatet av de semistrukturerade intervjuerna visar att respondenterna på olika sätt ärövertygade om att drama som metod kan användas och stärka NO-ämnet. Det finnsflera positiva faktorer, exempelvis ses möjligheter att drama kan klargöra abstraktabegrepp (exempelvis avståndet mellan himlakropparna) samt öka motivation (dåkroppen är i rörelse) och samarbete (drama kan inbjuda till diskussionstillfällen).
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"Chemical vapor sensing, luminescence pH sensing, solvatochromism and photoisomerization of phenylene-vinylene derivatized terpyridine molecules." Tulane University, 2008.
Find full textAbstract:
Photophysics of fluorescent dyes is a field of constant interest because a better understanding of the excited-state properties helps in the design of new molecules as fluorescent probes for sensing and highly luminescent materials, especially for organic light emitting devices. Organic compounds with extended pi-systems, conjugated polymers, well defined oligomers have become an important class of electronic materials. The polypyridine complexes have been studied for their wide applications in varied fields. Introduction of fluorescence properties to the terpyridine and pyridine derivatives via linking them to phenylene vinylenes might open the way for further application as a new series of photofunctional compounds This work deals with the synthesis of some phenylene vinylene terpyridine/pyridine molecules, studying their photophysics and then demonstrating their ability for sensing applications Photophysical properties of phenylene-vinylene terpyridine/pyridine systems has been studied. These properties can be tuned by varying the donor and acceptor moieties in these systems. One such molecule is the MNpvpt, which has a strong electron-donating Me2N- group at one end and an electron accepting terpyridine at the other. The luminescence of this complex is highly solvatochromic, ranging from blue emission in hexane (lambdaem = 450 nm) to red emission in dimethylsulfoxide (lambda = 630 nm) with high quantum yields (0.65) in most organic solvents. This solvatochromic chromophore was incorporated into polymer matrices of polystyrene (PS) and polymethylmethacrylate (PMMA) and thin films of this was coated on quartz. Films containing the MNpvpt chromophore exhibit blue luminescence in air and, interestingly, exhibit rapid and reversible changes in the luminescence maxima in the presence of vapors of a wide variety of solvents MNpvpt contains two different types of nitrogen donors, i.e. , the hetero aromatic donors and the aliphatic amine group, as potential binding site for acidic protons and/or metal cations. This property was exploited and films containing the MNpvpt chromophore show interesting effects of vapors of acid and base on the emission of the ligand due to protonation and deprotonation at the potential binding sites. To further understand this a detailed study of the acid-base chemistry of MNpvpt and its analogue pvpt in solution was carried out. These experiments yielded the ground and excited state pka's of these molecules which gave a better understanding of their behavior in films. The surface morphology of these films were looked at using profilometry and AFM Photoisomerization of phenylene-vinylene terpyridine/pyridine is an interesting phenomenon. Effect of solvent polarity, acceptor group and donor group on isomerization has been studied Time Dependent Density Functional (TDDFT) calculations were employed to study excited state properties, affect of protonation and charge transfer characteristics of some of these systems using Gaussian 03. These calculations correlated reasonably well with experimental results and gave a good understanding of the structural and electronic factors associated with these moleculesacase@tulane.edu