The role of social networks in physical and relational aggression among young adolescents.

PubMed

Low, Sabina; Polanin, Joshua R; Espelage, Dorothy L

2013-07-01

Despite the veritable influence of the peer context on the elaboration of adolescent aggression, few studies of relational aggression have directly identified and measured peer groups, limiting our ability to draw formal conclusions about the level and nature of peer influence. The current study used a developmental framework to examine peer group influence on individual levels of physical and relational aggression over a year with 6th and 7th grade students (n = 346, 51 % female). A multilevel network approach was used in which peer groups were identified via social network analysis, and peer group influence was evaluated with hierarchical linear modeling (HLM). HLM analyses indicated that peer group aggression (physical and relational) at time 1 was predictive of individual aggression levels at time 2 after controlling for other peer group characteristics as well as other individual risk and protective factors. Although both forms of aggression were embedded in peer networks, findings suggest that physical aggression is relatively less endemic to peer networks, and is more likely to occur in smaller, predominantly male networks. The current study highlights the importance of understanding the influence of peer group membership on adolescent aggression and points to important implications for prevention.

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents.

PubMed

Smith, Laureen H; Petosa, Rick L

2016-10-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. © The Author(s) 2016.

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents

PubMed Central

Smith, Laureen H.; Petosa, Rick L.

2016-01-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. PMID:27257081

A cross-lagged structural equation model of relational aggression, physical aggression, and peer status in a Chinese culture.

PubMed

Tseng, Wan-Ling; Banny, Adrienne M; Kawabata, Yoshito; Crick, Nicki R; Gau, Susan Shur-Fen

2013-01-01

This short-term longitudinal study examined the associations among relational aggression, physical aggression, and peer status (i.e., acceptance, rejection, and perceived popularity) across three time points, six months apart, in a Taiwanese sample. Participants were 198 fifth grade students (94 girls and 104 boys; Mean age = 10.35 years) from Taipei, Taiwan. Study variables were assessed using peer nomination procedure. Results from the cross-lagged structural equation models demonstrated that there were longitudinal associations between relational aggression and each of the peer status constructs while only one longitudinal association was found for physical aggression such that physical aggression positively predicted subsequent peer rejection. The longitudinal associations did not vary with gender. Results also showed high stabilities of relational aggression, physical aggression, and the three peer status constructs over 1 year as well as high concurrent association between relational and physical aggression. In addition, relational aggression and physical aggression were concurrently related to less acceptance, more rejection, and less perceived popularity, especially at the outset of the study. Findings of this study demonstrated both similarities and differences in relation to previous literature in primarily Western cultures. This study also highlights the bidirectional and complex nature of the association between aggression and peer status, which appears to depend on the form of aggression and on the particular indicator of peer status under study. Copyright © 2013 Wiley Periodicals, Inc.

Peer Influences on Sexual Activity among Adolescents in Ghana.

PubMed

Bingenheimer, Jeffrey B; Asante, Elizabeth; Ahiadeke, Clement

2015-03-01

Little is known about the influences of peers on the sexual activity of adolescents in sub-Saharan Africa. Better understanding of these issues could lead to more effective sexual and reproductive health interventions. Using two waves of survey data from 1,275 adolescents in two southeastern Ghanaian towns, we examine age, sex, and community differences in peer group characteristics. We also examine prospective associations between peer group characteristics and self-reported sexual initiation and multiple partnerships during a 20-month follow-up period. Sex differences in peer-context variables were small. Affiliation with antisocial peers and perceived peer norms favoring sex increased the odds of transition to first sex. Having more friends increased the odds among younger respondents of acquiring multiple new sexual partners. Among males, perceived peer norms favoring sex increased the odds of acquiring multiple partners. We discuss the implications of these findings for adolescent sexual and reproductive health intervention strategies in sub-Saharan Africa, and conclude that peer-based interventions may be best suited to the needs of at-risk adolescent boys. © 2015 The Population Council, Inc.

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

Peer Teaching among Physical Therapy Students during Human Gross Anatomy: Perceptions of Peer Teachers and Students

ERIC Educational Resources Information Center

Youdas, James W.; Hoffarth, Brianna L.; Kohlwey, Scott R.; Kramer, Christine M.; Petro, Jaime L.

2008-01-01

Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized…

The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics

ERIC Educational Resources Information Center

Dioso-Henson, Luzale

2012-01-01

Formalised peer-to-peer collaboration and the use of web-enhanced materials that are consistent with course objectives, graded assessments and learning outcomes is well known in educational practice. This study compared the academic gains of college students enrolled in Physics using Reciprocal Peer Tutoring (RPT) with others using non-Reciprocal…

Barriers to Undergraduate Peer-Physical Examination of the Lower Limb in the Health Sciences and Strategies to Improve Inclusion: A Review

ERIC Educational Resources Information Center

Hendry, Gordon James

2013-01-01

Peer-physical examination is a widely adopted and an integral component of the undergraduate curriculum for many health science programs. Unwillingness or perceived inability to participate in peer-physical examination classes may have a negative impact upon students' abilities to competently conduct physical examinations of patients in…

Peer Provocation in Physical Education: Experiences of Botswana Adolescents

ERIC Educational Resources Information Center

Shehu, Jimoh

2009-01-01

Critical incidents of peer provocation in physical education were investigated among 675 junior secondary school students in Botswana. Data were generated through a brief, open-ended questionnaire requesting the students to narrate their experiences of bad, hurtful and offensive peer behaviours during physical education classes. Six overlapping…

2015 CEC Annual Workshop on Electrochemistry

DTIC Science & Technology

2015-12-30

Street Suite 5.300 Austin , TX 78712 -1532 23-Aug-2015 ABSTRACT Number of Papers published in peer-reviewed journals: Number of Papers published in non peer...SECURITY CLASSIFICATION OF: The Center for Electrochemistry (CEC) at the University of Texas at Austin held its seventh annual electrochemistry...workshop February 7–8, 2015 in Welch Hall on the campus of The University of Texas at Austin . There were 160 registered attendees for this conference

In-Suit Light Exercise (ISLE) Prebreathe Protocol Peer Review Assessment. Part 2; Appendices

NASA Technical Reports Server (NTRS)

Brady, Timothy K.; Polk, James D.

2011-01-01

The performance of extravehicular activity (EVA) by National Aeronautics and Space Administration astronauts involves the risk of decompression sickness. This risk has been mitigated by the use of oxygen "prebreathe" to effectively wash out tissue nitrogen prior to each EVA. Now that the Space Shuttle Program (SSP) is being retired, high-pressure oxygen will become a limited resource. The In-Suit Light Exercise (ISLE) Prebreathe Protocol offers several potential benefits including its potential to save 6 pounds of oxygen per EVA. At the request of the NASA Engineering and Safety Center, the peer review convened on October 14, 2010. The major recommendation of the Review Committee was that the ISLE protocol was acceptable for operational use as a prebreathe option prior to EVA. The appendices to Volume I of the report are contained in this document.

The relationship between motor performance and peer relations in 9- to 12-year-old children.

PubMed

Livesey, D; Lum Mow, M; Toshack, T; Zheng, Y

2011-07-01

Poor motor skills have been associated with peer relationship difficulties, with lower peer preference and greater likelihood of suffering from withdrawal and low self-worth. Most research into these relationships has focused upon children with motor problems and on activities involving physical skills (play/sport). The current study examined the link between motor performance and peer relations in 9- to 12-year-old children in both physical and non-physical (schoolwork) settings using a community sample. Participants were 192 school children whose motor performance was tested using the Movement Assessment Battery for Children. Peer acceptance was assessed using the Peer Rating Scale and teachers completed the Peer Exclusion subscale of the Child Behaviour Scale to indicate each child's peer status. Children were also asked to indicate their level of physical activity and their perceived freedom in leisure using self-report questionnaires. Children with poor motor performance had lower levels of physical activity, and freedom in leisure and were less preferred by their peers in both play and classroom settings. These effects were stronger for boys than for girls. Teacher indicated that children with poorer motor skills experienced higher levels of peer rejection in the classroom setting. When motor performance was separated into fine- and gross-motor performance it was found that only the latter was significantly correlated with peer acceptance in the play context but that fine-motor skills contributed significantly to variance in teacher ratings of peer exclusion in the classroom setting. The results support and extend earlier findings that children with poor motor performance are less accepted by their peers in play settings and provide some support for this extending to settings involving low levels of physical activity (classroom settings). The results similarly support previous findings that motor performance is associated with perceived freedom in leisure and with the likelihood of participating in active pursuits. © 2010 Blackwell Publishing Ltd.

Body esteem, peer difficulties and perceptions of physical health in overweight and obese urban children aged 5 to 7 years.

PubMed

Williams, N A; Fournier, J; Coday, M; Richey, P A; Tylavsky, F A; Hare, M E

2013-11-01

To determine whether there is an association between body mass index (BMI) and body esteem in young overweight and obese urban children, and to test peer relationship difficulties and perceived physical health as mediators of this relationship. Child self-reported body esteem, and parent-reported child peer relationship difficulties (being bullied by peers and peer rejection) and physical health perceptions were obtained from 218 overweight and obese children aged 5-7 years (81% racial/ethnic minority, M BMI = 25.3) and their primary caregivers. Higher BMI was associated with lower body esteem for both girls and boys. This relation was mediated by poor physical health for boys but not for girls. Peer relationship difficulties did not mediate the observed association between BMI and body esteem in either group; however, girls with higher BMI experienced more bullying and being bullied by peers was associated with lower body esteem in girls. Intervening with perceptions of physical health may buffer overweight and obese boys from developing low body esteem in early childhood. © 2012 John Wiley & Sons Ltd.

Body Esteem, Peer Difficulties, and Perceptions of Physical Health in Overweight and Obese Urban Children Ages 5 to 7 Years

PubMed Central

Williams, Natalie A.; Fournier, Jennifer; Coday, Mace; Richey, Phyllis A.; Tylavsky, Frances A.; Hare, Marion E.

2012-01-01

Objective To determine whether there is an association between body mass index (BMI) and body esteem in young overweight and obese urban children, and to test peer relationship difficulties and perceived physical health as mediators of this relationship. Methods Child self-reported body esteem, and parent-reported child peer relationship difficulties (being bullied by peers and peer rejection) and physical health perceptions were obtained from 218 overweight and obese children ages 5–7 years (81% racial/ethnic minority, M BMI = 25.3) and their primary caregivers. Results Higher BMI was associated with lower body esteem for both girls and boys. This relation was mediated by poor physical health for boys but not for girls. Peer relationship difficulties did not mediate the observed association between BMI and body esteem in either group; however, girls with higher BMI experienced more bullying and being bullied by peers was associated with lower body esteem in girls. Conclusions Intervening with perceptions of physical health may buffer overweight and obese boys from developing low body esteem in early childhood. PMID:22882115

Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High-Status Peers, Individual Status, and Gender

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2012-01-01

The influence of high-status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh-grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring…

Supernova signatures of neutrino mass ordering

NASA Astrophysics Data System (ADS)

Scholberg, Kate

2018-01-01

A suite of detectors around the world is poised to measure the flavor-energy-time evolution of the ten-second burst of neutrinos from a core-collapse supernova occurring in the Milky Way or nearby. Next-generation detectors to be built in the next decade will have enhanced flavor sensitivity and statistics. Not only will the observation of this burst allow us to peer inside the dense matter of the extreme event and learn about the collapse processes and the birth of the remnant, but the neutrinos will bring information about neutrino properties themselves. This review surveys some of the physical signatures that the currently-unknown neutrino mass pattern will imprint on the observed neutrino events at Earth, emphasizing the most robust and least model-dependent signatures of mass ordering.

Adolescent Resource Control: Associations with Physical and Relational Aggression, Prosocial and Withdrawn Behaviors, and Peer Regard

ERIC Educational Resources Information Center

Findley, Danielle; Ojanen, Tiina

2013-01-01

This study examined adolescent coercive and prosocial resource control strategies in relation to various indices of peer-reported behaviors and peer regard ("N" = 384; 12-14 years). Coercive control was uniquely positively related to physical and relational aggression and peer disliking, and negatively to prosocial behaviors when…

Peers and Obesity during Childhood and Adolescence: A Review of the Empirical Research on Peers, Eating, and Physical Activity

PubMed Central

Salvy, Sarah-Jeanne; Bowker, Julie C.

2015-01-01

Obesity during childhood and adolescence is a growing problem in the United States, Canada, and around the world that leads to significant physical, psychological, and social impairment. In recent years, empirical research on factors that contribute to the development and maintenance of obesity has begun to consider peer experiences, such as peer rejection, peer victimization, and friendship. Peer experiences have been theoretically and empirically related to the “Big Two” contributors to the obesity epidemic, eating and physical activity, but there has not been a comprehensive review of the extant empirical literature. In this article, we review and synthesize the emerging theoretical and empirical literatures on peer experiences in relation to: (a) eating (food consumption and food selection); and (b) physical activity, during childhood and adolescence. A number of limitations and issues in the theoretical and empirical literatures are also discussed, along with future research directions. In conclusion, we argue that the involvement of children and adolescents’ peer networks in prevention and intervention efforts may be critical for promoting and maintaining positive behavioral health trajectories. PMID:28090396

Fundamental movement skills, physical fitness and physical activity among Australian children with juvenile idiopathic arthritis.

PubMed

Hulsegge, Gerben; Henschke, Nicholas; McKay, Damien; Chaitow, Jeffrey; West, Kerry; Broderick, Carolyn; Singh-Grewal, Davinder

2015-04-01

To describe fundamental movement skills (FMS), physical fitness and level of physical activity among Australian children with juvenile idiopathic arthritis (JIA) and compare this with healthy peers. Children aged 6-16 years with JIA were recruited from hospital rheumatology clinics and private rheumatology rooms in Sydney, Australia. All children attended an assessment day, where FMS were assessed by a senior paediatric physiotherapist, physical fitness was assessed using the multistage 20-metre shuttle run test, and physical activity and physical and psychosocial well-being were assessed with questionnaires. These results were compared with age- and gender-matched peers from the NSW Schools Physical Activity and Nutrition Survey and the Health of Young Victorians Study using logistic regression analysis. Twenty-eight children with JIA participated in this study. There were no differences in the proportion of children who had mastered FMS between children with JIA and their healthy peers (P > 0.05). However, there was a trend for children with JIA to have poorer physical fitness and be less physically active than healthy peers. Parents of children with JIA indicated more physical and psychosocial impairments among their children and themselves compared with parents of healthy children (P < 0.05). This is the first study in Australia to compare FMS, physical activity and fitness in children with JIA and their peers. While older children with JIA appear to have poorer physical fitness and physical activity levels than their peers, there is no difference in FMS. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

STRAIGHT-A STUDENTS DISLIKE PHYSICAL EDUCATION IN ADOLESCENCE: MYTH OR TRUTH? THE AVENA, AFINOS AND UP&DOWN STUDIES.

PubMed

Cañadas, Laura; Esteban-Cornejo, Irene; Ortega, Francisco B; Gomez-Martinez, Sonia; Casajús, José Antonio; Cabero, María Jesús; Calle, Maria E; Marcos, Ascensión; Veiga, Oscar L; Martinez-Gomez, David

2015-07-01

to examine if those adolescents who dislike physical education classes get better results on academic and cognitive performance than their peers. participants included 4 226 adolescents from the AVENA, AFINOS and UP&DOWN studies. Physical education enjoyment was assessed with a 7-point Likert scale. Cognitive performance in the AVENA study was assessed using the Spanish version of the SRA Test of Educational Ability. Academic performance in the AFINOS and UP&DOWN studies was assessed through Mathematics and Language grades and the average of both subjects. in the AVENA study we found differences in verbal ability among girls who dislike physical education and their peers (P = 0.033). In the AFINOS study, boys who dislike physical education had higher scores in Language than their peers (P = 0.024). In the UP&DOWN study girls who disliked physical education had higher scores in Language and in the average of Language and Mathematics than their peers (P < 0.001). in the AVENA and AFINOS studies adolescents who disliked physical education had similar results in cognitive and academic performance than their peers, but in the UP&DOWN study girls who disliked physical education showed higher results in academic performance than their peers. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Implementing Peer Assessment in a Post-Secondary (16-18) Physics Classroom

ERIC Educational Resources Information Center

Chetcuti, Deborah; Cutajar, Catherine

2014-01-01

This study explores the implementation of peer assessment with a group of students studying physics at Advanced level in a post-secondary school in Malta. The study that draws on action research methodology looks at how the views of students regarding peer assessment evolve as they engage with peer assessment. The research involved the actual…

Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School

ERIC Educational Resources Information Center

Nurmi, Anna-Maria; Kokkonen, Marja

2015-01-01

In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer…

A school-based, peer leadership physical activity intervention for 6th graders: feasibility and results of a pilot study.

PubMed

Barr-Anderson, Daheia J; Laska, Melissa N; Veblen-Mortenson, Sara; Farbakhsh, Kian; Dudovitz, Bonnie; Story, Mary

2012-05-01

The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n = 61) or enhanced PALA+Peers program (2 intervention schools, n = 87) during 2006-2007 academic year. Compared with the control condition, the intervention was successful in increasing moderate physical activity in all students (P = .02) and moderate and hard physical activity among girls (P = .03 and P = .04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity.

Mediating Effects of Self-Efficacy, Benefits and Barriers on the Association between Peer and Parental Factors and Physical Activity among Adolescent Girls with a Lower Educational Level.

PubMed

Verloigne, Maite; Cardon, Greet; De Craemer, Marieke; D'Haese, Sara; De Bourdeaudhuij, Ilse

2016-01-01

The prevalence of physical activity among lower educated adolescent girls is low, suggesting it is important to have insights into the complex processes that may underlie their physical activity levels. Therefore, this study aimed to examine the mediating effects of self-efficacy, perceived benefits and barriers on the associations between peer and parental variables and physical activity among lower educated adolescent girls. In total, 226 girls (mean age 16.0±1.0 years; 53% technical education; 47% vocational education) from a convenience sample of 6 secondary schools in Flanders, Belgium, completed a questionnaire on their total physical activity level and related peer and parental variables (i.e. modeling of physical activity, co-participation in physical activities and encouragement to be active) and personal variables (i.e. self-efficacy to be active, and specific perceived benefits of physical activity and specific barriers to be active). Mediating effects were tested using MacKinnon's product-of-coefficients test based on multilevel linear regression analyses. Higher peer and parental modeling, co-participation and encouragement were significantly related to a higher physical activity level among adolescent girls (p<0.05). Self-efficacy, the perceived benefits of having fun, being around friends or meeting new people, and not being bored and the perceived barrier of not liking physical activity mediated several associations between peer and parental variables and girls' physical activity, with some of the mediated proportions exceeding 60%. This study contributed to a better understanding of the complexity of how parental and peer factors work together with personal factors to influence the physical activity levels of adolescent girls with a lower educational level. Interventions should involve both peers and parents, as they may influence girls' physical activity both directly and indirectly through the internalisation of several personal variables, such as self-efficacy to be active and the perceived benefit of having fun.

Peer-Assisted Learning in School Physical Education, Sport and Physical Activity Programmes: A Systematic Review

ERIC Educational Resources Information Center

Jenkinson, Kate. A.; Naughton, Geraldine; Benson, Amanda C.

2014-01-01

Background: Peer-assisted learning (PAL) is a teaching strategy utilised in both the general classroom and physical education. Through the interaction with same-age or cross-age peers, learning can occur across various domains. Purpose: This review aimed to identify school-based PAL interventions and assess the tutor training provided, as well as…

Associations between Maternal Physical Discipline and Peer Victimization among Hong Kong Chinese Children: The Moderating Role of Child Aggression

ERIC Educational Resources Information Center

Duong, Mylien T.; Schwartz, David; Chang, Lei; Kelly, Brynn M.; Tom, Shelley R.

2009-01-01

This study examines the relation between maternal physical discipline and victimization by peers, as moderated by child aggression. The sample consisted of 211 Hong Kong Chinese children (98 boys, 113 girls; average age of 11.9). Physical discipline was assessed with a questionnaire completed by mothers, and victimization by peers and aggression…

Post Admission Cognitive Therapy (PACT) for the Inpatient Treatment of Military Personnel with Suicidal Behaviors: A Multi-Site Randomized Controlled Trial

DTIC Science & Technology

2013-02-01

author(s) and should not be construed as an official Department of the Army position, policy or decision unless so designated by other documentation. 1...Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that...required, WRNMMC credentialing office will NOT renew privileges unless a peer review can be conducted. However, as it currently stands, peer review

The Effects of Trained Peer Tutors on the Physical Education of Children Who Are Visually Impaired

ERIC Educational Resources Information Center

Wiskochil, Brian; Lieberman, Lauren J.; Houston-Wilson, Cathy; Petersen, Susan

2007-01-01

This study examined the effect of trained peer tutors on the academic learning time-physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

Helping physics teacher-candidates develop questioning skills through innovative technology use

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2015-12-01

Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program.

