La sociedad presenta un aumento en la prevalencia de sobrepeso y obesidad, sobre todo en adolescentes. El abandono de la forma tradicional y saludable de alimentarse y un estilo de vida cada vez más ...sedentario, están detrás de este aumento, entre otras razones. Una forma de paliar estos efectos es la de formar en materia de hábitos saludables desde la infancia. Para describir el nivel de conocimientos asimilados en el ámbito de la nutrición y alimentación por el alumnado de cursos comprendidos entre primero de la ESO y segundo de Bachillerato se realizó y administró un cuestionario a 182 alumnos. Los resultados muestran que la media de respuestas correctas en primero de la ESO es de 3,72 sobre 11 mientras que, a segundo de Bachillerato, esta media se duplica hasta 7,61. De modo que, a medida que avanzan los cursos, los estudiantes profundizan en los conceptos analizados sobre nutrición y alimentación y asimismo adquieren un sentido en su contexto real.
Palabras clave: nutrición, dieta, alimentación, hábitos saludables, educación secundaria
Abstract. Society has an increase in the prevalence of overweight and obesity, especially in adolescents. The abandonment of the traditional and healthy way of eating and an increasingly sedentary lifestyle are behind this increase, among other reasons. One way to alleviate these effects is to train in healthy habits from childhood. To describe the level of knowledge assimilated in the field of nutrition and food by the students of courses comprised between the first of the ESO and the second of the Baccalaureate, a questionnaire was designed and administered to 182 students. The results show that the average of correct answers in the first year of ESO is 3.72 out of 11, while in the second year of high school, this average doubles to 7.61. So that, as the courses progress, the students delve deeper into the concepts analyzed about nutrition and food and also acquire a meaning in their real context.
Keywords: nutrition, diet, feed, healthy habits, secondary education.
HPV vaccine can prevent HPV infection effectively. The college student’s vaccination status is unclear in mainland China. We assessed the knowledge, practice, and attitude towards HPV vaccine and ...compared the differences between medical and nonmedical students. It was a cross-sectional study using self-administered anonymous questionnaires. Nine-hundred sixty full-time college students were recruited randomly at Peking University in China. The medical students had higher level of knowledge of HPV and its vaccine than the nonmedical students (
p
< 0.001). The vaccinated female students were 9.0%. The high-grade clinical students had a higher uptake rate than the nonmedical students (19.5 vs 8.6%,
p
< 0.05). Awareness of HPV (
p
< 0.01), awareness of the vaccine (
p
< 0.001), and vaccinated family members or friends (
p
< 0.001) were related to the nonmedical students’ vaccination. Vaccinated family members or friends were significant predictor for students’ vaccination status (
p
< 0.001). Medical students knew more about HPV and its vaccine than nonmedical students. Female students’ vaccinated rate was low, and the high-grade clinical students had a higher uptake rate than the nonmedical students.
Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In ...addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 125) using a trivia task with immediate feedback, we examined within-person interrelations, antecedents, and effects of 3 epistemic emotions (surprise, curiosity, and confusion). Studies 2 and 3 additionally included 2 achievement emotions (pride and shame). Using multilevel modeling to disentangle within- and between-person variance, we found that achievement emotions were associated with accuracy (i.e., correctness of the answer), whereas epistemic emotions were related to high-confidence errors (i.e., incorrect answers a person was confident in) generating cognitive incongruity. Furthermore, as compared with achievement emotions, epistemic emotions were more strongly and positively related to subsequent knowledge exploration. Specifically, surprise and curiosity were positive predictors of exploration. Confusion had positive predictive effects on exploration which were significant in Studies 1 and 3 but not in Study 2, suggesting that the effects of confusion are less stable and need to be investigated further. Apart from the findings for confusion, the results were fully robust across all 3 studies. They shed light on the distinct origins and outcomes of epistemic emotions. Directions for future research and practical implications are discussed.
Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article ...introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount refers to how many relevant concepts the reader knows. Accuracy refers to the extent to which the reader's knowledge is correct. Specificity refers the degree to which the knowledge is related to information in the target text. Coherence refers to the interconnectedness of prior knowledge. Conceptualizing prior content knowledge along these dimensions deepens understanding of the construct and lends to more specific predictions about how learners process information. Considering knowledge across multiple dimensions is crucially important to the development and selection of prior knowledge assessments and, in turn, educators' ability to capitalize on learners' strengths across various comprehension tasks.
Collaborative environmental governance Bodin, Örjan
Science (American Association for the Advancement of Science),
08/2017, Letnik:
357, Številka:
6352
Journal Article
Recenzirano
Odprti dostop
Managing ecosystems is challenging because of the high number of stakeholders, the permeability of man-made political and jurisdictional demarcations in relation to the temporal and spatial extent of ...biophysical processes, and a limited understanding of complex ecosystem and societal dynamics. Given these conditions, collaborative governance is commonly put forward as the preferred means of addressing environmental problems. Under this paradigm, a deeper understanding of if, when, and how collaboration is effective, and when other means of addressing environmental problems are better suited, is needed. Interdisciplinary research on collaborative networks demonstrates that which actors get involved, with whom they collaborate, and in what ways they are tied to the structures of the ecosystems have profound implications on actors' abilities to address different types of environmental problems.
This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of ...computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES effect size = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effectfor knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators.
Despite their use in life-saving treatment, blood and blood products can cause life-threatening complications. To administer blood transfusion safely, national guidelines and protocols should be ...consulted in healthcare organizations. In Türkiye, there are guides and regulations published by the Ministry of Health. With the definition of hemovigilance in the regulations; training in clinical use of blood and transfusion practice fields is now mandatory. This study presents data from a survey designed to assess transfusion knowledge levels of clinical departments for the purpose of planning our training programs.
A two-part survey was conducted on 110 nurses from various departments. Questions included sociodemographic attributes, department they worked in, employment duration, knowledge level on transfusion practices. Statistical analysis was performed.
Of the nurses that participated; 52.7% were above 40 years old, 15.5% were 31–40 years old and 31.8% were below 30 years old. For education; 84.5% of the nurses were graduates or postgraduates. For work experience; 64.5% were working in internal medicine departments, 58.2% had been working as a nurse for 10 or more years while 85.5% worked in the same department for less than 5 years. It was determined that the nurses should know more about transfusion.
Beginner nurses in the intense care unit were found to have lower levels of transfusion practice knowledge, from this it was deduced additional training should be scheduled for beginner nurses with low transfusion knowledge. In addition to theoretical instructions, one-on-one training on operation controls and “observation and guidance” style practical training should be implemented. Theoretical and practical topics with inadequate knowledge should be instructed in finer detail to increase the knowledge level in these subjects.
The research aimed to identify the knowledge levels of the Duhok Agriculture employees on integrated Pest Management (IPM) fields. The correlation between the degree of employee knowledge and some ...independent variables identified. And to identify some personal and functional characteristics of the researchers consisted of two parts. The first part which contained the independent variables of the respondents and the second part included a test the level of knowledge of agricultural employees in the field of IPM including 38 items distributed over the 6 parts: 1. General principles 2. Control by agricultural methods 3. Physical control 4. Biological control. 5. Legislative control 6. Chemical control. Data were collected through a personal interview with simple random samples of agricultural employees, representing 25% of the total of 52 respondents. The results showed that the degree of knowledge of Duhok agriculture employees in the field of integrated management in general was moderate and tends to high. Moreover, employees’ knowledge in the field of biological control and their lack of experience with regard to biological enemies, predators and parasites was low. On the other hand, there were a significant correlation between the degree of knowledge of the respondents and each of the independent variables, (the number of family members, specialization, education level, and previous training). On the other hand, there was no correlation with other variables (Age, gender, work location, upbringing, number years of agricultural service, years of preventive agricultural service, Job title, and Information sources in the field of integrated pest management). The researcher recommended that the necessity of paying attention to the topic of IPM through expanding the scope of seminars and extension to increase the knowledge and information of agricultural employees, and work to prepare and implement the intensive and specialized training programs carried by the Ministry of Agriculture in the region.
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