Una perspectiva australiana sobre el desarrollo profesional docente en tiempos supercomplejos

Desarrollo Profesional Docente es una de los muchos términos utilizados para referirse a la educación y formación de los docentes en ejercicio. En este artículo, los autores abordan los tipos de desarrollo profesional que se ofrecen actualmente en Australia y los comparan con los tipos de desarrollo profesional que los profesores pueden necesitar para desempeñarse en la era de la supercomplejidad, donde hay incertidumbre, inseguridad y un futuro desconocido e incierto. El desarrollo profesional es definido como un proceso que implica múltiples agentes. También se analiza críticamente la influencia de los gobiernos y de otros organismos externos

Psychosocial determinants of physical activity in children attending afterschool programs : a path analysis.

Background: Physical activity (PA) is important for controlling childhood obesity, but a comprehensive PA model for school-aged children is lacking. Objectives: Guided by the youth PA promotion (YPAP) model, this study estimated the direct and indirect effects of self-efficacy, enjoyment, parental influence, and environment on self-reported PA and pedometer steps. A secondary purpose was to explore the association between self-reported PA and pedometer steps. Methods: An observational and prospective study was conducted among 133 children, aged 8–11 years old, from 10 elementary schools with afterschool programs in a Midwestern U.S. school district from August through October 2013. PA was assessed by a 7-day recall scale and pedometers. Other variables were assessed by validated questionnaires. Results: Approximately 65 (49%) children were overweight or obese—only 17 (13%) met national PA recommendations—and body mass index z score was negatively correlated with pedometer steps (r = .18, p = .042). A path analysis showed that self-efficacy had a direct effect on self-reported PA and pedometer steps, enjoyment had only a direct effect on self-reported PA, and parental influence had a direct effect on pedometer steps and an indirect effect on self-reported PA through self-efficacy and enjoyment. The association between self-reported PA and pedometer steps was not significant. Discussion: Because this study only partially supports the YPAP model, studies with a larger sample size and longitudinal design are essential to further examine this model. The nonsignificant relationship of self-reported PA with pedometer steps may be due to the systematic error resulted from a common method artifact of self-report. Given the importance of parental influence, enjoyment, and self-efficacy, targeting these three determinants in future interventions to increase PA among children is recommended

Deciphering the Roles of Multicomponent Recognition Signals by the AAA+ Unfoldase ClpX

ATP-dependent protein remodeling and unfolding enzymes are key participants in protein metabolism in all cells. How these often-destructive enzymes specifically recognize target protein complexes is poorly understood. Here, we use the well-studied AAA + unfoldase-substrate pair, Escherichia coli ClpX and MuA transposase, to address how these powerful enzymes recognize target protein complexes. We demonstrate that the final transposition product, which is a DNA-bound tetramer of MuA, is preferentially recognized over the monomeric apo-protein through its multivalent display of ClpX recognition tags. The important peptide tags include one at the C-terminus (“C-tag”) that binds the ClpX pore and a second one (enhancement or “E-tag”) that binds the ClpX N-terminal domain. We construct a chimeric protein to interrogate subunit-specific contributions of these tags. Efficient remodeling of MuA tetramers requires ClpX to contact a minimum of three tags (one C-tag and two or more E-tags), and that these tags are contributed by different subunits within the tetramer. The individual recognition peptides bind ClpX weakly (K[subscript D] > 70 μM) but impart a high-affinity interaction (K[subscript D] ~ 1.0 μM) when combined in the MuA tetramer. When the weak C-tag signal is replaced with a stronger recognition tag, the E-tags become unnecessary and ClpX's preference for the complex over MuA monomers is eliminated. Additionally, because the spatial orientation of the tags is predicted to change during the final step of transposition, this recognition strategy suggests how AAA + unfoldases specifically distinguish the completed “end-stage” form of a particular complex for the ideal biological outcome.National Institutes of Health (U.S.) (Grants GM-49224 and AI-16892)National Institutes of Health (U.S.) (NIH Pre-Doctoral Training Grant T32GM007287

Demographic differences in and correlates of perceived body image discrepancy among urban adolescent girls: a cross-sectional study

Abstract Background Understanding factors related to girls’ body image discrepancy, which is the difference between self-perceived current or actual and ideal body size, is important for addressing body-related issues and preventing adverse sequelae. Two aims were to: 1) examine demographic differences in body image discrepancy; and 2) determine the association of body image discrepancy with weight status, percent body fat, physical activity, sedentary behavior, and cardiovascular (CV) fitness among young adolescent girls. Methods The cross-sectional study included a secondary analysis of baseline data from a group randomized controlled trial including 1519 5th–8th grade girls in 24 U.S. schools. Girls completed physical activity and sedentary behavior surveys. To indicate perceived current/actual and ideal body image, girls selected from nine body figures the one that represented how they look now and another showing how they want to look. Girls wore accelerometers measuring physical activity. Height, weight, and percent body fat were assessed. The Progressive Aerobic CV Endurance Run was used to estimate CV fitness. Independent t-test, one- and two-way ANOVA, correlational analyses, and hierarchical linear regressions were performed. Results The majority (67.5%; n = 1023) chose a smaller ideal than current/actual figure. White girls had higher body image discrepancy than Black girls (p = .035). Body image discrepancy increased with increasing weight status (F3,1506 = 171.32, p < .001). Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity were negatively correlated with body image discrepancy (r = −.10, p < .001; r = −.14, p < .001, respectively), but correlations were not significant after adjusting for race and body mass index (BMI), respectively. Body image discrepancy was moderately correlated with CV fitness (r = −.55, p < .001). After adjusting for demographics, percent body fat, but not CV fitness or MVPA, influenced body image discrepancy. Girls with higher percent body fat had higher body image discrepancy (p < .001). Conclusion This study provided important information to guide interventions for promoting a positive body image among girls. Trial registration ClinicalTrials.gov Identifier NCT01503333 , registration date: January 4, 2012.https://deepblue.lib.umich.edu/bitstream/2027.42/139721/1/12887_2017_Article_952.pd