Exploration of the attitudes of nursing students to peer physical examination and physical examination of patients.

PubMed

Wearn, Andy M; Bhoopatkar, Harsh; Mathew, Thomas K; Stewart, Lisa

2013-08-01

The use of peer physical examination (PPE) in early clinical skills has been studied amongst medical students. The majority of students are comfortable with using peer physical examination, when sensitive areas are excluded. Students' attitudes are related to their personal characteristics: gender, age, religious faith, and ethnicity. There is no data on nursing students' attitudes to peer physical examination. Identify and explore: Dual cohort, cross-sectional, anonymous survey. Three-year undergraduate nursing programme, skills centre and service clinical learning. All first and third year nursing students were asked to complete a modified Examining Fellow Students questionnaire at the end of 2008. The questionnaire asked students to indicate which of 12 body areas they would not be willing to examine/have examined by a peer of the same/opposite gender. This study also asked students which of the 12 body areas they felt uncomfortable examining on patients. The response rate was 76% (128/168). The students were predominantly female (93% female; 7% male). Most students were comfortable with examining non-sensitive body regions of peers (78.2%-100% willing) and patients (92.3-100% willing). Male gender was significantly associated with willingness to examine and be examined by peers (p=0.001); Asian students were significantly less willing to engage in peer physical examination with opposite gender (p<0.007). Year 3 students were significantly more comfortable than Year 1 in examining patients of either gender (p<0.001). In spite of the male gender findings, this predominantly female population expresses similar attitudes to the gender-balanced medical student studies - high acceptability for non-sensitive areas. The role of characteristics and attitudes to peer physical examination shows similarities and differences to other studies. Student characteristics were not related to patient examination attitudes. Copyright © 2012 Elsevier Ltd. All rights reserved.

What's with all this peer-review stuff anyway?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Warner, J. S.

2010-01-01

The Journal of Physical Security was ostensibly started to deal with a perceived lack of peer-reviewed journals related to the field of physical security. In fact, concerns have been expressed that the field of physical security is scarcely a field at all. A typical, well-developed field might include the following: multiple peer-reviewed journals devoted to the subject, rigor and critical thinking, metrics, fundamental principles, models and theories, effective standards and guidelines, R and D conferences, professional societies, certifications, its own academic department (or at least numerous academic experts), widespread granting of degrees in the field from 4-year research universities, mechanismsmore » for easily spotting 'snake oil' products and services, and the practice of professionals organizing to police themselves, provide quality control, and determine best practices. Physical Security seems to come up short in a number of these areas. Many of these attributes are difficult to quantify. This paper seeks to focus on one area that is quantifiable: the number of peer-reviewed journals dedicated to the field of Physical Security. In addition, I want to examine the number of overall periodicals (peer-reviewed and non-peer-reviewed) dedicated to physical security, as well as the number of papers published each year about physical security. These are potentially useful analyses because one can often infer how healthy or active a given field is by its publishing activity. For example, there are 2,754 periodicals dedicated to the (very healthy and active) field of physics. This paper concentrates on trade journal versus peer-reviewed journals. Trade journals typically focus on practice-related topics. A paper appropriate for a trade journal is usually based more on practical experience than rigorous studies or research. Models, theories, or rigorous experimental research results will usually not be included. A trade journal typically targets a specific market in an industry or trade. Such journals are often considered to be news magazines and may contain industry specific advertisements and/or job ads. A peer-reviewed journal, a.k.a 'referred journal', in contrast, contains peer-reviewed papers. A peer-reviewed paper is one that has been vetted by the peer review process. In this process, the paper is typically sent to independent experts for review and consideration. A peer-reviewed paper might cover experimental results, and/or a rigorous study, analyses, research efforts, theory, models, or one of many other scholarly endeavors.« less

Protocol for a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A).

PubMed

Sebire, Simon J; Edwards, Mark J; Campbell, Rona; Jago, Russell; Kipping, Ruth; Banfield, Kathryn; Tomkinson, Keeley; Garfield, Kirsty; Lyons, Ronan A; Simon, Joanne; Blair, Peter S; Hollingworth, William

2016-01-01

Physical activity levels are low amongst adolescent girls, and this population faces specific barriers to being active. Peer influences on health behaviours are important in adolescence and peer-led interventions might hold promise to change behaviour. This paper describes the protocol for a feasibility cluster randomised controlled trial of Peer-Led physical Activity iNtervention for Adolescent girls (PLAN-A), a peer-led intervention aimed at increasing adolescent girls' physical activity levels. A two-arm cluster randomised feasibility trial will be conducted in six secondary schools (intervention n  = 4; control n  = 2) with year 8 (12-13 years old) girls. The intervention will operate at a year group level and consist of year 8 girls nominating influential peers within their year group to become peer-supporters. Approximately 15 % of the cohort will receive 3 days of training about physical activity and interpersonal communication skills. Peer-supporters will then informally diffuse messages about physical activity amongst their friends for 10 weeks. Data will be collected at baseline (time 0 (T0)), immediately after the intervention (time 1 (T1)) and 12 months after baseline measures (time 2 (T2)). In this feasibility trial, the primary interest is in the recruitment of schools and participants (both year 8 girls and peer-supporters), delivery and receipt of the intervention, data provision rates and identifying the cost categories for future economic analysis. Physical activity will be assessed using 7-day accelerometry, with the likely primary outcome in a fully-powered trial being daily minutes of moderate-to-vigorous physical activity. Participants will also complete psychosocial questionnaires at each time point: assessing motivation, self-esteem and peer physical activity norms. Data analysis will be largely descriptive and focus on recruitment, attendance and data provision rates. The findings will inform the sample size required for a definitive trial. A detailed process evaluation using qualitative and quantitative methods will be conducted with a variety of stakeholders (i.e. pupils, parents, teachers and peer-supporter trainers) to identify areas of success and necessary improvements prior to proceeding to a definitive trial. This paper describes the protocol for the PLAN-A feasibility cluster randomised controlled trial which will provide the information necessary to design a fully-powered trial should PLAN-A demonstrate evidence of promise. ISRCTN12543546.

A school-based, peer leadership physical activity intervention for 6th graders

PubMed Central

Barr-Anderson, Daheia J.; Laska, Melissa N.; Veblen-Mortenson, Sara; Dudovitz, Bonnie; Farbarksh, Kian; Story, Mary

2012-01-01

Background The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. Method A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n=61) or enhanced PALA+Peers program (2 intervention schools, n=87) during 2006–2007 academic year. Results Compared to the control condition, the intervention was successful in increasing moderate physical activity in all students (p=0.02) and moderate and hard physical activity among girls (p=0.03 and p=0.04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Conclusion Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity. PMID:21945980

Peer group self-identification as a predictor of relational and physical aggression among high school students.

PubMed

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-05-01

Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

Barriers to undergraduate peer-physical examination of the lower limb in the health sciences and strategies to improve inclusion: a review.

PubMed

Hendry, Gordon James

2013-10-01

Peer-physical examination is a widely adopted and an integral component of the undergraduate curriculum for many health science programs. Unwillingness or perceived inability to participate in peer-physical examination classes may have a negative impact upon students' abilities to competently conduct physical examinations of patients in future as registered health professionals. A literature review on the perceptions and attitudes of peer-physical examination of the lower limb amongst medical and health science students was conducted to identify potential barriers to participation, and to review strategies to improve participation in classes designed to develop clinical examination skills. A pragmatic search strategy of the literature from PubMed and Google Scholar published prior to June 2012 yielded 23 relevant articles. All articles were concerned with the views of medical students' education and there were no articles explicitly addressing the role of peer-physical examination in health science disciplines. Several ethical issues were identified including feelings of coercion, embarrassment, and perceptions of a lack of consideration for cultural and religious beliefs. The available evidence suggests that barriers to participation may be overcome by implementing standard protocols concerned with obtaining informed written consent, adequate choice of peer-examiner, changing facilities and garment advice, and possible alternative learning methods.

Costs and Benefits of Children's Physical and Relational Aggression Trajectories on Peer Rejection, Acceptance, and Friendships: Variations by Aggression Subtypes, Gender, and Age

ERIC Educational Resources Information Center

Ettekal, Idean; Ladd, Gary W.

2015-01-01

This study examined the associations between children's co-occurring relational and physical aggression trajectories and their peer relations (i.e., peer rejection, peer acceptance, and reciprocated friendships) from late childhood (Grade 4; M[subscript age] = 10.0) to early adolescence (Grade 8; M[subscript age] = 13.9). Using a sample of 477…

Efficacy of a Peer-Guided Exercise Programme for Adolescents with Intellectual Disability

ERIC Educational Resources Information Center

Stanish, Heidi I.; Temple, Viviene A.

2012-01-01

Background: Peer support is strongly associated with physical activity of adolescents. This study examined the efficacy of a YMCA-based, peer-guided exercise training programme for increasing health-related physical fitness among adolescents with intellectual disabilities. Materials and Methods: Adolescents with intellectual disabilities and…

Influence of Peers and Friends on Children’s and Adolescents’ Eating and Activity Behaviors

PubMed Central

Salvy, Sarah-Jeanne; de la Haye, Kayla; Bowker, Julie C.; Hermans, Roel C.J.

2012-01-01

Obesity during childhood and adolescence is a growing problem in the United States, Canada, and around the world that leads to significant physical, psychological, and social consequences. Peer experiences have been theoretically and empirically related to the “Big Two” contributors to the obesity epidemic, unhealthy eating and physical inactivity [1]. In this article, we synthesize the empirical literature on the influence of peers and friends on youth’s eating and physical activity. Limitations and issues in the theoretical and empirical literatures are also discussed, along with future research directions. In conclusion, we argue that the involvement of children’s and adolescents’ peer networks in prevention and intervention efforts may be critical for promoting and maintaining positive behavioral health trajectories. However, further theoretical and empirical work is needed to better understand the specific mechanisms underlying the effects of peers on youth’s eating and physical activity. PMID:22480733

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Background Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. Methods A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. Results The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. Conclusions We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

Peer Coaching Through mHealth Targeting Physical Activity in People With Parkinson Disease: Feasibility Study.

PubMed

Colón-Semenza, Cristina; Latham, Nancy K; Quintiliani, Lisa M; Ellis, Terry D

2018-02-15

Long-term engagement in exercise and physical activity mitigates the progression of disability and increases quality of life in people with Parkinson disease (PD). Despite this, the vast majority of individuals with PD are sedentary. There is a critical need for a feasible, safe, acceptable, and effective method to assist those with PD to engage in active lifestyles. Peer coaching through mobile health (mHealth) may be a viable approach. The purpose of this study was to develop a PD-specific peer coach training program and a remote peer-mentored walking program using mHealth technology with the goal of increasing physical activity in persons with PD. We set out to examine the feasibility, safety, and acceptability of the programs along with preliminary evidence of individual-level changes in walking activity, self-efficacy, and disability in the peer mentees. A peer coach training program and a remote peer-mentored walking program using mHealth was developed and tested in 10 individuals with PD. We matched physically active persons with PD (peer coaches) with sedentary persons with PD (peer mentees), resulting in 5 dyads. Using both Web-based and in-person delivery methods, we trained the peer coaches in basic knowledge of PD, exercise, active listening, and motivational interviewing. Peer coaches and mentees wore FitBit Zip activity trackers and participated in daily walking over 8 weeks. Peer dyads interacted daily via the FitBit friends mobile app and weekly via telephone calls. Feasibility was determined by examining recruitment, participation, and retention rates. Safety was assessed by monitoring adverse events during the study period. Acceptability was assessed via satisfaction surveys. Individual-level changes in physical activity were examined relative to clinically important differences. Four out of the 5 peer pairs used the FitBit activity tracker and friends function without difficulty. A total of 4 of the 5 pairs completed the 8 weekly phone conversations. There were no adverse events over the course of the study. All peer coaches were "satisfied" or "very satisfied" with the training program, and all participants were "satisfied" or "very satisfied" with the peer-mentored walking program. All participants would recommend this program to others with PD. Increases in average steps per day exceeding the clinically important difference occurred in 4 out of the 5 mentees. Remote peer coaching using mHealth is feasible, safe, and acceptable for persons with PD. Peer coaching using mHealth technology may be a viable method to increase physical activity in individuals with PD. Larger controlled trials are necessary to examine the effectiveness of this approach. ©Cristina Colón-Semenza, Nancy K Latham, Lisa M Quintiliani, Terry D Ellis. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 15.02.2018.

Peer Coaching Through mHealth Targeting Physical Activity in People With Parkinson Disease: Feasibility Study

PubMed Central

Latham, Nancy K; Quintiliani, Lisa M

2018-01-01

Background Long-term engagement in exercise and physical activity mitigates the progression of disability and increases quality of life in people with Parkinson disease (PD). Despite this, the vast majority of individuals with PD are sedentary. There is a critical need for a feasible, safe, acceptable, and effective method to assist those with PD to engage in active lifestyles. Peer coaching through mobile health (mHealth) may be a viable approach. Objective The purpose of this study was to develop a PD-specific peer coach training program and a remote peer-mentored walking program using mHealth technology with the goal of increasing physical activity in persons with PD. We set out to examine the feasibility, safety, and acceptability of the programs along with preliminary evidence of individual-level changes in walking activity, self-efficacy, and disability in the peer mentees. Methods A peer coach training program and a remote peer-mentored walking program using mHealth was developed and tested in 10 individuals with PD. We matched physically active persons with PD (peer coaches) with sedentary persons with PD (peer mentees), resulting in 5 dyads. Using both Web-based and in-person delivery methods, we trained the peer coaches in basic knowledge of PD, exercise, active listening, and motivational interviewing. Peer coaches and mentees wore FitBit Zip activity trackers and participated in daily walking over 8 weeks. Peer dyads interacted daily via the FitBit friends mobile app and weekly via telephone calls. Feasibility was determined by examining recruitment, participation, and retention rates. Safety was assessed by monitoring adverse events during the study period. Acceptability was assessed via satisfaction surveys. Individual-level changes in physical activity were examined relative to clinically important differences. Results Four out of the 5 peer pairs used the FitBit activity tracker and friends function without difficulty. A total of 4 of the 5 pairs completed the 8 weekly phone conversations. There were no adverse events over the course of the study. All peer coaches were “satisfied” or “very satisfied” with the training program, and all participants were “satisfied” or “very satisfied” with the peer-mentored walking program. All participants would recommend this program to others with PD. Increases in average steps per day exceeding the clinically important difference occurred in 4 out of the 5 mentees. Conclusions Remote peer coaching using mHealth is feasible, safe, and acceptable for persons with PD. Peer coaching using mHealth technology may be a viable method to increase physical activity in individuals with PD. Larger controlled trials are necessary to examine the effectiveness of this approach. PMID:29449201

Use of a Classwide Peer Recording Program To Enhance the Quality and Accuracy of Responses of Physical Education Majors in a Physical Activity Class.

ERIC Educational Resources Information Center

Ocansey, Reginald T-A.

This study employed a classwide peer recording (CWPR) program to demonstrate the efficacy of peers as behavior change agents in a physical activity setting. The study sought to determine whether or not the frequency of stimuli conditions presented by a game changes when a CWPR procedure is in effect, and whether or not the frequency of actual…

Running With the Pack: Teen Peer-Relationship Qualities as Predictors of Adult Physical Health

PubMed Central

Allen, Joseph P.; Uchino, Bert N.; Hafen, Christopher A.

2015-01-01

This study assessed qualities of adolescent peer relationships as long-term predictors of physical health quality in adulthood. In an intensive multimethod, multireporter study of a community sample of 171 individuals assessed repeatedly from the ages of 13 to 27 years, physical health quality in adulthood was robustly predicted by independent reports of early-adolescent close-friendship quality and by a pattern of acquiescence to social norms in adolescent peer relationships. Predictions remained after accounting for numerous potential confounds, including prior health problems, concurrent body mass index, anxious and depressive symptoms, personality characteristics, adolescent-era financial adversity, and adolescent-era physical attractiveness. These findings have important implications for understanding the unique intensity of peer relationships in adolescence. PMID:26290522

To observe or not to observe peers when learning physical examination skills; that is the question

PubMed Central

2013-01-01

Background Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. Methods The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student’s performance was used as a measure of learning. Results Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). Conclusions The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling. PMID:23594455

To observe or not to observe peers when learning physical examination skills; that is the question.

PubMed

Martineau, Bernard; Mamede, Sílvia; St-Onge, Christina; Rikers, Remy M J P; Schmidt, Henk G

2013-04-17

Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student's performance was used as a measure of learning. Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander.

PubMed

Rose, Chad A; Richman, David M; Fettig, Katharine; Hayner, Annamarie; Slavin, Carly; Preast, June L

2016-08-01

The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic. Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers. Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently. Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.

The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education

ERIC Educational Resources Information Center

Klavina, Aija; Block, Martin E.

2008-01-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical…

Peer Group Self-Identification as a Predictor of Relational and Physical Aggression Among High School Students

PubMed Central

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2011-01-01

BACKGROUND Adolescent peer group self-identification refers to adolescents’ affiliation with reputation-based peer groups such as “Goths” or “Jocks.” These groups tend to vary on normative characteristics, including the group members’ attitudes and behaviors. This article examined whether adolescents’ baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. METHODS Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects’ mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. RESULTS Findings indicated that compared with self-identified “Regular” or “Normal” students, adolescents who identified with high-risk peer groups (eg, “Druggies,” “Goths”) tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents’ self-identification with high-status peer groups (eg, “Jocks,” “Populars”) was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. CONCLUSIONS It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents’ aggressive behavior. PMID:20529198

The future of mental health care: peer-to-peer support and social media.

PubMed

Naslund, J A; Aschbrenner, K A; Marsch, L A; Bartels, S J

2016-04-01

People with serious mental illness are increasingly turning to popular social media, including Facebook, Twitter or YouTube, to share their illness experiences or seek advice from others with similar health conditions. This emerging form of unsolicited communication among self-forming online communities of patients and individuals with diverse health concerns is referred to as peer-to-peer support. We offer a perspective on how online peer-to-peer connections among people with serious mental illness could advance efforts to promote mental and physical wellbeing in this group. In this commentary, we take the perspective that when an individual with serious mental illness decides to connect with similar others online it represents a critical point in their illness experience. We propose a conceptual model to illustrate how online peer-to-peer connections may afford opportunities for individuals with serious mental illness to challenge stigma, increase consumer activation and access online interventions for mental and physical wellbeing. People with serious mental illness report benefits from interacting with peers online from greater social connectedness, feelings of group belonging and by sharing personal stories and strategies for coping with day-to-day challenges of living with a mental illness. Within online communities, individuals with serious mental illness could challenge stigma through personal empowerment and providing hope. By learning from peers online, these individuals may gain insight about important health care decisions, which could promote mental health care seeking behaviours. These individuals could also access interventions for mental and physical wellbeing delivered through social media that could incorporate mutual support between peers, help promote treatment engagement and reach a wider demographic. Unforeseen risks may include exposure to misleading information, facing hostile or derogatory comments from others, or feeling more uncertain about one's health condition. However, given the evidence to date, the benefits of online peer-to-peer support appear to outweigh the potential risks. Future research must explore these opportunities to support and empower people with serious mental illness through online peer networks while carefully considering potential risks that may arise from online peer-to-peer interactions. Efforts will also need to address methodological challenges in the form of evaluating interventions delivered through social media and collecting objective mental and physical health outcome measures online. A key challenge will be to determine whether skills learned from peers in online networks translate into tangible and meaningful improvements in recovery, employment, or mental and physical wellbeing in the offline world.

The future of mental health care: peer-to-peer support and social media

PubMed Central

Naslund, J. A.; Aschbrenner, K. A.; Marsch, L. A.; Bartels, S. J.

