Weight perception and the use of unhealthy weight loss tactics among adults in the United States: A Cross-Sectional study of NHANES data, 2000-2006.

Introduction: Weight dissatisfaction and misperception are widespread problems in the United States as are unhealthy weight loss practices. These negative body image issues can lead to eating disorders which have serious health and quality of life consequences. Objective: To evaluate the extent to which the prevalence of distorted body image and unhealthy dieting tactics exist in adults in the US and how these are related. Methods: Data from NHANES 2000-20006 on adults aged 20-59 was used. Weight perception was assessed with the physical exam measurements of weight status and the weight history questionnaire item asking if the person considered him or herself to be underweight, normal weight or overweight. Weight loss techniques were assessed with the weight history questionnaire items asking what methods they used if they tried to lose weight. Respondents were classified as having a weight perception discord if their perception was greater than actual weight status, and as having a concord in all other cases. Results: The total sample was 6,022. 10% had a perception discord and 15% used unhealthy weight loss practices. After adjustment, a significant relationship between a perception discord and behaviors was not found--this held true for both men and women. Discussion and Conclusion: Our results were similar overall to past studies; our inability to find a relationship could have been hampered by stigma associated with the subject matter. There are clearly other factors related to the adoption of unhealthy weight loss behaviors, which need to be determined

The best use of Information and Communication Technologies in college: the students’ perspective

Comprend des références bibliographiquesKnowing that motivation is at the heart of learning, the authors of this article are interested in information and communication technologies (ICT) that could increase students' motivation to become involved in their studies and activities proposed in class. College professors are increasingly involved in the excitement of the ICT trend in higher education, favouring the use of technology in the classroom. Moreover, several studies have already focused on the integration of ICT in college education, but few have conducted in-depth research into all the educational complexity involved. This complexity stems from the fact that technology is not used in a vacuum: the successful pedagogical integration of ICTs must align with a framework that respects certain principles and where ICT-related pedagogical activities are smoothly integrated with methods that serve explicit objectives. In one study, the authors sought to better understand how to promote learning and student participation through the use of ICTs in the classroom by focusing on the students' perceptions of different technologies and the way they are used proactively by their teachers throughout the school term. The article outlines the broad lines of this research by informing readers about which ICTs are preferred by students or which seem to have a positive effect on their learning from their point of view. In addition, the text discusses the frequent problems associated with technology that students have identified and the strategies that can be put in place to resolve them. The researchers hope to provide teachers with some thoughts on how best to integrate ICT into the classroom, based on the students' perspective

The Rosetteless gene controls development in the choanoflagellate S. rosetta.

The origin of animal multicellularity may be reconstructed by comparing animals with one of their closest living relatives, the choanoflagellate Salpingoeca rosetta. Just as animals develop from a single cell-the zygote-multicellular rosettes of S. rosetta develop from a founding cell. To investigate rosette development, we established forward genetics in S. rosetta. We find that the rosette defect of one mutant, named Rosetteless, maps to a predicted C-type lectin, a class of signaling and adhesion genes required for the development and innate immunity in animals. Rosetteless protein is essential for rosette development and forms an extracellular layer that coats and connects the basal poles of each cell in rosettes. This study provides the first link between genotype and phenotype in choanoflagellates and raises the possibility that a protein with C-type lectin-like domains regulated development in the last common ancestor of choanoflagellates and animals

Examining Curriculum Requirements of Undergraduate Teacher Preparation Programs to Gauge Educator Knowledge of Trauma-Informed Education Frameworks

Statistics show that many pre-K–12 students in the United States are exposed to adverse childhood experiences (ACEs) or potentially traumatic events (PTEs), and a growing body of literature points to these childhood experiences harming children’s academic functioning and future educational attainment. A review of the literature on trauma-informed education (i.e., curriculum and programs designed to mitigate the negative effects of trauma) highlights many teachers’ lack of confidence in combatting issues within student populations affected by adversity and trauma; the research also indicated that teachers with knowledge of trauma/adversity and its implications are crucial to effectively educating at-risk children and adolescents. The current study examines teacher education curricula at 119 postsecondary institutions accredited by both the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the Council for the Accreditation of Educator Preparation (CAEP) to identify existing course requirements that fit each of four dimensions of many trauma-informed education programs: Adversity and Resilience, Human/Child Development, Child/Educational Psychology, and Human/Cultural Diversity. Primary and secondary education majors were examined separately for inclusion of these dimensions and compared. Results show that only one of the 119 universities’ primary education programs required courses in Adversity and Resilience; none were required among the secondary education programs. At least one course in Human/Child Development was required by 52% of primary education programs and 46% of secondary education programs; Child/Educational Psychology by 55% and 51%, respectively; and Human/Cultural Diversity by 57% and 50%, respectively. This examination forms part of an ongoing evaluation of teacher education standards and educator preparedness to implement trauma-informed education interventions. Results suggest a need for additional training and professional development for educators, especially given the prevalence of child traumatic stress and the growing number of policies and initiatives promoting trauma-sensitive schools