Teacher culture & teacher change: Insights from a meta-theoretical perspective

One of the challenges and opportunities for university academics working in teacher education programs in the current global/glocal context is to work in close partnership with schools and systems to enable new and experienced teachers and principals to manage change, to work with new pedagogies, new curriculum initiatives for learning in dynamic creative learning spaces. This study develops a meta-theorectical framework drawing on the work of Kardos et al (2001) which articulates three distinct teacher cultures which are referred to as veteran oriented professional cultures, novice-oriented professional cultures and integrated professional cultures. This is synthesised with the work of Robertson (2000) who claims that there are three levels of experience into which teacher change can be classified. These are 'the world of events' , conjuctural time' and the 'longue duree' (p7) and all are interpreted within glocalised and cosmopolitan world...

Biological and Sociocultural Differences in Perceived Barriers to Physical Activity

BACKGROUND:Inadequate physical activity (PA) contributes to the high prevalence of overweight and obesity among U.S. adolescent girls. Barriers preventing adolescent girls from meeting PA guidelines have not been thoroughly examined. OBJECTIVES: The threefold purpose of this study was to (a) determine pubertal stage, racial/ethnic, and socioeconomic status (SES) differences in ratings of interference of barriers to PA; (b) examine relationships between perceived barriers and age, body mass index, recreational screen time, sedentary activity, and PA; and (c) identify girls\u27 top-rated perceived barriers to PA. METHODS: Girls (N = 509) from eight Midwestern U.S. schools participated. Demographic, pubertal stage, perceived barriers, and recreational screen time data were collected via surveys. Height and weight were measured. Accelerometers measured sedentary activity, moderate-to-vigorous PA (MVPA), and light plus MVPA. RESULTS: Girls of low SES reported greater interference of perceived barriers to PA than those who were not of low SES (1.16 vs. 0.97, p = .01). Girls in early/middle puberty had lower perceived barriers than those in late puberty (1.03 vs. 1.24, p \u3c .001). Girls\u27 perceived barriers were negatively related to MVPA (r = -.10, p = .03) and light plus MVPA (r = -.11, p = .02). Girls\u27 top five perceived barriers included lack of skills, hating to sweat, difficulty finding programs, being tired, and having pain. DISCUSSION: Innovative interventions, particularly focusing on skill development, are needed to assist girls in overcoming their perceived barriers to PA

Biological and Sociocultural Differences in Perceived Barriers to Physical Activity among 5th–7th Grade Urban Girls

Background: Inadequate physical activity (PA) contributes to the high prevalence of overweight and obesity among U.S. adolescent girls. Barriers preventing adolescent girls from meeting PA guidelines have not been thoroughly examined. Objectives: The threefold purpose of this study was to: (a) determine pubertal stage, racial/ethnic, and socioeconomic status (SES) differences in ratings of interference of barriers to PA; (b) examine relationships between perceived barriers and age, body mass index (BMI), recreational screen time, sedentary activity, and PA; and (c) identify girls’ top-rated perceived barriers to PA. Methods: Girls (N = 509) from eight Midwestern U.S. schools participated. Demographic, pubertal stage, perceived barriers, and recreational screen time data were collected via surveys. Height and weight were measured. Accelerometers measured sedentary activity, moderate-to-vigorous physical activity (MVPA), and light plus MVPA. Results: Girls of low SES reported greater interference of perceived barriers to PA than those who were not of low SES (1.16 vs. 0.97, p = .01). Girls in early/middle puberty had lower perceived barriers than those in late puberty (1.03 vs. 1.24, p \u3c .001). Girls’ perceived barriers were negatively related to MVPA (r = -.10, p = .03) and light plus MVPA (r = -.11, p = .02). Girls’ top five perceived barriers included lack of skills, hating to sweat, difficulty finding programs, being tired, and having pain. Discussion: Innovative interventions, particularly focusing on skill development, are needed to assist girls in overcoming their perceived barriers to PA

Effects of the Girls on the Move randomized trial on adiposity and aerobic performance (secondary outcomes) in low-income adolescent girls

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151987/1/ijpo12559_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151987/2/ijpo12559.pd