2016-01-01

Aims People with serious mental illness are increasingly turning to popular social media, including Facebook, Twitter or YouTube, to share their illness experiences or seek advice from others with similar health conditions. This emerging form of unsolicited communication among self-forming online communities of patients and individuals with diverse health concerns is referred to as peer-to-peer support. We offer a perspective on how online peer-to-peer connections among people with serious mental illness could advance efforts to promote mental and physical wellbeing in this group. Methods In this commentary, we take the perspective that when an individual with serious mental illness decides to connect with similar others online it represents a critical point in their illness experience. We propose a conceptual model to illustrate how online peer-to-peer connections may afford opportunities for individuals with serious mental illness to challenge stigma, increase consumer activation and access online interventions for mental and physical well-being. Results People with serious mental illness report benefits from interacting with peers online from greater social connectedness, feelings of group belonging and by sharing personal stories and strategies for coping with day-to-day challenges of living with a mental illness. Within online communities, individuals with serious mental illness could challenge stigma through personal empowerment and providing hope. By learning from peers online, these individuals may gain insight about important health care decisions, which could promote mental health care seeking behaviours. These individuals could also access interventions for mental and physical wellbeing delivered through social media that could incorporate mutual support between peers, help promote treatment engagement and reach a wider demographic. Unforeseen risks may include exposure to misleading information, facing hostile or derogatory comments from others, or feeling more uncertain about one’s health condition. However, given the evidence to date, the benefits of online peer-to-peer support appear to outweigh the potential risks. Conclusion Future research must explore these opportunities to support and empower people with serious mental illness through online peer networks while carefully considering potential risks that may arise from online peer-to-peer interactions. Efforts will also need to address methodological challenges in the form of evaluating interventions delivered through social media and collecting objective mental and physical health outcome measures online. A key challenge will be to determine whether skills learned from peers in online networks translate into tangible and meaningful improvements in recovery, employment, or mental and physical wellbeing in the offline world. PMID:26744309

Deviant Peer Affiliation as an Explanatory Mechanism in the Association between Corporal Punishment and Physical Aggression: a Longitudinal Study among Chinese Adolescents.

PubMed

Zhu, Jianjun; Yu, Chengfu; Bao, Zhenzhou; Jiang, Yanping; Zhang, Wei; Chen, Yuanyuan; Qiu, Boyu; Zhang, Jianjun

2017-11-01

Previous research has focused primarily on corporal punishment as a cause and adolescents' physical aggression as an outcome. However, there is a large gap in knowledge of the potentially bidirectional association and explanatory mechanism underlying the association between corporal punishment and physical aggression. The current study, using a longitudinal design across three time points (the fall semester of 7th grade, the fall of 8th grade, and the fall of 9th grade), aimed to a) examine the reciprocal processes between corporal punishment and physical aggression, and b) explore whether deviant peer affiliation may explain such reciprocal connections. Only adolescents participating in all the three time points were included in this study, resulting in a final sample of 342 adolescents (175 boys, 167 girls) who completed questionnaires regarding corporal punishment, deviant peer affiliation, and aggression. Gender, age and socioeconomic status were controlled for in the analyses. Autoregressive cross-lagged models showed that the results did not support the direct reciprocal effect between corporal punishment and physical aggression among Chinese adolescents. A direct longitudinal link from corporal punishment to physical aggression was found, however, the inverse association was not significant. Moreover, regarding the longitudinal underlying process, in one direction, corporal punishment at 7th grade predicted higher levels of deviant peer affiliation at 8th grade. In turn, higher deviant peer affiliation at 8th grade predicted increased physical aggression at 9th grade. At the same time, in the other direction, adolescent physical aggression at 7th grade significantly predicted deviant peer affiliation at 8th grade. In turn, higher deviant peer affiliation at 8th grade predicted decreased corporal punishment at 9th grade. Identifying the direct and underlying reciprocal processes between corporal punishment and adolescent physical aggression has important implications for an integrative framework of theory and prevention.

Biased self-perceptions of social competence and engagement in physical and relational aggression: the moderating role of peer status and sex.

PubMed

McQuade, Julia D; Achufusi, Adaora K; Shoulberg, Erin K; Murray-Close, Dianna

2014-01-01

This study sought to expand on prior research suggesting that children low in peer status who either over- or underestimate their social competence relative to others' reports are more likely to be aggressive (White and Kistner [2011]. Journal of Abnormal Child Psychology, 39, 645-656). The curvilinear associations between social competence bias and two forms of aggression (physical and relational) were examined in a sample of 4th through 6th graders (n = 183); moderation by both sex and peer status (peer preference and popularity) also were tested. Social competence bias was operationally defined as the residual difference between child and teacher ratings of the child's social competence. Aggression and peer status were measured using peer nomination procedures. There was a significant curvilinear association between social competence bias and physical aggression moderated by both types of peer status. For low peer status children greater underestimation and overestimation of social competence was associated with higher physical aggression. The curvilinear association between social competence bias and relational aggression was moderated by both peer status and sex. Popular boys had higher rates of relational aggression when they had accurate, rather than biased, self-perceptions of social competence. However, for very highly preferred girls, a more extreme positive bias was associated with an exponential increase in relational aggression. Results are discussed in terms of implications for aggression theory and intervention. © 2014 Wiley Periodicals, Inc.

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

PubMed

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

Update to a protocol for a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A).

PubMed

Sebire, Simon J; Edwards, Mark J; Campbell, Rona; Jago, Russell; Kipping, Ruth; Banfield, Kathryn; Kadir, Bryar; Garfield, Kirsty; Lyons, Ronan A; Blair, Peter S; Hollingworth, William

2016-01-01

Physical activity levels are low amongst adolescent girls, and this population faces specific barriers to being active. Peer influences on health behaviours are important in adolescence, and peer-led interventions might hold promise to change behaviour. This paper describes the protocol for a feasibility cluster randomised controlled trial of Peer-Led physical Activity iNtervention for Adolescent girls (PLAN-A), a peer-led intervention aimed at increasing adolescent girls' physical activity levels. In addition, this paper describes an update that has been made to the protocol for the PLAN-A feasibility cluster randomised controlled trial. A two-arm cluster randomised feasibility trial will be conducted in six secondary schools (intervention n  = 4; control n  = 2) with year 8 (12-13 years old) girls. The intervention will operate at a year group level and consist of year 8 girls nominating influential peers within their year group to become peer supporters. Approximately 15% of the cohort will receive 3 days of training about physical activity and interpersonal communication skills. Peer supporters will then informally diffuse messages about physical activity amongst their friends for 10 weeks. Data will be collected at baseline (time 0 (T0)), immediately after the intervention (time 1 (T1)) and 12 months after baseline measures (time 2 (T2)). In this feasibility trial, the primary interest is in the recruitment of schools and participants (both year 8 girls and peer supporters), delivery and receipt of the intervention, data provision rates and identifying the cost categories for future economic analysis. Physical activity will be assessed using 7-day accelerometry, with the likely primary outcome in a fully powered trial being daily minutes of moderate-to-vigorous physical activity. Participants will also complete psychosocial questionnaires at each time point: assessing motivation, self-esteem and peer physical activity norms. Data analysis will be largely descriptive and focus on recruitment, attendance and data provision rates. The findings will inform the sample size required for a definitive trial. A detailed process evaluation using qualitative and quantitative methods will be conducted with a variety of stakeholders (i.e. pupils, parents, teachers and peer-supporter trainers) to identify areas of success and necessary improvements prior to proceeding to a definitive trial. The study will provide the information necessary to design a fully powered trial should PLAN-A demonstrate evidence of promise. This paper describes an update to the protocol for the PLAN-A feasibility cluster randomised controlled trial related to the data-linkage component. ISRCTN12543546.

Gender Differences in Predicting Antisocial Behaviors: Developmental Consequences of Physical and Relational Aggression

ERIC Educational Resources Information Center

McEachern, Amber D.; Snyder, James

2012-01-01

This study investigated gender differences in the relationship of early physical and relational aggression to later peer rejection and overt and covert antisocial behaviors. Significant gender differences were found indicating physically aggressive boys were more likely than girls to experience later peer rejection. Early physical aggression was…

Parent and Peer Predictors of Physical Dating Violence Perpetration in Early Adolescence: Tests of Moderation and Gender Differences

PubMed Central

Miller, Shari; Gorman-Smith, Deborah; Sullivan, Terri; Orpinas, Pamela; Simon, Thomas R.

2013-01-01

This study examined parenting and peer predictors of physical dating violence perpetration during early adolescence and tested moderation among these predictors and gender. Participants were 2,824 ethnically diverse sixth-grade students with a recent boyfriend/girlfriend who was part of a multisite, longitudinal investigation of the development and prevention of violence among middle school students. Those students who reported having a boyfriend/girlfriend reported significantly more drug use and delinquent activity and were more likely to be male. Twenty-nine percent of youth with a boyfriend/girlfriend reported perpetrating physical aggression against their boyfriend/girlfriend. Parenting and peer variables were significant predictors of physical dating violence. However, gender moderated the association between parenting practices and physical dating violence, with parental monitoring inversely linked to dating violence for boys and parent support for nonaggression inversely linked to dating violence for girls. Parent support for aggression also moderated the association between peer deviancy and reported perpetration. Finally, gender moderated the interaction between peer deviancy and parent support for nonaggressive solutions. PMID:20183640

Parental and Peer Factors Associated with Body Image Discrepancy among Fifth-Grade Boys and Girls

PubMed Central

Wentzel, Kathryn; Elliott, Marc N.; Dittus, Patricia J.; Kanouse, David E.; Wallander, Jan L.; Pasch, Keryn E.; Franzini, Luisa; Taylor, Wendell C.; Qureshi, Tariq; Franklin, Frank A.; Schuster, Mark A.

2015-01-01

Many young adolescents are dissatisfied with their body due to a discrepancy between their ideal and actual body size, which can lead to weight cycling, eating disorders, depression, and obesity. The current study examined the associations of parental and peer factors with fifth-graders’ body image discrepancy, physical self-worth as a mediator between parental and peer factors and body image discrepancy, and how these associations vary by child’s sex. Body image discrepancy was defined as the difference between young adolescents’ self-perceived body size and the size they believe a person their age should be. Data for this study came from Healthy Passages, which surveyed 5,147 fifth graders (51 % females; 34 % African American, 35 % Latino, 24 % White, and 6 % other) and their primary caregivers from the United States. Path analyses were conducted separately for boys and girls. The findings for boys suggest father nurturance and getting along with peers are related negatively to body image discrepancy; however, for girls, fear of negative evaluation by peers is related positively to body image discrepancy. For both boys and girls, getting along with peers and fear of negative evaluation by peers are related directly to physical self-worth. In addition, mother nurturance is related positively to physical self-worth for girls, and father nurturance is related positively to physical self-worth for boys. In turn, physical self-worth, for both boys and girls, is related negatively to body image discrepancy. The findings highlight the potential of parental and peer factors to reduce fifth graders’ body image discrepancy. PMID:23334988

Running With the Pack: Teen Peer-Relationship Qualities as Predictors of Adult Physical Health.

PubMed

Allen, Joseph P; Uchino, Bert N; Hafen, Christopher A

2015-10-01

This study assessed qualities of adolescent peer relationships as long-term predictors of physical health quality in adulthood. In an intensive multimethod, multireporter study of a community sample of 171 individuals assessed repeatedly from the ages of 13 to 27 years, physical health quality in adulthood was robustly predicted by independent reports of early-adolescent close-friendship quality and by a pattern of acquiescence to social norms in adolescent peer relationships. Predictions remained after accounting for numerous potential confounds, including prior health problems, concurrent body mass index, anxious and depressive symptoms, personality characteristics, adolescent-era financial adversity, and adolescent-era physical attractiveness. These findings have important implications for understanding the unique intensity of peer relationships in adolescence. © The Author(s) 2015.

Cross-Age Peer Tutoring in Physics: Tutors, Tutees, and Achievement in Electricity

ERIC Educational Resources Information Center

Korner, Marianne; Hopf, Martin

2015-01-01

International comparisons reveal that lower-secondary-level students in Austria perform below the OECD mean in science. Guided by the search for remedies and improvements in science teaching, this study investigates whether cross-age peer tutoring is an appropriate method for teaching physics. A modern and concise definition of peer tutoring is…

Do Peers Matter? A Review of Peer and/or Friends' Influence on Physical Activity among American Adolescents

ERIC Educational Resources Information Center

Fitzgerald, Amanda; Fitzgerald, Noelle; Aherne, Cian

2012-01-01

This systematic review investigated the relationship between peer and/or friend variables and physical activity among adolescents by synthesising cross-sectional, longitudinal, and experimental research conducted in the US. Seven electronic databases were searched to identify related articles published within the last 10 years and the articles…

Fostering Interprofessional Teamwork in an Academic Medical Center: Near-Peer Education for Students during Gross Medical Anatomy

ERIC Educational Resources Information Center

Shields, Richard K.; Pizzimenti, Marc A.; Dudley-Javoroski, Shauna; Schwinn, Debra A.

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they…

Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences

ERIC Educational Resources Information Center

Patton, Beth J.; Marty-Snyder, Melissa

2014-01-01

Peer assessment (PA) occurs in many higher education programs. However, there is limited research examining PA in physical education teacher education (PETE) in regards to student teaching experiences. PA may be a method to better prepare PETE students to assess their future students. The field experience students assessed their fellow peers on…

Adolescents' physical activities and peer norms: the mediating role of self-efficacy.

PubMed

Lu, Frank J H; Lin, Ju-Han; Hsu, Ya-Wen; Chou, Chien-Chih; Wang, Erica T W; Yeh, Li-Chin

2014-04-01

The purpose of the present study was to examine the relations among adolescents' self-efficacy and social norms, and physical activity and whether self-efficacy mediated the relationship between social norms and physical activity. 400 junior high school students (202 boys, 198 girls, 2 not identified; M age = 15.3yr., SD = 0.6) completed a demographic questionnaire, the International Physical Activity Questionnaire (IPAQ), the Perceived Self-Efficacy in Physical Activity Scale, and the Physical Activity Social Norms Scale. Regression analyses indicated that both self-efficacy and social norms predicted physical activity. Self-efficacy fully mediated the relationship between peer norms and physical activity for boys but partially mediated the relationship for girls. An application of the results may be to foster self-efficacy and peer norms as a motivational strategy for supporting increased physical activity.

Ready, Steady, Go! Program, Italy: a Program Impact Pathways (PIP) analysis.

PubMed

Veracini, Giordana; Leonardi, Elisabetta; Girotti, Rita; Thrasher, Erika Willumsen

2014-09-01

Ready, Steady, Go! promotes proper nutrition and physical activity among people of all ages in targeted neighborhoods and encourages social integration and children's participation in decisions that affect their lives. It also seeks to involve parents in activities so that they can influence their children's attitudes toward lifestyles and personal development. This partnership has reached 70,000 Italian children and adults with new opportunities for physical activities and social experiences that help them improve nutritional behaviors while having fun with their peers. To assess the Ready, Steady, Go! Program logic and to identify Critical Quality Control Points (CCPs) and a core suite of impact indicators based on a Program Impact Pathways (PIP) analysis. The PIP analysis team reviewed the key activities and processes that form Ready, Steady, Go! and then identified key CCPs for the project. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The PIP analysis confirmed that Ready, Steady, Go! has a structure that is likely to support the primary aims of the program. The CCPs identified are training of teachers in healthy lifestyles, teachers' active participation in the program, access to remodeled and well-equipped sports and recreational centers, participation of parents and grandparents, and involvement of local institutions and networks. A suite of impact indicators for changes in healthy lifestyle knowledge, attitudes, and behavior was identified. Project staff are now more aware of the importance of carefully monitoring the CCPs and have decided to conduct quarterly PIP-informed quality control evaluations.

Physical Conditions and Special Needs as Risk Factors of Peer Victimization Among School Children in Taiwan.

PubMed

Wei, Hsi-Sheng; Hwa, Hsiao-Lin; Shen, April Chiung-Tao; Feng, Jui-Ying; Hsieh, Yi-Ping; Huang, Soar Ching-Yu

2017-06-01

Students with physical symptoms and diseases may be at an increased risk of peer victimization. This study examined the associations of several medical conditions (obesity, asthma, allergy, epilepsy, and diabetes) with experience of physical, verbal, and relational victimization among children. A sample of 6,233 fourth-grade students from 314 elementary schools in Taiwan was recruited for the analysis. The mean age of the sample was 10.5, with an even distribution of gender (50.3% male and 49.7% female). Children with asthma, allergy, and epilepsy reported higher frequencies of peer victimization. Those who took daily medications or received treatment were also at a higher risk of being victimized. Diabetes and obesity were not found to be associated with peer victimization. The findings highlighted that children with physical conditions suffer maltreatment from peers. Sensitivity training should be provided to school health professionals, so they can evaluate the risk of victimization among students with special needs during assessment.

Update of global TC simulations using a variable resolution non-hydrostatic model

NASA Astrophysics Data System (ADS)

Park, S. H.

2017-12-01

Using in a variable resolution meshes in MPAS during 2017 summer., Tropical cyclone (TC) forecasts are simulated. Two physics suite are tested to explore performance and bias of each physics suite for TC forecasting. A WRF physics suite is selected from experience on weather forecasting and CAM (Community Atmosphere Model) physics is taken from a AMIP type climate simulation. Based on the last year results from CAM5 physical parameterization package and comparing with WRF physics, we investigated a issue with intensity bias using updated version of CAM physics (CAM6). We also compared these results with coupled version of TC simulations. During this talk, TC structure will be compared specially around of boundary layer and investigate their relationship between TC intensity and different physics package.

Moderating Effect of Negative Peer Group Climate on the Relation Between Men's Locus of Control and Aggression Toward Intimate Partners.

PubMed

Schmidt, Megan R; Lisco, Claire G; Parrott, Dominic J; Tharp, Andra T

2016-03-01

The present study sought to examine the interactive effects of an external locus of control and interaction in a negative peer group climate on men's perpetration of physical aggression and infliction of injury toward their female intimate partners. Participants were 206 heterosexual males recruited from the metro-Atlanta community who completed self-report measures of external locus of control, involvement in a negative peer group climate, and physical aggression and infliction of injury against intimate partners during the past 12 months. Negative peer group climate was conceptualized as a peer group that displays behavior which may instigate aggressive norms, attitudes, and behaviors. Results indicated that men with an external locus of control were more likely to perpetrate physical aggression toward and inflict injury on their intimate partners if they reported high, but not low, involvement in a negative peer group climate. These results extend current research suggesting external locus of control as a risk factor for intimate partner aggression by highlighting the impact of negative peer groups. Implications and future intervention research are discussed. © The Author(s) 2014.

The impact of self-transcendence on physical health status promotion in multiple sclerosis patients attending peer support groups.

PubMed

JadidMilani, Maryam; Ashktorab, Tahereh; AbedSaeedi, Zhila; AlaviMajd, Hamid

2015-12-01

This study aimed to investigate the effect of self-transcendence on the physical health of multiple sclerosis (MS) patients attending peer support groups. This study was a quasi-experimental before-and-after design including 33 MS patients in three groups: 10 men in the men-only group, 11 women in the women-only group, and 12 men and women in the mixed group. Participants were required to attend eight weekly sessions of 2 h each. Instruments included the physical health section of the Multiple Sclerosis Quality of Life Inventory and Reed's Self-Transcendence Scale. Peer support group attendance was found to have a significant positive effect on the physical health and self-transcendence of MS patients when comparing average scores before and after attendance. Regression analysis showed that improvement in self-transcendence predicted improvement in physical health. Results show the positive effects of peer support groups on self-transcendence and physical health in MS patients, and suggest that improvement in well-being can be gained by promoting self-transcendence and physical health. © 2015 Wiley Publishing Asia Pty Ltd.

Reflectors as Online Extraverts?

ERIC Educational Resources Information Center

Downing, Kevin; Chim, Tat Mei

2004-01-01

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom-based courses to…

Impact of Physical and Relational Peer Victimization on Depressive Cognitions in Children and Adolescents

ERIC Educational Resources Information Center

Sinclair, Keneisha R.; Cole, David A.; Dukewich, Tammy; Felton, Julia; Weitlauf, Amy S.; Maxwell, Melissa A.; Tilghman-Osborne, Carlos; Jacky, Amy

2012-01-01

The purpose of this study is to find longitudinal evidence of the effect of targeted peer victimization (TPV) on depressive cognitions as a function of victimization type and gender. Prospective relations of physical and relational peer victimization to positive and negative self-cognitions were examined in a 1-year, 2-wave longitudinal study.…

Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

NASA Astrophysics Data System (ADS)

Price, Edward; Goldberg, Fred; Robinson, Steve; McKean, Michael

2016-12-01

Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

The Effects of Physical Attractiveness and Ethnicity on Children's Behavioral Attributions and Peer Preferences

ERIC Educational Resources Information Center

Langlois, Judith H.; Stephan, Cookie

1977-01-01

Investigates the generality of stereotypes associated with physical attractiveness and assesses the relative contributions of attractiveness and ethnicity in determining children's behavioral attributions and peer preferences. (JMB)

The Context of Ethnicity: Peer Victimization and Adjustment Problems in Early Adolescence

ERIC Educational Resources Information Center

Hoglund, Wendy L. G.; Hosan, Naheed E.

2013-01-01

The current study bridges research on peer relational and physical victimization with research on ethnic victimization and situates this research in the context of ethnic diversity. Specifically, the authors investigate how ethnic, relational, and physical victimization relate to concurrent levels of depression/anxiety and physical aggression and…

Relational Aggression in Sibling and Peer Relationships during Early Childhood

ERIC Educational Resources Information Center

Ostrov, Jamie M.; Crick, Nicki R.; Stauffacher, Kirstin

2006-01-01

The role of siblings ("N" = 50) in the display of physical and relational aggression among peers during early childhood was explored. Specifically, sibling pairs' rates of physical and relational aggression were assessed in their independent social contexts. Findings indicated low to moderate levels of intercorrelation between physical and…

The interaction of social networks and child obesity prevention program effects: the pathways trial.

PubMed

Shin, Hee-Sung; Valente, Thomas W; Riggs, Nathaniel R; Huh, Jimi; Spruijt-Metz, Donna; Chou, Chih-Ping; Ann Pentz, Mary

2014-06-01

Social network analysis was used to examine whether peer influence from one's social networks moderates obesity prevention program effects on obesity-related behaviors: healthful and unhealthful. Participants included 557 children residing in Southern California. The survey assessed health-promoting behaviors (i.e., physical activity at school, physical activity outside of school, and fruit and vegetable intake), as well as unhealthful behaviors (high-calorie, low-nutrient intake and sedentary activity), and peer exposure calculated from social network nominations as indicators of peer influence. Multilevel models were conducted separately on outcomes predicted by program participation, peer exposure, and program participation by peer exposure. Results indicated that peer exposure was positively associated with one's own healthful and unhealthful behaviors. Program participation effects were moderated by peer influence, but only when unhealthful peer influence was present. Results suggest that peer influence can diminish or amplify prevention programs Future interventions should consider peer-led components to promote healthful influence of peers on healthful and unhealthful behaviors, and programs should be mindful that their effects are moderated by social networks. Copyright © 2014 The Obesity Society.

Hybrid Physical Vapor Deposition Instrument for Advanced Functional Multilayers and Materials

DTIC Science & Technology

2016-04-27

Hybrid Physical Vapor Deposition Instrument for Advanced Functional Multilayers and Materials PI Maria received support to construct a physical... vapor deposition (PVD) system that combines electron beam (e- beam) evaporation, magnetron sputtering, pulsed laser ablation, and ion-assisted deposition ...peer-reviewed journals: Number of Papers published in non peer-reviewed journals: Final Report: Hybrid Physical Vapor Deposition Instrument for Advanced

Dynamic Social Networks and Physical Aggression: The Moderating Role of Gender and Social Status Among Peers

PubMed Central

Rulison, Kelly L.; Gest, Scott D.; Loken, Eric

2013-01-01

We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11–13) who were followed across four assessments (fall and spring of 6th and 7th grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer-rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence. PMID:24068860

Sticks and Stones May Break My Bones, but Names will Make Me Feel Sick: The Psychosocial, Somatic, and Scholastic Consequences of Peer Harassment

ERIC Educational Resources Information Center

Nishina, Adrienne; Juvonen, Jaana; Witkow, Melissa R.

2005-01-01

This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N = 1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring.…

Quantifying Astronaut Tasks: Robotic Technology and Future Space Suit Design

NASA Technical Reports Server (NTRS)

Newman, Dava

2003-01-01

The primary aim of this research effort was to advance the current understanding of astronauts' capabilities and limitations in space-suited EVA by developing models of the constitutive and compatibility relations of a space suit, based on experimental data gained from human test subjects as well as a 12 degree-of-freedom human-sized robot, and utilizing these fundamental relations to estimate a human factors performance metric for space suited EVA work. The three specific objectives are to: 1) Compile a detailed database of torques required to bend the joints of a space suit, using realistic, multi- joint human motions. 2) Develop a mathematical model of the constitutive relations between space suit joint torques and joint angular positions, based on experimental data and compare other investigators' physics-based models to experimental data. 3) Estimate the work envelope of a space suited astronaut, using the constitutive and compatibility relations of the space suit. The body of work that makes up this report includes experimentation, empirical and physics-based modeling, and model applications. A detailed space suit joint torque-angle database was compiled with a novel experimental approach that used space-suited human test subjects to generate realistic, multi-joint motions and an instrumented robot to measure the torques required to accomplish these motions in a space suit. Based on the experimental data, a mathematical model is developed to predict joint torque from the joint angle history. Two physics-based models of pressurized fabric cylinder bending are compared to experimental data, yielding design insights. The mathematical model is applied to EVA operations in an inverse kinematic analysis coupled to the space suit model to calculate the volume in which space-suited astronauts can work with their hands, demonstrating that operational human factors metrics can be predicted from fundamental space suit information.

Family Correlates of Children's Social and Physical Aggression with Peers: Negative Interparental Conflict Strategies and Parenting Styles

ERIC Educational Resources Information Center

Underwood, Marion K.; Beron, Kurt J.; Gentsch, Joanna K.; Galperin, Mikal B.; Risser, Scott D.

2008-01-01

This investigation examines whether negative interparental conflict strategies (stonewalling, triangulation, verbal aggression, and physical aggression) and parenting styles are related to social and physical aggression with peers for children followed longitudinally from age 9 to 10 (N = 256). Parents reported on negative conflict strategies and…

Role of Physical Attractiveness in Peer Attribution of Psychological Disturbance

ERIC Educational Resources Information Center

Cash, Thomas F.; And Others

1977-01-01

The physical attractiveness stereotype was examined as it pertains to the attribution of psychological disturbance among peers. Consistent with the stereotype, attractive interviewees were judged as less disturbed with better prognosis than unattractive interviewees. (Author)

Fifth-grade children's daily experiences of peer victimization and negative emotions: moderating effects of sex and peer rejection.

PubMed

Morrow, Michael T; Hubbard, Julie A; Barhight, Lydia J; Thomson, Amanda K

2014-10-01

This study examined the relations of fifth-grade children's (181 boys and girls) daily experiences of peer victimization with their daily negative emotions. Children completed daily reports of peer victimization and negative emotions (sadness, anger, embarrassment, and nervousness) on up to eight school days. The daily peer victimization checklist was best represented by five factors: physical victimization, verbal victimization, social manipulation, property attacks, and social rebuff. All five types were associated with increased negative daily emotions, and several types were independently linked to increased daily negative emotions, particularly physical victimization. Girls demonstrated greater emotional reactivity in sadness to social manipulation than did boys, and higher levels of peer rejection were linked to greater emotional reactivity to multiple types of victimization. Sex and peer rejection also interacted, such that greater rejection was a stronger indicator of emotional reactivity to victimization in boys than in girls.

The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project.

PubMed

Owen, Michael B; Kerner, Charlotte; Taylor, Sarah L; Noonan, Robert J; Newson, Lisa; Kosteli, Maria-Christina; Curry, Whitney B; Fairclough, Stuart J

2018-05-31

Regular physical activity (PA) is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST) of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13⁻15 years old) from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT) project). The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA) (3.2 min, p = 0.009, d = 0.33). Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36) and increased their ST (17.2 min, p = 0.006, d = 0.43). The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls' MVPA levels when combined with an after-school club PA opportunity.

Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

NASA Astrophysics Data System (ADS)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-06-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

Physical activity and sedentary lifestyle in children with type 1 diabetes: a multicentre Italian study.

PubMed

Fainardi, Valentina; Scarabello, Chiara; Cangelosi, Antonia; Fanciullo, Lavinia; Mastrorilli, Carla; Giannini, Cosimo; Mohn, Angelika; Iafusco, Dario; La Loggia, Alfonso; Lombardo, Fortunato; Toni, Sonia; Valerio, Giuliana; Franzese, Adriana; Prisco, Franco; Chiarelli, Francesco; Vanelli, Maurizio

2011-08-01

Regular Physical Activity (RPA) is one of the cornerstones of Type 1 Diabetes (T1D) therapy, but conflicting results are reported in the literature. To compare (RPA) and Sedentary Lifestyle (SL) among children with type 1 diabetes (T1D) and healthy peers. Seven Italian paediatric diabetes centres enrolled 129 children with T1D and 214 healthy peers who were interviewed by a telephone questionnaire on physical activity level, sedentary lifestyle and clinical data. Compared to healthy peers, children with T1D: performed the same amount of RPA, were more frequently engaged in team sports (p = 0.018), described RPA as an enjoyable activity (p = 0.033), not boring (p = 0.035), a chance to spend time with peers (p = 0.033) and to meet new friends (p = 0.016). Children with T1D were finally used to consume less snacks during watching TV (p < 0.001) or after physical activity (p < 0.001 ). HbA1c values were not related with time spent in physical activity, in watching TV or in playing video-games. Most interviewed children with T1D are physically active and perform the same amount of exercise as their healthy peers. They demonstrate to consider RPA a source of enjoyment and sociality and not a therapeutic imposition. (www.actabiomedica.it)

Measuring the effectiveness of scientific gatekeeping.

PubMed

Siler, Kyle; Lee, Kirby; Bero, Lisa

2015-01-13

Peer review is the main institution responsible for the evaluation and gestation of scientific research. Although peer review is widely seen as vital to scientific evaluation, anecdotal evidence abounds of gatekeeping mistakes in leading journals, such as rejecting seminal contributions or accepting mediocre submissions. Systematic evidence regarding the effectiveness--or lack thereof--of scientific gatekeeping is scant, largely because access to rejected manuscripts from journals is rarely available. Using a dataset of 1,008 manuscripts submitted to three elite medical journals, we show differences in citation outcomes for articles that received different appraisals from editors and peer reviewers. Among rejected articles, desk-rejected manuscripts, deemed as unworthy of peer review by editors, received fewer citations than those sent for peer review. Among both rejected and accepted articles, manuscripts with lower scores from peer reviewers received relatively fewer citations when they were eventually published. However, hindsight reveals numerous questionable gatekeeping decisions. Of the 808 eventually published articles in our dataset, our three focal journals rejected many highly cited manuscripts, including the 14 most popular; roughly the top 2 percent. Of those 14 articles, 12 were desk-rejected. This finding raises concerns regarding whether peer review is ill--suited to recognize and gestate the most impactful ideas and research. Despite this finding, results show that in our case studies, on the whole, there was value added in peer review. Editors and peer reviewers generally--but not always-made good decisions regarding the identification and promotion of quality in scientific manuscripts.

Examination of Loneliness and Peer Relations of Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Gencay, Selçuk

2017-01-01

The behavior of the physical education teacher in the classroom or in the gym also affects the students' achievement and personality development. It is important to examine different aspects of loneliness and peer relations, which are thought to be one of the indicators of the level of sociability, in the profession of physical education teacher.…

Physical Conditions and Special Needs as Risk Factors of Peer Victimization among School Children in Taiwan

ERIC Educational Resources Information Center

Wei, Hsi-Sheng; Hwa, Hsiao-Lin; Shen, April Chiung-Tao; Feng, Jui-Ying; Hsieh, Yi-Ping; Huang, Soar Ching-Yu

2017-01-01

Students with physical symptoms and diseases may be at an increased risk of peer victimization. This study examined the associations of several medical conditions (obesity, asthma, allergy, epilepsy, and diabetes) with experience of physical, verbal, and relational victimization among children. A sample of 6,233 fourth-grade students from 314…

Evaluation of a Peer-Led, Low-Intensity Physical Activity Program for Older Adults

ERIC Educational Resources Information Center

Werner, Danilea; Teufel, James; Brown, Stephen L.

2014-01-01

Background: Physical inactivity is a primary contributor to decreasing functional physical fitness and increasing chronic disease in older adults. Purpose: This study assessed the health-related benefits of ExerStart for Lay Leaders, a 20-week, community based, peer-led, low-impact exercise program for older adults. ExerStart focuses on aerobic…

The gender gap in peer-reviewed publications by physical therapy faculty members: a productivity puzzle.

PubMed

Kaufman, Regina R; Chevan, Julia

2011-01-01

Studies of peer-reviewed article publication by faculty in higher education show men publish more than women. Part of the difference in publishing appears to be attributable directly to gender. Gender differences in publishing productivity have not been explored in physical therapy. The purpose of this study was to explore effects of gender on peer-reviewed publication productivity in physical therapy. This was a cross-sectional study using survey methods. A survey was administered to a random sample of 881 physical therapy faculty members; 459 responses were used for analysis. Men were more likely than women to be married, have children, hold a PhD degree, be tenured or on a tenure track, and hold the position of department chair. There was a significant difference in peer-reviewed publication rates between male and female respondents. Negative binomial regression models revealed that female gender was a negative predictor of peer-reviewed publication, accounting for between 0.51 and 0.58 fewer articles per year for women than for men over the course of a career. Reasons for the gender differences are not clear. Factors such as grant funding, laboratory resources, nature of collaborative relationships, values for different elements of the teaching/research/service triad, and ability to negotiate the academic culture were not captured by our model. The gender gap in peer-reviewed publishing productivity may have implications for individuals and the profession of physical therapy and should be subject to further exploration.

Peer physical examination: time to revisit?

PubMed

Outram, Suzanne; Nair, Balakrishnan R

2008-09-01

Opportunities for using inpatients for learning physical examination skills have decreased. In peer physical examination (PPE), students act as models for each other to learn skills in physical examination and other non-invasive procedures. PPE is extensively used and has high acceptability, but nevertheless poses some challenges. PPE may be less acceptable among culturally and linguistically diverse students. In the light of our findings and the published literature, best practice points are described.

Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex.

PubMed

Zulauf, Courtney A; Sokolovsky, Alexander W; Grabell, Adam S; Olson, Sheryl L

2018-03-01

Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3-year-old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross-lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three developmental pathways were identified: (i) direct associations between stable childhood externalizing problems and later physical aggression; (ii) a direct pathway from early corporal punishment to preadolescent relational and physical peer aggression; and (iii) an indirect pathway from early corporal punishment to later physical aggression via continuing externalizing problems in middle childhood. Child sex moderated the nature of these pathways, as well as the direction of association between risk and outcome variables. These data advance our understanding of the etiology of distinct forms of peer aggression and highlight the potential for more efficacious prevention and intervention efforts in the early childhood years. © 2018 Wiley Periodicals, Inc.

Predictors of Physical Altercation among Adolescents in Residential Substance Abuse Treatment

PubMed Central

Crawley, Rachel D.; Becan, Jennifer Edwards; Knight, Danica Kalling; Joe, George W.; Flynn, Patrick M.

2014-01-01

This study tested the hypothesis that basic social information-processing components represented by family conflict, peer aggression, and pro-aggression cognitive scripts are related to aggression and social problems among adolescents in substance abuse treatment. The sample consisted of 547 adolescents in two community-based residential facilities. Correlation results indicated that more peer aggression is related to more pro-aggression scripts; scripts, peer aggression, and family conflict are associated with social problems; and in-treatment physical altercation involvement is predicted by higher peer aggression. Findings suggest that social information-processing components are valuable for treatment research. PMID:26622072

77 FR 70551 - Highly Migratory Species; Atlantic Shark Management Measures

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-26

... uncertain. The Southeast Fisheries Science Center addressed the questions from the peer reviewers in a post... condition. The stock assessment scientists showed in the post-review updates and projections document that... lb dw in the Gulf of Mexico. Using the ex-vessel prices described in the DEIS under Alternative Suite...

Peer Influence on IPV by Young Adult Males: Investigating the Case for a Social Norms Approach.

PubMed

McKool, Marissa; Stephenson, Rob; Winskell, Kate; Teten Tharp, Andra; Parrott, Dominic

2017-08-01

Nearly 32% of women report experiencing physical violence from an intimate partner and more than 8% report being raped by a significant other in their lifetime. Young people's perceptions that their peers perpetrate relationship violence have been shown to increase the odds of self-reported perpetration. Yet, limited research has been conducted on this relationship as individuals begin to age out of adolescence. The present study sought to examine the link between the perception of peer perpetration of intimate partner violence (IPV) and self-reported IPV perpetration among a sample of predominately young adult (21-35 years) males. This study also explored the discordance between the perception of peer IPV behavior and self-reported perpetration. Data from 101 male peer dyads ( n = 202) were taken from a study on the effects of alcohol and bystander intervention in Atlanta, Georgia. Thirty-six percent ( n = 73) of men reported perpetrating physical IPV and 67% ( n = 135) reported perpetrating sexual IPV in the past 12 months. Nearly 35% ( n = 55) of the sample reported that none of their peers had perpetrated physical IPV, which contradicted their friend's self-report of physical IPV perpetration. Similarly, 68% ( n = 115) of the men perceived none of their peers to have perpetrated sexual IPV, which contradicted their friend's self-report of sexual IPV perpetration. Discordance variables were significantly associated with self-reported perpetration for both physical (χ 2 = 152.7, p < .01) and sexual (χ 2 = 164.4, p < .01) IPV. These results point to an underestimation of peer IPV perpetration among young adult males. Findings suggest a traditional social norms approach to IPV prevention, which seeks to persuade individuals that negative behaviors are less common than perceived, may not be the best approach given a significant number of men believed their friends were nonviolent when they had perpetrated violence.

Peer Group Self-Identification as a Predictor of Relational and Physical Aggression among High School Students

ERIC Educational Resources Information Center

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-01-01

Background: Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group…

Social Support and Peer Norms Scales for Physical Activity in Adolescents

PubMed Central

Ling, Jiying; Robbins, Lorraine B.; Resnicow, Ken; Bakhoya, Marion

2015-01-01

Objectives To evaluate psychometric properties of a Social Support and Peer Norms Scale in 5th-7th grade urban girls. Methods Baseline data from 509 girls and test-retest data from another 94 girls in the Midwestern US were used. Results Cronbach's alpha was .83 for the Social Support Scale and .72 for the Peer Norms Scale, whereas test-re-test reliability was .78 for both scales. Exploratory factor analysis suggested a single factor structure for the Social Support Scale, and a 3-factor structure for the Peer Norms Scale. Social support was correlated with accelerometer-measured physical activity (r = .13, p = .006), and peer norms (r = .50, p < .0001). Conclusions Both scales have adequate psychometric properties. PMID:25207514

The role of peer group aggression in predicting adolescent dating violence and relationship quality.

PubMed

Ellis, Wendy E; Chung-Hall, Janet; Dumas, Tara M

2013-04-01

Past research has shown that adolescent peer groups make a significant contribution to shaping behavior but less is known about the role of peer groups in adolescent dating relationships. This longitudinal study examined the contribution of aggressive peer group norms on relationship quality and dating violence among dating adolescents. At the beginning of the school year (T1) and 6 months later (T2), participants (n = 1,070; M(age) = 15.45; 49 % Female) provided self-reports of attitudes towards aggression, and physically- and relationally-aggressive behaviors. Peer groups were identified using a peer-nomination technique and aggressive behaviors and attitudes were averaged across peer groups. Participants with dating experience (n = 598) reported on the frequency of their experience with dating violence (both as a victim and perpetrator). Multilevel analyses indicated that peer group relational aggression at T1 positively predicted dating abuse victimization and perpetration, and negatively predicted relationship quality at T2, beyond individual predictions. An unexpected finding was that membership in physically aggressive peer groups at T1 was associated positively with relationship quality at T2. Results point to the importance of the peer group in shaping adolescent dating experiences.

The effects of non-physical peer sexual harassment on high school students' psychological well-being in Norway: consistent and stable findings across studies.

PubMed

Bendixen, Mons; Daveronis, Josef; Kennair, Leif Edward Ottesen

2018-01-01

The paper examines how strongly non-physical peer sexual harassment is associated with a wide range of well-being outcomes from symptoms of depression and anxiety to self-esteem and body image. Two large community samples of high school students were analyzed (n = 1384 and n = 1485). Students responded to questionnaires on being subject to non-physical sexual harassment, sexual coercion and forced intercourse, and to well-being indicators ranging from anxiety, depression, self-esteem, body image. Regression analyses suggest that being harassed by peers in a non-physical way was moderately associated with lower levels of well-being over and above the effect of other risk factors. This effect was present for all indicators of well-being. The effect of peer harassment on depressive symptoms was moderated by sex (affected women more) but not by sexual or ethnic minority status. The findings imply that although sticks and stones may break bones, it does seem that derogatory words and other forms of non-physical sexual harassment definitely harm high school students.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Open-Access Physical Activity Programs for Older Adults: A Pragmatic and Systematic Review.