Digital health promotion: promise and peril

The World Health Organization defines health promotion as process of enabling people to increase control over their health and its determinants, and thereby improve their health. As the world transitions into the information age, incorporating digital technologies into health promotion is becoming commonplace. This article discusses current applications of digital health promotion (DHP) and addresses its potential benefits, challenges, as well as how differences in cultures, governance models and digital readiness across the globe will shape the implementation of DHP differently in each society. The benefits include expanding access to health information and health promoting services, lowering scaling up costs, personalizing health advice and real-time ‘nudging’ toward healthier options. Key challenges would involve privacy control, appropriate use of data including secondary usage beyond the original intention, defining the limits of ‘nudging’ and the right of free choice, and ensuring widespread accessibility and affordability to minimize the exacerbation of social inequities. Finally, we discuss the enabling factors for successful DHP implementation, suggesting measures that should be taken at both individual and system levels. At the individual level, we explore the factors necessary to access and benefit from DHP meaningfully; at the system level, we examine the infrastructure required to provide wide access, establish trust among users and enable sustainability of behavioral changes.http://heapro.oxfordjournals.orghj2022Speech-Language Pathology and Audiolog

a multicentre cohort study of nursing and medical students

Funding Information: The authors would like to thank Daniela Abreu, MSc who established contact with the participating institutions and was responsible for implementation of the study protocol. They also wish to thank the following faculty who assisted with study implementation: University of Rzeszow: Paweł Więch, PhD, DSc, Grzegorz Kucaba, PhD, EMT-P; Jacek Szczygielski, PhD, MD; Izabela Sałacińska, PhD, CRNA; Dariusz Bazaliński, PhD, DSc; Marzena Domino, MA; Cadi Ayyad University: Abdelhamid Hachimi, MD; Houssam Rebahi, MD; Mohamed Bouskraoui, MD; University of South-Eastern Norway: Guro-Marie Eiken, MScN, RN, NP; Porto Nursing School: Paulo Machado, RN, PhD; UNITEC: Doany Gutierrez, MD; Juan Carlos Triminio MD; Karina Varela MD; Sonia Escoto MD, MSc; Lía Mineros MD, MSc; Ely Ramírez MD; Guimel Peralta MD; Odessa Henríquez MD, PhD; David Tvildiani Medical University: Sergo Tabagari, MD, PhD; Tamar Talakvadze, MD, PhD; Paata Tsagareishvili, MD; Rusudan Agladze, MD, PhD; Ketevan Kapanadze, MD; Nino Gakhokidze, MD; Red Cross Higher School of Health: Ana Sofia Jesus, Paediatric RN; NOVA Medical School: Maria Teresa Neto, MD, PhD; Catarina Limbert, MD, PhD; Rui Domingues, MD; Filipa Marujo, MD; Guilherme Lourenço, MD; Beatriz Ferreira, Medical Student; and Guangxi Medical College: Lu Zhhenzhi, NS. Funding Information: André Mestre was supported by Centro 2020, PT2020 and European Union research grant nº 41388 to Take the Wind Ltd, developers of the Body Interact™ Virtual Patient Simulator. No other investigators or participants received compensation for their role in the study. Funding Information: A.Mestre was supported by Centro 2020, PT2020 and European Union research grant nº 41388 to Take the Wind Ltd, developers of the Body InteractTM Virtual Patient Simulator. No other investigators or participants received compensation for their role in the study. The authors had access to all study data and sole responsibility for data analysis and the writing of the manuscript. All other authors have no competing interest to declare . Publisher Copyright: © 2022, The Author(s).Background: The COVID-19 pandemic has precipitated rapid changes in medical education to protect students and patients from the risk of infection. Virtual Patient Simulators (VPS) provide a simulated clinical environment in which students can interview and examine a patient, order tests and exams, prioritize interventions, and observe response to therapy, all with minimal risk to themselves and their patients. Like high-fidelity simulators (HFS), VPS are a tool to improve curricular integration. Unlike HFS, VPS require limited infrastructure investment and can be used in low-resource settings. Few studies have examined the impact of VPS training on clinical education. This international, multicenter cohort study was designed to assess the impact of small-group VPS training on individual learning process and curricular integration from the perspective of nursing and medical students. Methods: We conducted a multi-centre, international cohort study of nursing and medical students. Baseline perceptions of individual learning process and curricular integration were assessed using a 27-item pre-session questionnaire. Students subsequently participated in small-group VPS training sessions lead by a clinical tutor and then completed a 32-item post-session questionnaire, including 25 paired items. Pre- and post-session responses were compared to determine the impact of the small-group VPS experience. Results: Participants included 617 nursing and medical students from 11 institutions in 8 countries. At baseline, nursing students reported greater curricular integration and more clinical and simulation experience than did medical students. After exposure to small-group VPS training, participants reported significant improvements in 5/6 items relating to individual learning process and 7/7 items relating to curricular integration. The impact of the VPS experience was similar amongst nursing and medical students. Conclusions: In this multi-centre study, perceptions of individual learning process and curricular integration improved after exposure to small-group VPS training. Nursing and medical students showed similar impact. Small-group VPS training is an accessible, low-risk educational strategy that can improve student perceptions of individual learning process and curricular integration.publishersversionpublishe