PubMed

Balis, Laura E; Strayer, Thomas; Ramalingam, NithyaPriya; Wilson, Meghan; Harden, Samantha M

2018-01-10

Open-access, community-based programs are recommended to assist older adults in meeting physical activity guidelines, but the characteristics, impact, and scalability of these programs is less understood. The Land-Grant University Cooperative Extension System, an organization providing education through county-based educators, functions as a delivery system for these programs. A systematic review was conducted to determine characteristics of effective older adult physical activity programs and the extent to which programs delivered in Extension employ these characteristics. A systematic review of peer-reviewed and grey literature was conducted from August 2016 to February 2017. The review was limited to open-access (available to all), community-based physical activity interventions for older adults (≥65 years of age). The peer-reviewed literature search was conducted in PubMed and EBSCOhost; the grey literature search for Extension interventions was conducted through Extension websites, Land-Grant Impacts, and the Journal of Extension. Sixteen peer-reviewed studies and 17 grey literature sources met inclusion criteria and were analyzed. Peer-reviewed and Extension programs were similar in their limited use of behavioral theories and group-based strategies. Compared to Extension programs, those in the peer-reviewed literature were more likely to use a combination of physical activity components and be delivered by trained professionals. The results indicate notable differences between peer-reviewed literature and Extension programs and present an opportunity for Extension programs to more effectively use evidence-based program characteristics, including behavioral theories and group dynamics, a combination of physical activity components, and educator/agent-trained delivery agents. © The Author(s) 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Popular and Nonpopular Subtypes of Physically Aggressive Preadolescents: Continuity of Aggression and Peer Mechanisms during the Transition to Middle School

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2012-01-01

Using peer nominations of physical aggression and perceived popularity in the spring semester of fifth grade, we identified 54 popular aggressive and 42 nonpopular aggressive preadolescents in a diverse sample of 318 participants recruited from an urban school district. Physical aggression in the spring semester of sixth grade was included to…

Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children's physical activity and object control skill competency: A non-randomised trial.

PubMed

Nathan, Nicole; Sutherland, Rachel; Beauchamp, Mark R; Cohen, Kristen; Hulteen, Ryan M; Babic, Mark; Wolfenden, Luke; Lubans, David R

2017-12-01

This study aimed to assess the feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led physical activity and object control skill intervention. The study employed a quasi-experimental design. The study was conducted in two elementary schools, one intervention and one comparison, in Newcastle, New South Wales (NSW), Australia from April to June 2015 (N=224 students). Peer leaders (n=20) in the intervention school received training to deliver two 30-min object control skill sessions per week to students in Kindergarten, Grades 1 and 2 (5-8 years, n=83) over one school term (10 weeks). The primary outcome was pedometer assessed physical activity during school hours. Secondary outcomes included students' object control skill competency and peers' leadership self-efficacy and teacher ratings of peers' leadership skills. Almost all (19/20) GLASS sessions were delivered by peer leaders who reported high acceptability of the program. The treatment-by-time interaction for students' physical activity during school hours was not significant (p=0.313). The intervention effect on students' overall object control skills was statistically significant (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). Teacher-rated peer leadership significantly improved (0.70; 95% CI 0.38-1.01); p<.001)). The GLASS program was found to be both feasible and acceptable. The intervention also resulted in improvements in students' overall object control skills as well as teacher-rated peers' leadership behaviours. Future fully powered trials using peer leaders to deliver fundamental movement skill (FMS) programs are warranted. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education.

PubMed

Cox, Anne; Duncheon, Nicole; McDavid, Lindley

2009-12-01

Research has demonstrated the importance of relatedness perceptions to self-determined motivation in physical education. Therefore, studies have begun to examine the social factors contributing to feelings of relatedness. The purpose of this study was to examine teacher (perceived emotional support) and peer (acceptance, friendship quality) relationship variables to feelings of relatedness, motivation, and affective responses in junior high physical education students (N = 411). Results revealed that perceived relatedness mediated the relationship between variables and self-determined motivation and related directly to the amount of enjoyment and worry students experienced. These findings demonstrate that relationships with both teachers and peers are important for students' relatedness perceptions, motivation, enjoyment, and worry in physical education.

Quantum Computation and Simulation Using Neutral Fermionic Atoms

DTIC Science & Technology

2014-06-06

labeled n = 1) Efimov trimer crosses the three-atom scattering threshold. Working in the context of nuclear physics in the early 1970’s, Vitaly Efimov...permit the observation of anti-ferromagnetic ordering in the Hubbard model. (a) Papers published in peer-reviewed journals ( N /A for none) Enter List of...Physics, (06 2011): 0. doi: TOTAL: 7 Number of Papers published in peer-reviewed journals: (b) Papers published in non-peer-reviewed journals ( N /A for

Two Departments, Two Models of Interdisciplinary Peer Learning

ERIC Educational Resources Information Center

Wenner, Julianne A.; Simmonds, Paul J.

2017-01-01

On graduation, teacher candidates (TCs) are typically underprepared to teach science, particularly physical science, whereas physics graduates frequently lack training in teaching or effective communication. In response, we created two models for interdisciplinary peer learning where TCs were paired with either graduate or undergraduate physics…

Peer 2 peer: efficacy of a course-based peer education intervention to increase physical activity among college students.

PubMed

Boyle, Jennifer; Mattern, Craig O; Lassiter, Jill W; Ritzler, Julia A

2011-01-01

There are few physical activity (PA) interventions in higher education, and they have been only minimally effective. To determine if a course-based, peer education intervention was associated with increases in PA and physical fitness. Participants were 178 students enrolled in a personal health class during the 2007-2008 academic year. A quasi-experimental design was used to assess the effect of the intervention. Repeated measures analysis of covariance was employed to test the impact of the intervention on students' PA, body composition, waist-to-hip ratio, cardiovascular fitness, flexibility, and muscular strength. Women in the treatment group classified as "Inactive" at baseline increased PA, whereas "Inactive" control women had reductions in PA. Women in the treatment group who were "Active" at baseline reduced their waist-to-hip ratio and increased flexibility. There were no differences by treatment group among men. The intervention was effective in improving PA and physical fitness among college women.

A physician's exposure to defamation.

PubMed

Mandell, W J

1992-01-01

The article defines defamation, discusses how to avoid a defamation action, and suggests defenses against a defamation action. Several examples are given that demonstrate common situations where liability exists and how a physician should respond. The article explains that at times we have a duty to speak and differentiates between our legal, moral, and ethical duty. Defamation should not be a concern for those involved in the peer review process, as long as they are truthful or act in a good faith belief that what they are saying is true. The article should enhance peer review by encouraging physicians to participate without fear of a retaliatory law suit.

The situation specificity of youth responses to peer provocation.

PubMed

Dirks, Melanie A; Treat, Teresa A; Weersing, V Robin

2007-01-01

Previous studies have identified peer provocation as a challenging class of situations for youth. The work presented here builds on previous methods of assessing peer provocation by (a) increasing the contextual detail of the vignettes; (b) developing a reliable, descriptive coding system of the range of youth responses to physical, verbal, and relational provocation; and (c) assessing the relevance of these situations for a sample (N = 76) of ethnically diverse, economically disadvantaged youth ages 12 to 14. The vignettes were used to examine the situation specificity of youth responses to provocation. Situation and identity of aggressor were both predictors of youth responses. For example, participants "matched" physical aggression to physical provocation. These findings are consistent with previous studies demonstrating the situation specificity of social information processing, even within the relatively homogeneous category of peer provocations.

Imaging Multi-Particle Atomic and Molecular Dynamics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Landers, Allen

2016-02-12

Final Report for Grant Number: DE- FG02-10ER16146 This grant supported research in basic atomic, molecular and optical physics related to the interactions of atoms and molecules with photons and electrons. The duration of the grant was the 5 year period from 4/1/2010 – 10/31/2015. All of the support from the grant was used to pay salaries of the PI, graduate students, and undergraduates and travel to conferences and meetings. The results were in the form of publications in peer reviewed journals. There were 20 peer reviewed publications over these 5 years with 2 of the publications in Physical Review Lettersmore » and 1 in Nature; all of the other articles were in respected peer reviewed journals (Physical Review A, New Journal of Physics, Journal of Physics B ...).« less

Data bank has operational impact. Proper peer review can protect hospitals from antitrust and defamation suits.

PubMed

Purtell, D L

1990-11-01

The Health Care Quality Improvement Act of 1986 can help protect medical professionals and healthcare facilities from antitrust and defamation claims and other forms of litigation arising from the peer review process. Some hospitals may need to make major changes in their peer review activity as a result of the act. The healthcare entity, not the physicians involved in peer review, has the burden of complying with the provisions of the act. Failure to comply with the act can lead to loss of immunity from damages, fines, and potential exclusion from the Medicare program. The potential for liability has sparked a need for hospitals to reexamine and possibly reorganize medical staff and update procedures and related governing documents. Healthcare entities may consider changes such as implementing a director of medical affairs function, choosing medical staff for multiple-year terms, and centralizing physician review files. In the 1980s many hospitals created quality assurance and risk management programs. Risk managers need to share data with quality assurance personnel, who must in turn share the information with medical staff involved with credentialing, peer review, and medical affairs management. Legal counsel will need to be familiar with the legalities of the act, as well as the hospital's peer review procedures and operations. General legal counsel should oversee coordination of hospital proceedings and assist in educating staff on the legalities of peer review.

Promoting physical activity among older people in primary care using peer mentors.

PubMed

Stevens, Zoe; Barlow, Cate; Iliffe, Steve

2015-04-01

The home-based Otago Exercise Programme has been shown to increase sustained physical-activity levels in older people recruited through primary care, when supported by health professionals. The ProAct65+ trial is testing this programme using volunteer peer mentors to support behaviour change. This qualitative study explored how these peer mentors experienced their role. Ten peer mentors from the ProAct65+ trial were interviewed. Semi-structured interviews were audio-recorded, transcribed verbatim and thematically analysed. Peer mentors reported positive experiences including meeting new people, watching mentees progress, developing friendships and being shown gratitude for their support. Key barriers and facilitators to the mentoring process included the home and telephone as settings for support, geography and making contact with mentees. Findings from this study can help the development of peer mentor programmes in primary care for older people. Future programmes should recruit peer mentors who are local to where mentoring is needed to reduce travel difficulties.

Development and Evaluation of Innovative Peer-Led Physical Activity Programs for Mental Health Service Users

PubMed Central

Graham, Candida R.; Larstone, Roseann; Griffiths, Brenda; de Leeuw, Sarah; Anderson, Lesley; Powell-Hellyer, Stephanie; Long, Nansi

2017-01-01

Abstract Mental health service users (MHSUs) have elevated rates of cardiometabolic disturbance. Improvements occur with physical activity (PA) programs. We report the development and evaluation of three innovative peer-developed and peer-led PA programs: 1) walking; 2) fitness; and 3) yoga. Qualitative evaluation with 33 MHSUs in British Columbia, Canada, occurred. These programs yielded improvements for participants, highlighted by powerful narratives of health improvement, and improved social connections. The feasibility and acceptability of innovative peer-developed and peer-led programs were shown. Analyses revealed concepts related to engagement and change. Relating core categories, we theorize effective engagement of MHSUs requires accessibility on three levels (geographic, cost, and program flexibility) and health behavior change occurs within co-constituent relationships (to self, to peers, and to the wider community). This study highlights the benefits of peer involvement in developing and implementing PA programs and provides a theoretical framework of understanding engagement and behavior change in health programs for MHSUs. PMID:28953007

Understanding the association between maltreatment history and adolescent risk behavior by examining popularity motivations and peer group control.

PubMed

Ellis, Wendy E; Wolfe, David A

2009-10-01

The purpose of the present study was to examine how peer group processes of pressure and control and individual motivations for popularity would add to, and moderate the relationship between, childhood maltreatment and risky behavior in adolescence. A total of 1558 youth (804 girls) from three high schools in Ontario, Canada (M age = 15.02 years, SD = .86) reported on their alcohol use, delinquent behavior, childhood experiences of physical and emotional maltreatment and neglect, peer group processes involving control and individual popularity motivations. Regression analyses showed that, beyond the significant contributions of childhood maltreatment, peer group control predicted risky alcohol use and delinquent behavior. Peer group control and popularity motivations exacerbated the negative effect of physical maltreatment on delinquent behavior. Boys' experiences of peer group control were more strongly linked to alcohol use and delinquent behavior than girls'. These results suggest that there is a significant window of opportunity during adolescence where the peer group context can exacerbate or buffer childhood experiences.

EVA Physiology and Medical Considerations Working in the Suit

NASA Technical Reports Server (NTRS)

Parazynski, Scott

2012-01-01

This "EVA Physiology and Medical Considerations Working in the Suit" presentation covers several topics related to the medical implications and physiological effects of suited operations in space from the perspective of a physician with considerable first-hand Extravehicular Activity (EVA) experience. Key themes include EVA physiology working in a pressure suit in the vacuum of space, basic EVA life support and work support, Thermal Protection System (TPS) inspections and repairs, and discussions of the physical challenges of an EVA. Parazynski covers the common injuries and significant risks during EVAs, as well as physical training required to prepare for EVAs. He also shares overall suit physiological and medical knowledge with the next generation of Extravehicular Mobility Unit (EMU) system designers.

Peer Assessment of Student-Produced Mechanics Lab Report Videos

ERIC Educational Resources Information Center

Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

2017-01-01

We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings…

Using Peer Feedback to Promote Reflection on Open-Ended Problems

ERIC Educational Resources Information Center

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-01-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable…

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

PubMed Central

Eberlein, Thomas; Kampmeier, Jack; Minderhout, Vicky; Moog, Richard S; Platt, Terry; Varma-Nelson, Pratibha; White, Harold B

2008-01-01

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation. PMID:19381266

Getting Medical Directors Out of the C-Suite and Closer to Points of Care.

PubMed

Schlosser, Michael

2016-11-01

Physicians, more than anyone else, can influence peers when it comes to talking about evidence-based care, even when it runs counter to customary, but costly, practice patterns. The timing couldn't be better to put physicians in this leadership role because of the growing use of value-based payment models.

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender.

PubMed

Taylor, Silas; Shulruf, Boaz

2016-01-01

Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of 'attitude-behavior inconsistency' showing that students' predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.

A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy.

PubMed

Monks, Claire P; Palermiti, Annalisa; Ortega, Rosario; Costabile, Angela

2011-05-01

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.

Children's Beliefs toward Cooperative Playing with Peers with Disabilities in Physical Education

ERIC Educational Resources Information Center

Obrusnikova, Iva; Block, Martin E.; Dillon, Suzanna

2010-01-01

Theory of Planned Behavior (Ajzen, 1991) was used to elicit salient behavioral, normative, and control beliefs of children without disabilities toward playing with a hypothetical peer with a disability in general physical education. Participants were 350 elementary and middle school students who completed two questionnaires. Questionnaires were…

Redesigning Physical Geography 101: Bringing Students into the Discussion

ERIC Educational Resources Information Center

Tasch, Jeremy; Tasch, Weiwei C.

2016-01-01

This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student…

Exploration and validation of clusters of physically abused children.

PubMed

Sabourin Ward, Caryn; Haskett, Mary E

2008-05-01

Cluster analysis was used to enhance understanding of heterogeneity in social adjustment of physically abused children. Ninety-eight physically abused children (ages 5-10) were clustered on the basis of social adjustment, as measured by observed behavior with peers on the school playground and by teacher reports of social behavior. Seventy-seven matched nonabused children served as a comparison sample. Clusters were validated on the basis of observed parental sensitivity, parents' self-reported disciplinary tactics, and children's social information processing operations (i.e., generation of solutions to peer relationship problems and attributions of peer intentions in social situations). Three subgroups of physically abused children emerged from the cluster analysis; clusters were labeled Socially Well Adjusted, Hanging in There, and Social Difficulties. Examination of cluster differences on risk and protective factors provided substantial evidence in support of the external validity of the three-cluster solution. Specifically, clusters differed significantly in attributions of peer intent and in parenting (i.e., sensitivity and harshness of parenting). Clusters also differed in the ways in which they were similar to, or different from, the comparison group of nonabused children. Results supported the contention that there were clinically relevant subgroups of physically abused children with potentially unique treatment needs. Findings also pointed to the relevance of social information processing operations and parenting context in understanding diversity among physically abused children. Pending replication, findings provide support for the importance of considering unique treatment of needs among physically abused children. A singular approach to intervention is unlikely to be effective for these children. For example, some physically abused children might need a more intensive focus on development of prosocial skills in relationships with peers while the prosocial skills of other abused children will be developmentally appropriate. In contrast, most physically abused children might benefit from training in social problem-solving skills. Findings also point to the importance of promoting positive parenting practices in addition to reducing harsh discipline of physically abusive parents.

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2016-04-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

Normative beliefs and self-efficacy for nonviolence as moderators of peer, school, and parental risk factors for aggression in early adolescence.

PubMed

Farrell, Albert D; Henry, David B; Schoeny, Michael E; Bettencourt, Amie; Tolan, Patrick H

2010-01-01

This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys.

Suited crewmember productivity.

PubMed

Barer, A S; Filipenkov, S N

1994-01-01

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: -space suit microclimate (gas composition, pressure and temperature); -limitation of motion activity and perception, imposed by the space suit; -good crewmember training in the ground training program; -level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; -individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; -concrete EVA duration and work rate; -EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

Security policies and trust in ubiquitous computing.

PubMed

Joshi, Anupam; Finin, Tim; Kagal, Lalana; Parker, Jim; Patwardhan, Anand

2008-10-28

Ubiquitous environments comprise resource-constrained mobile and wearable devices and computational elements embedded in everyday artefacts. These are connected to each other using both infrastructure-based as well as short-range ad hoc networks. Limited Internet connectivity limits the use of conventional security mechanisms such as public key infrastructures and other forms of server-centric authentication. Under these circumstances, peer-to-peer interactions are well suited for not just information interchange, but also managing security and privacy. However, practical solutions for protecting mobile devices, preserving privacy, evaluating trust and determining the reliability and accuracy of peer-provided data in such interactions are still in their infancy. Our research is directed towards providing stronger assurances of the reliability and trustworthiness of information and services, and the use of declarative policy-driven approaches to handle the open and dynamic nature of such systems. This paper provides an overview of some of the challenges and issues, and points out directions for progress.

Peer education programs in corrections: curriculum, implementation, and nursing interventions.

PubMed

Dubik-Unruh, S

1999-01-01

Despite the prevalence of HIV and other infectious diseases in U.S. prisons, and the mix of infected and high-risk prisoners in crowded and volatile living conditions, federal and state prisons have reduced or eliminated prevention education programs addressing HIV and other infectious diseases for incarcerated populations. Nurses' knowledge, education, and licensure place them in a position to influence prison policy in developing and implementing educational programs for inmates and staff. Their role as advocates for patients in prison and their separation from the more punitive aspects of corrections also enable nurses to earn the trust of inmate populations. These factors identify nurses as the staff best suited within corrections to implement inmate prevention education. Training inmate educators to provide peer prevention and strategies for risk reduction have potential to modify inmate behaviors both within the facility and following release. Selection criteria for peer educator recruitment, prison-sensitive issues, and suggested training activities are discussed.

The Role of Social Networks in Physical and Relational Aggression among Young Adolescents

ERIC Educational Resources Information Center

Low, Sabina; Polanin, Joshua R.; Espelage, Dorothy L.

2013-01-01

Despite the veritable influence of the peer context on the elaboration of adolescent aggression, few studies of relational aggression have directly identified and measured peer groups, limiting our ability to draw formal conclusions about the level and nature of peer influence. The current study used a developmental framework to examine peer group…

Should We Care that Johnny Can't Catch and Susie Can't Skip? What Should We Do about It?

ERIC Educational Resources Information Center

Whitall, Jill; Clark, Jane E.

2011-01-01

Physical and sport educators care that Johnny and Susie cannot move as well as their peers. They try their best to improve their skill levels because they value participation and skillfulness in sport and physical activity. However, many times there is a deeper problem as to why Johnny or Susie cannot move as well as their peers. Physical and…

Effects of Peer Education on Attitudes of Secondary School Students towards the Course of Physical Education and Sports

ERIC Educational Resources Information Center

Karadag, Mustafa; Agirtas, Resul; Pulur, Atilla

2018-01-01

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools. The study was conducted with a total of 120 students, who studied in the…

Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence.

PubMed

Ettekal, Idean; Ladd, Gary W

2017-09-01

To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% females) and was based on peer report data on multiple forms of aggression and peer victimization. Using person-centered methods including latent profile and latent transition analyses, most of the identified subgroups were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal, and relational), with the exception of 1 group that appeared to be more form-specific. Across subgroups, multiple developmental patterns emerged characterized as early and late-onset, social interactional continuity, desistance, and heterotypic pathways. Collectively, these pathways support the perspective that the development of aggression and peer victimization in childhood and adolescence is characterized by heterogeneity. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Evaluating a Model of Youth Physical Activity

PubMed Central

Heitzler, Carrie D.; Lytle, Leslie A.; Erickson, Darin J.; Barr-Anderson, Daheia; Sirard, John R.; Story, Mary

2011-01-01

Objective To explore the relationship between social influences, self-efficacy, enjoyment, and barriers and physical activity. Methods Structural equation modeling examined relationships between parent and peer support, parent physical activity, individual perceptions, and objectively measured physical activity using accelerometers among a sample of youth aged 10–17 years (N=720). Results Peer support, parent physical activity, and perceived barriers were directly related to youth activity. The proposed model accounted for 14.7% of the variance in physical activity. Conclusions The results demonstrate a need to further explore additional individual, social, and environmental factors that may influence youth’s regular participation in physical activity. PMID:20524889

Expanding the frontiers of waveform imaging with Salvus

NASA Astrophysics Data System (ADS)

Afanasiev, M.; Boehm, C.; van Driel, M.; Krischer, L.; Fichtner, A.

2017-12-01

Mechanical waves are natural harbingers of information. From medical ultrasound to the normal modes of Sun, wave motion is often our best window into the character of some underlying continuum. For over a century, geophysicists have been using this window to peer deep into the Earth, developing techniques that have gone on to underlie much of world's energy economy. As computers and numerical techniques have become more powerful over the last several decades, seismologists have begun to scale back classical simplifying approximations of wave propagation physics. As a result, we are now approaching the ideal of `full-waveform inversion'; maximizing the aperture of our window by taking the full complexity of wave motion into account.Salvus is a modern high-performance software suite which aims to bring recent developments in geophysical waveform inversion to new and exciting domains. In this short presentation we will look at the connections between these applications, with examples from non-destructive testing, medical imaging, seismic exploration, and (extra-) planetary seismology.

Combustion Research Aboard the ISS Utilizing the Combustion Integrated Rack and Microgravity Science Glovebox

NASA Technical Reports Server (NTRS)

Sutliff, Thomas J.; Otero, Angel M.; Urban, David L.

2002-01-01

The Physical Sciences Research Program of NASA sponsors a broad suite of peer-reviewed research investigating fundamental combustion phenomena and applied combustion research topics. This research is performed through both ground-based and on-orbit research capabilities. The International Space Station (ISS) and two facilities, the Combustion Integrated Rack and the Microgravity Science Glovebox, are key elements in the execution of microgravity combustion flight research planned for the foreseeable future. This paper reviews the Microgravity Combustion Science research planned for the International Space Station implemented from 2003 through 2012. Examples of selected research topics, expected outcomes, and potential benefits will be provided. This paper also summarizes a multi-user hardware development approach, recapping the progress made in preparing these research hardware systems. Within the description of this approach, an operational strategy is presented that illustrates how utilization of constrained ISS resources may be maximized dynamically to increase science through design decisions made during hardware development.

Implementation-effectiveness trial of an ecological intervention for physical activity in ethnically diverse low income senior centers.

PubMed

Rich, Porchia; Aarons, Gregory A; Takemoto, Michelle; Cardenas, Veronica; Crist, Katie; Bolling, Khalisa; Lewars, Brittany; Sweet, Cynthia Castro; Natarajan, Loki; Shi, Yuyan; Full, Kelsie M; Johnson, Eileen; Rosenberg, Dori E; Whitt-Glover, Melicia; Marcus, Bess; Kerr, Jacqueline

2017-07-18

As the US population ages, there is an increasing need for evidence based, peer-led physical activity programs, particularly in ethnically diverse, low income senior centers where access is limited. The Peer Empowerment Program 4 Physical Activity' (PEP4PA) is a hybrid Type II implementation-effectiveness trial that is a peer-led physical activity (PA) intervention based on the ecological model of behavior change. The initial phase is a cluster randomized control trial randomized to either a peer-led PA intervention or usual center programming. After 18 months, the intervention sites are further randomized to continued support or no support for another 6 months. This study will be conducted at twelve senior centers in San Diego County in low income, diverse communities. In the intervention sites, 24 peer health coaches and 408 adults, aged 50 years and older, are invited to participate. Peer health coaches receive training and support and utilize a tablet computer for delivery and tracking. There are several levels of intervention. Individual components include pedometers, step goals, counseling, and feedback charts. Interpersonal components include group walks, group sharing and health tips, and monthly celebrations. Community components include review of PA resources, walkability audit, sustainability plan, and streetscape improvements. The primary outcome of interest is intensity and location of PA minutes per day, measured every 6 months by wrist and hip accelerometers and GPS devices. Secondary outcomes include blood pressure, physical, cognitive, and emotional functioning. Implementation measures include appropriateness & acceptability (perceived and actual fit), adoption & penetration (reach), fidelity (quantity & quality of intervention delivered), acceptability (satisfaction), costs, and sustainability. Using a peer led implementation strategy to deliver a multi-level community based PA program can enhance program adoption, implementation, and sustainment. ClinicalTrials.gov, USA ( NCT02405325 ). Date of registration, March 20, 2015. This website also contains all items from the World Health Organization Trial Registration Data Set.

Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations.

PubMed

Hagger, Martin; Chatzisarantis, Nikos L D; Hein, Vello; Soós, István; Karsai, István; Lintunen, Taru; Leemans, Sofie

2009-07-01

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts.

Perpetration of physical assault against dating partners, peers, and siblings among a locally representative sample of high school students in Boston, Massachusetts.

PubMed

Rothman, Emily F; Johnson, Renee M; Azrael, Deborah; Hall, Diane M; Weinberg, Janice

2010-12-01

To assess the co-occurrence of past-month physical assault of a dating partner and violence against peers and siblings among a locally representative sample of high school students and to explore correlates of dating violence (DV) perpetration. Cross-sectional survey design. Twenty-two public high schools in Boston, Massachusetts. A sample of urban high school students (n = 1398) who participated in the Boston Youth Survey, implemented January through April of 2008. Self-reported physical DV in the month before the survey, defined as pushing, shoving, slapping, hitting, punching, kicking, or choking a dating partner 1 or more times. Among the respondents, 18.7%, 41.2%, and 31.2% of students reported past-month perpetration of physical DV, peer violence, and sibling violence, respectively. Among violence perpetrators, the perpetration of DV only was rare (7.9%). Controlling for age and school, the association between sibling violence and DV was strong for boys (adjusted prevalence ratio, 3.81; 95% confidence interval, 2.07-6.99) and for girls (1.83; 1.44-2.31), and the association between peer violence and DV perpetration was strong for boys (5.13; 3.15-8.35) and for girls (2.57; 1.87-3.52). Dating violence perpetration was also associated with substance use, knife carrying, delinquency, and exposure to community violence. Adolescents who perpetrated physical DV were also likely to have perpetrated peer and/or sibling violence. Dating violence is likely one of many co-occurring adolescent problem behaviors, including sibling and peer violence perpetration, substance use, weapon carrying, and academic problems.

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Peer Tutoring: Meeting the "Demands of Inclusion in Physical Education Today"

ERIC Educational Resources Information Center

Cervantes, Carlos M.; Lieberman, Lauren J.; Magnesio, Betsy; Wood, Julie

2013-01-01

This article examines the effects of peer tutoring as a strategy for teaching and including students with disabilities in general physical education (GPE). Different teaching strategies allow teachers to meet the needs of students, whether in a classroom or gym setting. Research has been conducted on various teaching strategies in physical…

Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2017-01-01

Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

Peer Discussions in Lecture-Based Tutorials in Introductory Physics

ERIC Educational Resources Information Center

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2017-01-01

This study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the…

Relations between Childraising Styles and Aggressiveness in Adolescents

ERIC Educational Resources Information Center

De la Torre-Cruz, M. J.; García-Linares, M. C.; Casanova-Arias, P. F.

2014-01-01

Introduction: Physical and aggressive behavior which children and adolescents show toward peers is associated to parenting styles. The aim of this research was to examine the relation between perceived parenting styles (from mothers and fathers) and the level of physical and verbal aggressive behavior, anger and hostility showed towards the peers.…

Developmental Continuity and Change in Physical, Verbal, and Relational Aggression and Peer Victimization from Childhood to Adolescence

ERIC Educational Resources Information Center

Ettekal, Idean; Ladd, Gary W.

2017-01-01

To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and…

Social Support for Exercise and Dietary Habits among College Students

ERIC Educational Resources Information Center

Gruber, Kenneth J.

2008-01-01

An assessment inventory (the Friend/Peer Support-Health Eating Physical Activity Scale-FPS-HEPAS) was developed to measure social influence patterns of college student physical activity and food consumption habits. Principal components analysis of 50 items with two referent sets (friends and peers) produced two scales with common factors:…

The Influence of Students' Gender on Equity in Peer Physical Examination: A Qualitative Study

ERIC Educational Resources Information Center

Vnuk, Anna K.; Wearn, Andy; Rees, Charlotte E.

2017-01-01

Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning…

Peer Instruction at Japanese High School Physics

NASA Astrophysics Data System (ADS)

Takahashi, H.; Nitta, H.

2010-07-01

We report on our attempt to introduce the peer instruction (PI) into a Japanese high-school physics course. To evaluate the effectiveness of PI in the course, we define the PI-efficiency (PIE). It is shown that PIE is useful to find out students' reasoning difficulties as well as effective usages of PI.

Peer Development of Undergraduate Astronomers and Physicists at the University of Wisconsin - Madison

NASA Astrophysics Data System (ADS)

Abler, Melissa; UW-Madison, Physics Club of

2014-01-01

The physics club at the University of Wisconsin - Madison is actively engaged in many peer-led activities that foster development of career-oriented skills. Peer mentoring through drop-in tutoring provides peer support to promote retention in the astronomy and physics majors, as well as developing valuable teaching and communication strategies. The physics club is also heavily involved in outreach and education through demonstrations on campus, strengthening student connections to and aiding in retention of classroom information. Public demonstrations also develop valuable communication skills which will be required as a professional. Application-oriented development of students is further enhanced by semiannual visits to research facilities in the surrounding area which provide interested students the opportunity to see non-university facilities firsthand. Close contact with faculty - a valuable resource for undergraduates - is achieved through faculty attendance at club events and presentation of faculty research to interested students. Undergraduates also have the opportunity through the physics club to speak with the weekly colloquium presenter, learning more about each presenter’s experiences with graduate school, research, and career path.

Self-esteem and peer-perceived social status in early adolescence and prediction of eating pathology in young adulthood.

PubMed

Smink, Frédérique R E; van Hoeken, Daphne; Dijkstra, Jan Kornelis; Deen, Mathijs; Oldehinkel, Albertine J; Hoek, Hans W

2018-04-27

Self-esteem is implied as a factor in the development of eating disorders. In adolescence peers have an increasing influence. Support for the role of self-esteem in eating disorders is ambiguous and little is known about the influence of social status as judged by others. The present study investigates whether self-esteem and peer status in early adolescence are associated with eating pathology in young adulthood. This study is part of TRAILS, a longitudinal cohort study on mental health and social development from preadolescence into adulthood. At age 11, participants completed the Self-Perception Profile for Children, assessing global self-esteem and self-perceptions regarding social acceptance, physical appearance, and academic competence. At age 13, peer status among classmates was assessed regarding likeability, physical attractiveness, academic performance, and popularity in a subsample of 1,007 participants. The Eating Disorder Diagnostic Scale was administered at age 22. The present study included peer-nominated participants with completed measures of self-perception at age 11 and eating pathology at age 22 (N = 732; 57.8% female). In a combined model, self-perceived physical attractiveness at age 11 and peer popularity at age 13 were inversely correlated with eating pathology at 22 years, while likeability by peers at age 13 was positively related to eating pathology. Both self-perceptions and peer status in early adolescence are significant predictors of eating pathology in young adults. Specific measures of self-esteem and peer-perceived status may be more relevant to the prediction of eating pathology than a global measure of self-esteem. © 2018 The Authors International Journal of Eating Disorders Published by Wiley Periodicals, Inc.

Peer Support and Adolescents' Physical Activity: The Mediating Roles of Self-Efficacy and Enjoyment.

PubMed

Chen, Han; Sun, Haichun; Dai, Jun

2017-06-01

The present study aimed to contrast the mediating magnitude of self-efficacy and enjoyment connecting peer support and adolescents' physical activity (PA). Participants were 9th-12th grade students ( N  = 409; 56.5% boys) who were randomly chosen from six public schools located in Fuzhou city in southeast China. The bootstrapping method in structural equation modeling was conducted to examine the direct and indirect effects of peer support on adolescents' PA. Peer support did not directly impact PA. Rather, peer support indirectly influenced PA through either self-efficacy or enjoyment, with self-efficacy demonstrating a stronger mediating effect. Additionally, we found a significant serial mediating effect with enjoyment, and self-efficacy sequentially mediated the relationship between peer support and PA. The findings highlight the role of self-efficacy and enjoyment as mediators connecting peer support and PA. Self-efficacy seems to be more important, as it demonstrated a significantly greater mediating effect. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Peer mentoring is associated with positive change in physical activity and aerobic fitness of grades 4, 5, and 6 students in the heart healthy kids program.

PubMed

Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille

2014-11-01

Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p < .001). Male participants logged significantly more steps per school day than female participants. A significant improvement in VO2 max was also noted in intervention schools, with an average increase of 1.72 ml/mg/min. H2K was associated with positive change in physical activity and cardiovascular fitness, suggesting that peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.

STIR-Physics: Cold Atoms and Nanocrystals in Tapered Nanofiber and High-Q Resonator Potentials

DTIC Science & Technology

2016-11-02

STIR- Physics : Cold Atoms and Nanocrystals in Tapered Nanofiber and High-Q Resonator Potentials We worked on a tapered fiber in cold atomic cloud...reviewed journals: Number of Papers published in non peer-reviewed journals: Final Report: STIR- Physics : Cold Atoms and Nanocrystals in Tapered Nanofiber...other than abstracts): Number of Peer-Reviewed Conference Proceeding publications (other than abstracts): Books Number of Manuscripts: 0.00Number of

Sensor Suits for Human Motion Detection

DTIC Science & Technology

2006-02-18

published (b) Papers published in peer-reviewed journals (1) Shunji Moromugi, Y. Koujina, Seigo Ariki, Akira Okamoto, Takayuki Tanaka, Maria Q...of ISOT2005 (9) Seok-Hwan Kim, Shunji Moromugi and Takakazu Ishimatsu, (2004). "Development of advanced walking assist system employing stiffness...sensor", Proceedings of 19th International Conference on Control, Automation and Systems, Bangkok, Thailand, pp.1638-1641. (10) Shunji Moromugi

Relationship between Peer Status and Health Behaviors.

ERIC Educational Resources Information Center

Terre, Lisa; And Others

1992-01-01

Investigated relative influence of background characteristics (age, gender, race, socioeconomic status, family type) and peer status on health-related behaviors (physical activity, eating habits, smoking, alcohol use, stress-related behaviors) in 589 junior high school students. Peer popularity provided no significant increment in prediction of…

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender

PubMed Central

2016-01-01

Purpose Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice. PMID:27894184

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

Suited crewmember productivity

NASA Astrophysics Data System (ADS)

Barer, A. S.; Filipenkov, S. N.

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: —space suit microclimate (gas composition, pressure and temperature); —limitation of motion activity and perception, imposed by the space suit; —good crewmember training in the ground training program; —level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; —individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; —concrete EVA duration and work rate; —EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

Social Costs for Wannabes: Moderating Effects of Popularity and Gender on the Links between Popularity Goals and Negative Peer Experiences.

PubMed

Breslend, Nicole Lafko; Shoulberg, Erin K; McQuade, Julia D; Murray-Close, Dianna

2018-02-05

Youth in early adolescence are highly concerned with being popular in the peer group, but the desire to be popular can have maladaptive consequences for individuals. In fact, qualitative work suggests that youth with high popularity goals who are nonetheless unpopular have negative experiences with their peers. However, little quantitative work has examined this possibility. The purpose of the current study was to examine if popularity goals were linked with physical (e.g., being hit) and relational (e.g., being excluded) victimization and peer rejection, particularly for individuals who strived for popularity but were viewed by their peers as unpopular. Late elementary and early middle school participants (N = 205; 54% female) completed self-reports of popularity goals and peer nominations of popularity and peer rejection. Teachers reported on students' experiences of relational and physical victimization. Peer nominated popularity and gender were moderators of the association between popularity goals and negative peer experiences. Consistent with hypotheses, girls who were unpopular but wanted to be popular were more likely to experience peer rejection and relational victimization. Unexpectedly, boys who were unpopular but did not desire to be popular were more likely to be rejected and relationally victimized. The findings suggest that intervention and prevention programs may benefit from addressing the social status goals of low status youth in a gender-specific manner.

Astro Academy: Principia--A Suite of Physical Science Demonstrations Conducted Aboard the ISS

ERIC Educational Resources Information Center

McMurray, Andy

2016-01-01

Astro Academy: Principia is an education programme developed by the UK National Space Academy for the UK Space Agency (UKSA) and the European Space Agency (ESA). The Academy designed, constructed, flight-qualified and developed experimental procedures for a suite of physics and chemistry demonstration experiments that were conducted by ESA…

Peer Victimization and Perceived Life Satisfaction among Early Adolescents in the United States

ERIC Educational Resources Information Center

Valois, Robert F.; Kerr, Jelani C.; Huebner, E. Scott

2012-01-01

Background: Peer victimization among adolescents has been linked to increased psychological stress, psychosomatic illness, anxiety, depression, lower self-esteem, suicide ideation and poor physical health. Purpose: This study explored associations between peer victimization and adolescents' perceptions of life satisfaction. Methods: Public middle…

Parent and Peer Predictors of Physical Dating Violence Perpetration in Early Adolescence: Tests of Moderation and Gender Differences

ERIC Educational Resources Information Center

Miller, Shari; Gorman-Smith, Deborah; Sullivan, Terri; Orpinas, Pamela; Simon, Thomas R.

2009-01-01

This study examined parenting and peer predictors of physical dating violence perpetration during early adolescence and tested moderation among these predictors and gender. Participants were 2,824 ethnically diverse sixth-grade students with a recent boyfriend/girlfriend who was part of a multisite, longitudinal investigation of the development…

The Maury Project 2011 Annual Report

DTIC Science & Technology

2011-09-30

inservice teacher enhancement courses, which have trained thousands of other teachers. IMPACT/APPLICATIONS Maury Project summer workshop participants...of pre-college teachers on the physical foundations of oceanography. This is accomplished through a peer- training process of training the trainers...objectives: (a) Master teachers will be trained to be peer trainers and resource persons on the physical foundations of selected oceanographic

The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism

ERIC Educational Resources Information Center

Gok, Tolga

2012-01-01

The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey…

Using Student Peer Review of Experiment Reports in an Undergraduate Physics Class

ERIC Educational Resources Information Center

Moran, Timothy; Van Hook, Stephen J.

2006-01-01

A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics class designed experiments to test various types of paranormal phenomena. Each experimental report was evaluated and ranked by several other students. To give them…

Medical Students' Attitudes towards Peer Physical Examination: Findings from an International Cross-Sectional and Longitudinal Study

ERIC Educational Resources Information Center

Rees, Charlotte E.; Wearn, Andy M.; Vnuk, Anna K.; Sato, Toshio J.

2009-01-01

Although studies have begun to shed light on medical students' attitudes towards peer physical examination (PPE), they have been conducted at single sites, and have generally not examined changes in medical students' attitudes over time. Employing both cross-sectional and longitudinal designs, the current study examines medical students' attitudes…

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

The difference is more than floating: factors affecting breast cancer survivors' decisions to join and maintain participation in dragon boat teams and support groups.

PubMed

McDonough, Meghan H; Patterson, Michelle C; Weisenbach, Beth B; Ullrich-French, Sarah; Sabiston, Catherine M

2018-03-09

Peer support can be helpful in rehabilitation from breast cancer, but participation in peer support groups is low. Groups that provide support opportunities in physical activity contexts are an attractive alternative for some survivors. This study examined survivors' reasons for joining and maintaining participation on a dragon boat team, along with perceptions of barriers and attractions to traditional peer support groups. Seventeen breast cancer survivors were interviewed on five occasions over their first two seasons of a newly formed dragon boating team to explore their perceptions of peer support groups and dragon boating. Data were inductively analyzed using thematic analysis. Categories surrounding physical, psychological, social and community features were identified with several themes emerging within each. Advantages of dragon boating included opportunities to get a combination of physical, psychosocial and community benefits; health improvement and behavior change; and obtaining social support without the focus being on cancer. Peer support groups were identified as having advantages for forming relationships and avoiding barriers associated with physical activity. While neither type of program meets all needs, practical considerations are identified for incorporating advantages of both programs to improve participation. Implications for rehabilitation Further understanding of perceptions, and attractions and challenges to taking part in group programs will inform development of accessible programs that target multiple rehabilitation needs. Physical activity can provide a positive, alternative focus that takes the emphasis off of cancer, which is more accessible to some survivors. Physical activity also provides opportunities to build relationships around a common, positive goal, which can be a foundation for providing support for coping with cancer.

Substance Use and Physical Dating Violence

PubMed Central

Reyes, H. Luz McNaughton; Foshee, Vangie A.; Tharp, Andra T.; Ennett, Susan T.; Bauer, Daniel J.

2015-01-01

Introduction Theoretic models suggest that associations between substance use and dating violence perpetration may vary in different social contexts, but few studies have examined this proposition. The current study examined whether social control and violence in the neighborhood, peer, and family contexts moderate the associations between substance use (heavy alcohol use, marijuana, and hard drug use) and adolescent physical dating violence perpetration. Methods Adolescents in the eighth, ninth, and tenth grades completed questionnaires in 2004 and again four more times until 2007 when they were in the tenth, 11th and 12th grades. Multilevel analysis was used to examine interactions between each substance and measures of neighborhood, peer, and family social control and violence as within-person (time-varying) predictors of physical dating violence perpetration across eighth through 12th grade (N=2,455). Analyses were conducted in 2014. Results Physical dating violence perpetration increased at time points when heavy alcohol and hard drug use were elevated; these associations were weaker when neighborhood social control was higher and stronger when family violence was higher. Also, the association between heavy alcohol use and physical dating violence perpetration was weaker when teens had more-prosocial peer networks and stronger when teens’ peers reported more physical dating violence. Conclusions Linkages between substance use and physical dating violence perpetration depend on substance use type and levels of contextual violence and social control. Prevention programs that address substance use–related dating violence should consider the role of social contextual variables that may condition risk by influencing adolescents’ aggression propensity. PMID:26296445

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

PubMed

Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

Peer Victimization and Suicidal Behaviors among High School Youth

ERIC Educational Resources Information Center

Crepeau-Hobson, Franci; Leech, Nancy L.

2016-01-01

This study examined the association between various types of peer-directed violence and suicidal thoughts and behaviors among adolescents. A nationally representative sample of 15,425 high school students completed the 2011 Youth Risk Behavior Survey. All types of peer victimization (bullying, physical violence, and dating violence) were found to…

Analyzing Learning during Peer Instruction Dialogues: A Resource Activation Framework

ERIC Educational Resources Information Center

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.

2014-01-01

Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place…

Data Analysis and Graphing in an Introductory Physics Laboratory: Spreadsheet versus Statistics Suite

ERIC Educational Resources Information Center

Peterlin, Primoz

2010-01-01

Two methods of data analysis are compared: spreadsheet software and a statistics software suite. Their use is compared analysing data collected in three selected experiments taken from an introductory physics laboratory, which include a linear dependence, a nonlinear dependence and a histogram. The merits of each method are compared. (Contains 7…

Testing the feasibility of training peers with a spinal cord injury to learn and implement brief action planning to promote physical activity to people with spinal cord injury

PubMed Central

Gainforth, Heather L.; Latimer-Cheung, Amy E.; Davis, Connie; Casemore, Sheila; Martin Ginis, Kathleen A.

2015-01-01

Objective The present study tested the feasibility of training peers with spinal cord injury (SCI) to learn brief action planning (BAP), an application of motivational interviewing principles, to promote physical activity to mentees with SCI. Method Thirteen peers with SCI attended a half-day BAP workshop. Using a one-arm, pre-, post-test design, feasibility to learn BAP was assessed in terms of peers' (1) BAP and motivational interviewing spirit competence; (2) training satisfaction; and (3) motivations to use BAP as assessed by measures of the theory of planned behavior constructs. Measures were taken at baseline, immediately post-training, and 1 month follow up. Results Following the training, participants' BAP and motivational interviewing competence significantly increased (P's < 0.05, d's > 2.27). Training satisfaction was very positive with all means falling above the scale midpoint. Participants' perceived behavioral control to use BAP increased from baseline to post (P < 0.05, d = 0.91) but was not maintained at follow up (P > 0.05). Conclusion Training peers with a SCI to learn to use BAP is feasible. Practical implications BAP is a tool that can be feasibly learned by peers to promote physical activity to their mentees. PMID:25429692

Sport Motor Competencies and the Experience of Social Recognition among Peers in Physical Education--A Video-Based Study

ERIC Educational Resources Information Center

Grimminger, Elke

2013-01-01

Background: Being recognized as a competent and accepted member in the peer group is one of the most important basic human needs for children and youth. However, it is the peer group itself that decides which competencies are estimated and which are not, and through this process, a social order as well as peer power constellations is created.…

An Investigation of Students' Performance after Peer Instruction with Stepwise Problem-Solving Strategies

ERIC Educational Resources Information Center

Gok, Tolga

2015-01-01

The purpose of this study was to examine the effects of strategic problem solving with peer instruction on college students' performance in physics. The students enrolled in 2 sections of a physics course were studied; 1 section was the treatment group and the other section was the comparison group. Students in the treatment group received peer…

A Prospective Sequential Analysis of the Relation between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample

ERIC Educational Resources Information Center

Chen, Chin-Chih; McComas, Jennifer J.; Hartman, Ellie; Symons, Frank J.

2011-01-01

Research Findings: In early childhood education, the social ecology of the child is considered critical for healthy behavioral development. There is, however, relatively little information based on directly observing what children do that describes the moment-by-moment (i.e., sequential) relation between physical aggression and peer rejection acts…

Self-Esteem of Young Adults Experiencing Interparental Violence and Child Physical Maltreatment: Parental and Peer Relationships as Mediators

ERIC Educational Resources Information Center

Shen, April Chiung-Tao

2009-01-01

This study examined the joint impact of experiencing both interparental violence and child physical maltreatment on young adults' self-esteem. It also tested the hypothesis of parental and peer relationship qualities as mediators in the relationship between childhood histories of family violence and adult self-esteem. Data were collected from a…

The cycle of victimization: The relationship between childhood maltreatment and adolescent peer victimization.

PubMed

Benedini, Kristen M; Fagan, Abigail A; Gibson, Chris L

2016-09-01

Child maltreatment has been demonstrated to have many short- and long-term harmful consequences for victims, but whether or not child abuse is associated with an increased risk of peer victimization during adolescence is unclear. This study analyzed prospective data from 831 children and parents participating in the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN) to investigate the relationships between child physical and sexual abuse and adolescent victimization by peers, as well as the potential for gender to moderate these relationships. Results from ordinal logit regression models indicated that children who were physically abused prior to age 12, based on official reports, parent reports, and child reports, had a greater risk of experiencing more intimidation and physical assault by peers at age 16. Having a history of sexual abuse predicted more physical assault but not intimidation. There was no evidence that gender moderated these relationships; in all cases, the relationship between abuse and revictimization was similar for boys and girls. The findings emphasize the need to provide victims of abuse with assistance to help prevent a cycle of victimization. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Association of peer victimization, coping, and pathological internet use among adolescents].

PubMed

Strittmatter, Esther; Brunner, Romuald; Fischer, Gloria; Parzer, Peter; Resch, Franz; Kaess, Michael

2014-03-01

To investigate the association of pathological internet use, peer victimization, and coping styles among German adolescents who reported experiences of peer victimization. A cross-sectional survey was conducted within the framework of a European school-based study (SEYLE) which included 1357 representative students (female/male: 710/647; mean age: 14.7; SD = 0.80) from Germany. Pathological internet use was assessed by the Young Diagnostic Questionnaire. Peer victimization was classified into verbal, physical, and relational. Coping style was divided into active, avoidance, help-seeking, and other. Psychological symptoms were assessed as covariate by the Strengths and Difficulties Questionnaire. 4.8 % of the students showed pathological internet use, 14.4 % presented with problematic internet use. 52.3 % of the adolescents reported peer victimization (38.7 % verbal victimization, 19.8 % physical victimization, 34.1 % relational victimization). There was a significant association of peer victimization with pathological internet use, which could partly be explained by psychological symptoms. Normal, problematic, und pathological internet users did not differ with regard to their coping styles in relation to victimization. There is an association between peer victimization, psychological symptoms, and pathological internet use. School- and family-based prevention programs and evaluated therapies are needed.

Maturity-associated variation in physical activity and health-related quality of life in British adolescent girls: moderating effects of peer acceptance.

PubMed

Pindus, Dominika M; Cumming, Sean P; Sherar, Lauren B; Gammon, Catherine; Coelho e Silva, Manuel; Malina, Robert M

2014-01-01

Using a Biocultural Model of Maturity-Associated Variance in physical activity (PA) as a conceptual framework, the main and interactive effects of biological maturity status and perceived peer acceptance on PA and health-related quality of life (HRQoL) in adolescent girls were examined. Three hundred forty-two female British students in years 7 to 9 (13.2±0.83 years) participated in the study. All participants completed the PA Questionnaire for Adolescents and KIDSCREEN-10, a measure of HRQoL. Self-reported perceptions of peer acceptance were measured by items from the National Longitudinal Study of Adolescent Health.Maturity status was estimated as the percentage of predicted adult (mature) height attained at the time of observation. Analysis of covariance suggested an influence of peer acceptance on maturity-associated differences in PA, but not on HRQoL. Girls early and "on time" in maturation with higher perceptions of peer acceptance reported greater involvement in PA than girls early and "on time" in maturation with lower perceptions of peer acceptance. A reverse association was observed for late-maturing girls. Peer acceptance is an important moderator of maturity-associated variation in PA.

Assessing the CAM5 Physics Suite in the WRF-Chem Model: Implementation, Resolution Sensitivity, and a First Evaluation for a Regional Case Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ma, Po-Lun; Rasch, Philip J.; Fast, Jerome D.

A suite of physical parameterizations (deep and shallow convection, turbulent boundary layer, aerosols, cloud microphysics, and cloud fraction) from the global climate model Community Atmosphere Model version 5.1 (CAM5) has been implemented in the regional model Weather Research and Forecasting with chemistry (WRF-Chem). A downscaling modeling framework with consistent physics has also been established in which both global and regional simulations use the same emissions and surface fluxes. The WRF-Chem model with the CAM5 physics suite is run at multiple horizontal resolutions over a domain encompassing the northern Pacific Ocean, northeast Asia, and northwest North America for April 2008 whenmore » the ARCTAS, ARCPAC, and ISDAC field campaigns took place. These simulations are evaluated against field campaign measurements, satellite retrievals, and ground-based observations, and are compared with simulations that use a set of common WRF-Chem Parameterizations. This manuscript describes the implementation of the CAM5 physics suite in WRF-Chem provides an overview of the modeling framework and an initial evaluation of the simulated meteorology, clouds, and aerosols, and quantifies the resolution dependence of the cloud and aerosol parameterizations. We demonstrate that some of the CAM5 biases, such as high estimates of cloud susceptibility to aerosols and the underestimation of aerosol concentrations in the Arctic, can be reduced simply by increasing horizontal resolution. We also show that the CAM5 physics suite performs similarly to a set of parameterizations commonly used in WRF-Chem, but produces higher ice and liquid water condensate amounts and near-surface black carbon concentration. Further evaluations that use other mesoscale model parameterizations and perform other case studies are needed to infer whether one parameterization consistently produces results more consistent with observations.« less

Parental punishment and peer victimization as developmental precursors to physical dating violence involvement among girls

PubMed Central

Hipwell, Alison E.; Stepp, Stephanie D.; Xiong, Shuangyan; Keenan, Kate; Blokland, Arjan; Loeber, Rolf

2012-01-01

The current study examined harsh punishment and peer victimization as developmental precursors to girls’ involvement in physical dating violence (PDV), and the putative mediating effect of rejection sensitivity. The sample comprised 475 African American and European American participants of the longitudinal Pittsburgh Girls Study who were dating at age 17. About 10% of girls reported significant perpetration and/or victimization of physical aggression in the relationship. Results showed that initial level and escalation in harsh punishment (between 10–13 years) and escalation in peer victimization (10–15 years) predicted PDV involvement, but this relationship was not mediated by rejection sensitivity. The results highlight the need to consider the impact of early experience of different forms of aggression on girls’ risk for PDV involvement. PMID:24591807

Social-Psychological and Educational Outcomes Associated with Peer Victimization among Korean Adolescents

ERIC Educational Resources Information Center

Cho, Rosa Minhyo; Choi, Jaesung

2017-01-01

This study examines the effects of peer victimization by verbal, physical, and relational bullying on Korean adolescents' self-worth, disconnect to peers, school engagement, and academic achievement. A two-year longitudinal survey on 3,266 sixth-graders attending school in Seoul, Korea was used. Multivariate regression results controlling for…

Contextual Influences on the Relations between Physical and Relational Aggression and Peer Victimization

ERIC Educational Resources Information Center

Santo, Jonathan Bruce; Bass, Ellyn Charlotte; Stella-Lopez, Luz; Bukowski, William M.

2017-01-01

Previous studies have demonstrated that several contextual factors influence the relationship between aggression and peer victimization in early adolescence, including gender of the same-sex peer group and gender composition of the school. The current study replicated and expanded on this research by examining the moderating influences of gender…

Concurrent and Short-Term Longitudinal Associations between Peer Victimization and School and Recess Liking during Middle Childhood

ERIC Educational Resources Information Center

Boulton, Michael J.; Chau, Cam; Whitehand, Caroline; Amataya, Kishori; Murray, Lindsay

2009-01-01

Background: Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims: To examine concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment…

The Perspectives of Health Care Professionals on the Value of Peer Mentoring during Rehabilitation

ERIC Educational Resources Information Center

Townsend, Rob

2013-01-01

There is growing acknowledgement that individuals who experience peer support following a major health event adapt more effectively to physical and psycho-social challenges. Research indicates that patients who experience peer mentoring support during the immediate rehabilitation period appear to adapt better and perceive themselves as better…

Open peer review at four STEM journals: an observational overview.

PubMed

Ford, Emily

2015-01-01

Open peer review, peer review where authors' and reviewers' identities are disclosed to one another, is a growing trend in scholarly publishing. Through observation of four journals in STEM disciplines, PLOS One, Atmospheric Chemistry & Physics, PeerJ, and F1000Research, an observational overview is conducted. The overview relies on defined characteristics of open peer review. Results show that despite differing open peer review implementations, each journal retains editorial involvement in scholarly publishing. Further, the analysis shows that only one of these implementations is fully transparent in its peer review and decision making process. Finally, the overview contends that journals should clearly outline peer review and editorial processes in order to allow for open peer review to be better understood and adopted by authors, reviewers, editors, and readers of science communications.

Peer Rejection and Internalizing Behavior: The Mediating Role of Peer Victimization in Preschool.

PubMed

Metin Aslan, Özge

2018-05-23

The author examined the relationship among peer rejection, peer victimization, and internalizing behaviors. The author hypothesized that physical and relational victimization would have a different indirect effect on the relationship between peer rejection and internalizing behaviors. Participants were 94 preschool children (37 girls; average age 49.97 months) from two university preschools located in the northern part of the United States. The results indicated that internalizing behaviors predicted the mediating variables only regarding relational victimization. Relational victimization indirectly affected the association between peer rejection and internalizing behaviors. The study provides evidence of the mediating effect of victimization behaviors on the relationship among peer rejection, victimization, and internalizing behaviors.

47 CFR 1.9003 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... technologies that involve peer-to-peer (device-to-device) communications and that do not involve use of the licensee's or spectrum lessee's end-to-end physical network infrastructure (e.g., base stations, mobile...

Substance Use and Physical Dating Violence: The Role of Contextual Moderators.

PubMed

Reyes, H Luz McNaughton; Foshee, Vangie A; Tharp, Andra T; Ennett, Susan T; Bauer, Daniel J

2015-09-01

Theoretic models suggest that associations between substance use and dating violence perpetration may vary in different social contexts, but few studies have examined this proposition. The current study examined whether social control and violence in the neighborhood, peer, and family contexts moderate the associations between substance use (heavy alcohol use, marijuana, and hard drug use) and adolescent physical dating violence perpetration. Adolescents in the eighth, ninth, and tenth grades completed questionnaires in 2004 and again four more times until 2007 when they were in the tenth, 11th, and 12th grades. Multilevel analysis was used to examine interactions between each substance and measures of neighborhood, peer, and family social control and violence as within-person (time-varying) predictors of physical dating violence perpetration across eighth through 12th grade (N=2,455). Analyses were conducted in 2014. Physical dating violence perpetration increased at time points when heavy alcohol and hard drug use were elevated; these associations were weaker when neighborhood social control was higher and stronger when family violence was higher. Also, the association between heavy alcohol use and physical dating violence perpetration was weaker when teens had more-prosocial peer networks and stronger when teens' peers reported more physical dating violence. Linkages between substance use and physical dating violence perpetration depend on substance use type and levels of contextual violence and social control. Prevention programs that address substance use-related dating violence should consider the role of social contextual variables that may condition risk by influencing adolescents' aggression propensity. Copyright © 2015 American Journal of Preventive Medicine. All rights reserved.

Health Sensitivity: Age Differences in the Within-Person Coupling of Individuals' Physical Health and Well-Being

ERIC Educational Resources Information Center

Schöllgen, Ina; Morack, Jennifer; Infurna, Frank J.; Ram, Nilam; Gerstorf, Denis

2016-01-01

Well-being and physical health are central indicators of quality of life in old age. Research from a between-person difference perspective finds that people in better health than their peers also report higher well-being than their peers. However, we know very little about whether changes in one domain are accompanied by changes in the other…

Indigenous Youth Peer-Led Health Promotion in Canada, New Zealand, Australia, and the United States: A Systematic Review of the Approaches, Study Designs, and Effectiveness.

PubMed

Vujcich, Daniel; Thomas, Jessica; Crawford, Katy; Ward, James

2018-01-01

Youth peer-led interventions have become a popular way of sharing health information with young people and appear well suited to Indigenous community contexts. However, no systematic reviews focusing on Indigenous youth have been published. We conducted a systematic review to understand the range and characteristics of Indigenous youth-led health promotion projects implemented and their effectiveness. A systematic search of Medline, Embase, and ProQuest Social Sciences databases was conducted, supplemented by gray literature searches. Included studies focused on interventions where young Indigenous people delivered health information to age-matched peers. Twenty-four studies were identified for inclusion, based on 20 interventions (9 Australian, 4 Canadian, and 7 from the United States of America). Only one intervention was evaluated using a randomized controlled study design. The majority of evaluations took the form of pre-post studies. Methodological limitations were identified in a majority of studies. Study outcomes included improved knowledge, attitude, and behaviors. Currently, there is limited high quality evidence for the effectiveness of peer-led health interventions with Indigenous young people, and the literature is dominated by Australian-based sexual health interventions. More systematic research investigating the effectiveness of peer-led inventions is required, specifically with Indigenous populations. To improve health outcomes for Indigenous youth, greater knowledge of the mechanisms and context under which peer-delivered health promotion is effective in comparison to other methods of health promotion is needed.

Trajectories of Emotional Symptoms and Peer Relationship Problems in Children after Nuclear Disaster: Evidence from the Fukushima Health Management Survey.

PubMed

Oe, Misari; Maeda, Masaharu; Ohira, Tetsuya; Itagaki, Shuntaro; Harigane, Mayumi; Suzuki, Yuriko; Yabe, Hirooki; Yasumura, Seiji; Kamiya, Kenji; Ohto, Hitoshi

2018-01-06

The Fukushima Daiichi Nuclear Power Plant accident, which occurred in March 2011, is having long-term effects on children. We planned this study to describe the trajectories of emotional symptoms and peer relationship problems in children and to examine potential risks and protective factors over the 35 months following the accident. The sample was 11,791 children in the first to sixth elementary grades. We identified four patterns for emotional symptoms and three patterns for peer relationship problems, using group-based trajectory modelling. For emotional symptoms, female gender, experience of tsunami and nuclear plant accident, out-of-prefecture evacuees, and insufficient physical activity were associated with the very severe trajectory. In contrast, for peer relationship problems, male gender, experience of nuclear plant accident, and insufficient physical activity were associated with the very severe trajectory. Different factors might be related to the very severe trajectories of emotional symptoms and peer relationship problems.

Trajectories of Emotional Symptoms and Peer Relationship Problems in Children after Nuclear Disaster: Evidence from the Fukushima Health Management Survey

PubMed Central

Maeda, Masaharu; Itagaki, Shuntaro; Harigane, Mayumi; Suzuki, Yuriko; Yabe, Hirooki; Yasumura, Seiji; Kamiya, Kenji; Ohto, Hitoshi

2018-01-01

The Fukushima Daiichi Nuclear Power Plant accident, which occurred in March 2011, is having long-term effects on children. We planned this study to describe the trajectories of emotional symptoms and peer relationship problems in children and to examine potential risks and protective factors over the 35 months following the accident. The sample was 11,791 children in the first to sixth elementary grades. We identified four patterns for emotional symptoms and three patterns for peer relationship problems, using group-based trajectory modelling. For emotional symptoms, female gender, experience of tsunami and nuclear plant accident, out-of-prefecture evacuees, and insufficient physical activity were associated with the very severe trajectory. In contrast, for peer relationship problems, male gender, experience of nuclear plant accident, and insufficient physical activity were associated with the very severe trajectory. Different factors might be related to the very severe trajectories of emotional symptoms and peer relationship problems. PMID:29316618

The Effects of Peer Instruction on Students' Conceptual Learning and Motivation

ERIC Educational Resources Information Center

Gok, Tolga

2012-01-01

The aim of this study was to investigate the effects of peer instruction on college students' conceptual learning, motivation, and self-efficacy in an algebra-based introductory physics course for nonmajors. Variables were studied via a quasi-experiment, Solomon four-group design on 123 students. Treatment groups were taught by peer instruction.…

The Effects of Marital Violence on Children's Relationships with Parents, Peers, and Teachers.

ERIC Educational Resources Information Center

Clements, Mari L.; And Others

This study examined the effects of marital violence on children's relationships with parents, peers, and teachers. Forty-eight 4-year-olds and their parents participated in two laboratory sessions: one with all three family members and one with the child alone with several unfamiliar peers. Half of the marital couples were physically violent,…

Middle School Students' Attitudes toward a Peer with Autism Spectrum Disorder: Effects of Social Acceptance and Physical Inclusion

ERIC Educational Resources Information Center

Tonnsen, Bridgette L.; Hahn, Erin R.

2016-01-01

Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social…

The Reasons behind Early Adolescents' Responses to Peer Victimization

ERIC Educational Resources Information Center

Bellmore, Amy; Chen, Wei-Ting; Rischall, Emily

2013-01-01

Victims of school-based peer harassment face a range of risks including psycho-social, physical, and academic harm. The aim of the present study was to examine the behavioral coping responses used by early adolescents when they face peer victimization. To meet this aim, 216 sixth grade students (55% girls) from two urban middle schools and 254…

A qualitative synthesis of the positive and negative impacts related to delivery of peer-based health interventions in prison settings.

PubMed

South, Jane; Woodall, James; Kinsella, Karina; Bagnall, Anne-Marie

2016-09-29

Peer interventions involving prisoners in delivering peer education and peer support in a prison setting can address health need and add capacity for health services operating in this setting. This paper reports on a qualitative synthesis conducted as part of a systematic review of prison-based peer interventions. One of the review questions aimed to investigate the positive and negative impacts of delivering peer interventions within prison settings. This covered organisational and process issues relating to peer interventions, including prisoner and staff views. A qualitative synthesis of qualitative and mixed method studies was undertaken. The overall study design comprised a systematic review involving searching, study selection, data extraction and validity assessment. Studies reporting interventions with prisoners or ex-prisoners delivering education or support to prisoners resident in any type of prison or young offender institution, all ages, male and female, were included. A thematic synthesis was undertaken with a subset of studies reporting qualitative data (n = 33). This involved free coding of text reporting qualitative findings to develop a set of codes, which were then grouped into thematic categories and mapped back to the review question. Themes on process issues and wider impacts were grouped into four thematic categories: peer recruitment training and support; organisational support; prisoner relationships; prison life. There was consistent qualitative evidence on the need for organisational support within the prison to ensure smooth implementation and on managing security risks when prisoners were involved in service delivery. A suite of factors affecting the delivery of peer interventions and the wider organisation of prison life were identified. Alongside reported benefits of peer delivery, some reasons for non-utilisation of services by other prisoners were found. There was weak qualitative evidence on wider impacts on the prison system, including better communication between staff and prisoners. Gaps in evidence were identified. The quality of included studies limited the strength of the conclusions. The main conclusion is that peer interventions cannot be seen as independent of prison life and health services need to work in partnership with prison services to deliver peer interventions. More research is needed on long-term impacts. PROSPERO ref: CRD42012002349 .

Effects of peer victimization on psychological and academic adjustment in early adolescence.

PubMed

Rueger, Sandra Yu; Jenkins, Lyndsay N

2014-03-01

The purpose of the current study is to investigate the effects of frequency of peer victimization experiences on psychological and academic adjustment during early adolescence, with a focus on testing psychological adjustment as a mediator, as well as differences based on gender and type of victimization. The sample in this short-term longitudinal design study consists of 7th and 8th graders (n = 670, 50% male) from an ethnically and socioeconomically diverse middle school. Victimization was measured using 10 items that assessed frequency of verbal, physical, and relational victimization experiences, and outcomes were assessed with the Behavior Assessment System for Children (2nd ed.) and school records. There was support for gender differences in frequency of peer victimization experiences based on type of victimization. More specifically, boys reported higher levels of physical and verbal victimization, and girls reported higher levels of relational victimization. In addition, there were statistically significant differences between boys and girls on the relation between victimization and anxiety, attendance, and grades, with girls experiencing more maladjustment than boys in response to peer victimization. Finally, results demonstrated no gender differences in indirect effects of psychological adjustment on the relation between peer victimization and academic outcomes, whether victimization was physical, verbal, and relational. These findings highlight the importance of addressing social-emotional functioning as well as peer victimization in the schools for both boys and girls, as both affect students' academic functioning. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Enhanced verification test suite for physics simulation codes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kamm, James R.; Brock, Jerry S.; Brandon, Scott T.

2008-09-01

This document discusses problems with which to augment, in quantity and in quality, the existing tri-laboratory suite of verification problems used by Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratories (SNL). The purpose of verification analysis is demonstrate whether the numerical results of the discretization algorithms in physics and engineering simulation codes provide correct solutions of the corresponding continuum equations.

Brief report: Exploring the benefits of a peer-tutored physical education programme among high school students with intellectual disability.

PubMed

Gobbi, Erica; Greguol, Márcia; Carraro, Attilio

2018-01-29

The purpose of this study was to explore possible benefits of a peer-tutored physical education programme (PTPE) in comparison with school physical education (SPE) in high school students with intellectual disability. Nineteen students with intellectual disabilities (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity (PA), enjoyment and exertion during the two conditions, considering participants' weight condition as independent factor. During PTPE, participants reported higher light intensity PA, enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity PA during PTPE than during SPE. The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability. © 2018 John Wiley & Sons Ltd.

Self-esteem of young adults experiencing interparental violence and child physical maltreatment: parental and peer relationships as mediators.

PubMed

Shen, April Chiung-Tao

2009-05-01

This study examined the joint impact of experiencing both interparental violence and child physical maltreatment on young adults' self-esteem. It also tested the hypothesis of parental and peer relationship qualities as mediators in the relationship between childhood histories of family violence and adult self-esteem. Data were collected from a national probability sample of 1,924 college students in Taiwan. Research results demonstrated that experiencing both interparental violence and physical maltreatment during childhood have long-term and detrimental impact on adult self-esteem. This impact was statistically independent of other potential confounding factors. Moreover, participants experiencing dual violence during childhood reported lower self-esteem than those experiencing only one type of family violence or none at all. Male participants who experienced dual violence reported lower self-esteem than female participants who experienced dual violence. Further analyses revealed that parental and peer relationship qualities mediated the joint impact of interparental violence and physical maltreatment on adult self-esteem.

Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

PubMed

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Naughton, Geraldine; Benson, Amanda C.

2018-01-01

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state…

The experiences of participating in winter among youths with a physical disability compared with their typically developing peers.

PubMed

Lindsay, S; Morales, E; Yantzi, N; Vincent, C; Howell, L; Edwards, G

2015-11-01

Having a physical disability and using a wheelchair can create difficulties in navigating the physical and built environment, especially during winter when snow and ice become problematic. Little is known about the experiences of winter among youth who use an assistive mobility device. This study aimed to understand how youth with a physical disability experience winter, compared with typically developing peers. A purposive sample of 25 youths (13 with a physical disability; 12 typically developing) completed a 2-week weather journal and photographs in two Canadian cities during winter. These data were used to guide semi-structured interviews with participants. Youths with disabilities experienced many similar challenges in winter, such as health and safety concerns and accessibility issues, compared with typically developing youth - but to a greater extent. Youths with disabilities reported more challenges going outdoors during winter and negative psychosocial impacts, including loneliness and increased dependence, compared with peers without a disability. They also, however, described developing several adaptive strategies to cope with these challenges. There is a strong need to remove physical and environmental barriers to facilitate the participation and inclusion of youth with disabilities in winter. © 2014 John Wiley & Sons Ltd.

Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

NASA Astrophysics Data System (ADS)

Simmonds, Paul J.; Wenner, Julianne A.

Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

Workplace accommodations for persons with physical disabilities: evidence synthesis of the peer-reviewed literature.

PubMed

Padkapayeva, Kathy; Posen, Andrew; Yazdani, Amin; Buettgen, Alexis; Mahood, Quenby; Tompa, Emile

2017-10-01

To identify and synthesize research evidence on workplace accommodations used by employers to recruit, hire, retain, and promote persons with physical disabilities. A structured search of six electronic journal databases was undertaken to identify peer-reviewed literature on the topic published from January 1990 to March 2016. Articles describing or evaluating workplace disability accommodation policies and practices were given a full-text review. Topic experts were contacted to identify additional studies. Details on specific accommodations described in 117 articles were synthesized and organized into three groups comprised of a total of 12 categories. The majority of studies did not rigorously evaluate effectiveness or cost-effectiveness of the accommodations under study. This evidence synthesis provides an overview of the peer-reviewed literature of value to occupational rehabilitation professionals and employers seeking guidance on workplace accommodation policies and practices for persons with physical disabilities. A wide range of accommodation options is available for addressing physical, social, and attitudinal barriers to successful employment. Besides physical/technological modifications, accommodations to enhance workplace flexibility and worker autonomy and strategies to promote workplace inclusion and integration are important. More comprehensive reporting and evaluations of the effectiveness of accommodations in research literature are needed to develop best practices for accommodating persons with disabilities. Implications for rehabilitation There is a substantial peer-reviewed literature that provides insights into the barriers for persons with physical disabilities and the workplace accommodation practices to address them, though rigorous evaluations of effectiveness and cost-effectiveness are uncommon. Attitudinal and social barriers stemming from stereotypes, ignorance and lack of knowledge are as important as physical barriers to employment for persons with physical disabilities. In addition to physical/technological modifications, accommodations to enhance workplace flexibility and autonomy of a worker, as well as strategies to promote workplace inclusion and integration may facilitate successful employment of persons with physical disabilities.

Self-reported childhood physical activity and breast cancer in adulthood.

PubMed

Kruk, Joanna

2007-01-01

The association between physical activity during childhood and breast cancer risk was examined. To study this question data on physical activity in childhood were analyzed. A hospital-based case-control study of 250 Polish incident breast cancer cases (49.2% of eligible) and 301 (41.4% of all selected) frequency matched for age controls was conducted in 2003-2004 in the Region of Western Pomerania. Women were asked to compare their total physical activity at ages 10-12 years and 13-15 years with the activity of their female peers by choose from one of three categories: less active, equally active, more active, the best describing their activity. Odds ratios (ORs) and 95% confidence intervals (CIs) were calculated using univariate and multivariate logistic regression, fitted by the method of maximum likehood. Women who reported having been physically more active than their peers at ages 10-12 years had an age-adjusted OR=0.88 (95% CI=0.36-2.15, P for trend=0.37) as compared with those reported being less active. Adjustment for potential confounders and total lifetime physical activity decreased the risk estimate to OR=0.25 (95% CI=0.06-1.10, P for trend=0.15). For physical activity at ages 13-15 years, both an age-adjusted and multivariate adjusted ORs were also decreased among women who were at least such active as their peers, but the reductions were not statistically significant. For women who were more physically active than their peers during both age periods the adjusted OR was 0.30 (95% CI=0.11-1.34, P for trend =0.21). These results show no protective role for physical activity in childhood on breast cancer development among women aged 35-75 years. Further investigations employing larger sample sizes with comprehensive assessment of physical activity during the childish years are needed to verify this evidence.

The ZPIC educational code suite

NASA Astrophysics Data System (ADS)

Calado, R.; Pardal, M.; Ninhos, P.; Helm, A.; Mori, W. B.; Decyk, V. K.; Vieira, J.; Silva, L. O.; Fonseca, R. A.

2017-10-01

Particle-in-Cell (PIC) codes are used in almost all areas of plasma physics, such as fusion energy research, plasma accelerators, space physics, ion propulsion, and plasma processing, and many other areas. In this work, we present the ZPIC educational code suite, a new initiative to foster training in plasma physics using computer simulations. Leveraging on our expertise and experience from the development and use of the OSIRIS PIC code, we have developed a suite of 1D/2D fully relativistic electromagnetic PIC codes, as well as 1D electrostatic. These codes are self-contained and require only a standard laptop/desktop computer with a C compiler to be run. The output files are written in a new file format called ZDF that can be easily read using the supplied routines in a number of languages, such as Python, and IDL. The code suite also includes a number of example problems that can be used to illustrate several textbook and advanced plasma mechanisms, including instructions for parameter space exploration. We also invite contributions to this repository of test problems that will be made freely available to the community provided the input files comply with the format defined by the ZPIC team. The code suite is freely available and hosted on GitHub at https://github.com/zambzamb/zpic. Work partially supported by PICKSC.

The Biological Underpinnings of Peer Victimization: Understanding Why and How the Effects of Bullying Can Last a Lifetime

ERIC Educational Resources Information Center

Vaillancourt, Tracy; Hymel, Shelley; McDougall, Patricia

2013-01-01

Recent research in the areas of neuroscience, neuroendocrinology, and genetics is reviewed providing convincing evidence for why and how the effects of bullying can last a lifetime. Specifically, the research reviewed herein indicates that (a) the brain experiences peer victimization in a similar way to physical pain, (b) peer victimization is…

Examining Young Recreational Male Soccer Players' Experience in Adult- and Peer-Led Structures.

PubMed

Imtiaz, Faizan; Hancock, David J; Côté, Jean

2016-09-01

Youth sport has the potential to be one of the healthiest and most beneficial activities in which children can partake. Participation in a combination of adult-led and peer-led sport structures appears to lead to favorable outcomes such as enhanced physical fitness, as well as social and emotional development. The purpose of the present study was to examine the subjective and objective experiences of 27 recreational male soccer players aged 10 to 12 years old (M = 10.11 years, SD = 0.32) across adult-led and peer-led sport structures. Direct video observation and experience-rating scales were utilized in an effort to shed light on the impact of adult-led and peer-led sport structures on the same athletes. In the adult-led structures, youth experienced high levels of effort and concentration while spending more time physically or mentally engaged. Meanwhile, youth experienced high rates of prosocial behaviors, sport-related communication, and general communication during the peer-led structures. The results of the present study indicate that rather than one approach being superior to the other, both adult- and peer-led sport structures have the potential to yield unique benefits toward children's positive experiences in sport.

Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

PubMed Central

Gonzales, Nancy A.; Fuligni, Andrew J.

2014-01-01

School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains. PMID:23238764

A Water-Immersion Technique for the Study of Mobility of a Pressure-Suited Subject Under Balanced-Gravity Conditions

DTIC Science & Technology

1966-01-01

simulating zero-gravity performance of an astronaut in a pressurized spacesuit by complete water immersion has been developed and inves- tigated. The...critical operational characteristics relating to space- craft and spacesuit design under conditions of zero gravity. In addition, the physical...the legs of the suit and are contained by insulated flight boots . The Mark IV suit used in the tests is shown in figure 1. 3 Pressure-Suit

Peer assessment of student-produced mechanics lab report videos

NASA Astrophysics Data System (ADS)

Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

2017-12-01

We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers' work.

A multi-informant longitudinal study on the relationship between aggression, peer victimization, and dating status in adolescence.

PubMed

Arnocky, Steven; Vaillancourt, Tracy

2012-05-25

Adolescent peer-aggression has recently been considered from the evolutionary perspective of intrasexual competition for mates. We tested the hypothesis that peer-nominated physical aggression, indirect aggression, along with self-reported bullying behaviors at Time 1 would predict Time 2 dating status (one year later), and that Time 1 peer- and self-reported peer victimization would negatively predict Time 2 dating status. Participants were 310 adolescents who were in grades 6 through 9 (ages 11-14) at Time 1.  Results showed that for both boys and girls, peer-nominated indirect aggression was predictive of dating one year later even when controlling for age, peer-rated attractiveness, and peer-perceived popularity, as well as initial dating status. For both sexes, self-reported peer victimization was negatively related to having a dating partner at Time 2. Findings are discussed within the framework of intrasexual competition.

Conceptual question response times in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

2014-12-01

Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

Evaluating Suit Fit Using Performance Degradation

NASA Technical Reports Server (NTRS)

Margerum, Sarah E.; Cowley, Matthew; Harvill, Lauren; Benson, Elizabeth; Rajulu, Sudhakar

2011-01-01

The Mark III suit has multiple sizes of suit components (arm, leg, and gloves) as well as sizing inserts to tailor the fit of the suit to an individual. This study sought to determine a way to identify the point an ideal suit fit transforms into a bad fit and how to quantify this breakdown using mobility-based physical performance data. This study examined the changes in human physical performance via degradation of the elbow and wrist range of motion of the planetary suit prototype (Mark III) with respect to changes in sizing and as well as how to apply that knowledge to suit sizing options and improvements in suit fit. The methods implemented in this study focused on changes in elbow and wrist mobility due to incremental suit sizing modifications. This incremental sizing was within a range that included both optimum and poor fit. Suited range of motion data was collected using a motion analysis system for nine isolated and functional tasks encompassing the elbow and wrist joints. A total of four subjects were tested with motions involving both arms simultaneously as well as the right arm only. The results were then compared across sizing configurations. The results of this study indicate that range of motion may be used as a viable parameter to quantify at what stage suit sizing causes a detriment in performance; however the human performance decrement appeared to be based on the interaction of multiple joints along a limb, not a single joint angle. The study was able to identify a preliminary method to quantify the impact of size on performance and to develop a means to gauge tolerances around optimal size. More work is needed to improve the assessment of optimal fit and to compensate for multiple joint interactions.

Physical suitability of Appalachian hardwood sawlogs for sawed timbers

Treesearch

Lawrence D. Garrett

1970-01-01

A study of the physical suitability of Appalachian hardwood sawlogs for manufacture of sawed timbers revealed that: most grade 1 logs can be used to saw timbers as large as 8 by 9 inches, end dimension; most grade 2 logs are suited for manufacture of timbers 6 by 8 inches and smaller; and most grade 3 logs are suited for manufacture of timbers 5 by 7 inches and smaller...

Working memory and social functioning in children.

PubMed

McQuade, Julia D; Murray-Close, Dianna; Shoulberg, Erin K; Hoza, Betsy

2013-07-01

This study extends previous research and examines whether working memory (WM) is associated with multiple measures of concurrent social functioning (peer rejection, overall social competence, relational aggression, physical aggression, and conflict resolutions skills) in typically developing fourth- and fifth-grade children (N=116). Poor central executive WM was associated with both broad social impairments (peer rejection and poor overall social competence) and specific social impairments (physical aggression, relational aggression, and impaired conflict resolution skills); poor verbal storage was associated only with greater peer rejection, and spatial storage was not associated with any measures of social impairment. Analyses also examined whether specific impairments in aggressive behavior and conflict resolution skills mediated the association between central executive and broad measures of social functioning. Greater physical aggression and impaired conflict resolution skills were both significant mediators; relational aggression was not. Implications for theory and future research are discussed. Copyright © 2013 Elsevier Inc. All rights reserved.

Exploring employment readiness through mock job interview and workplace role-play exercises: comparing youth with physical disabilities to their typically developing peers.

PubMed

Lindsay, Sally; McDougall, Carolyn; Sanford, Robyn; Menna-Dack, Dolly; Kingsnorth, Shauna; Adams, Tracey

2015-01-01

To assess performance differences in a mock job interview and workplace role-play exercise for youth with disabilities compared to their typically developing peers. We evaluated a purposive sample of 31 youth (15 with a physical disability and 16 typically developing) on their performance (content and delivery) in employment readiness role-play exercises. Our findings show significant differences between youth with disabilities compared to typically developing peers in several areas of the mock interview content (i.e. responses to the questions: "tell me about yourself", "how would you provide feedback to someone not doing their share" and a problem-solving scenario question) and delivery (i.e. voice clarity and mean latency). We found no significant differences in the workplace role-play performances of youth with and without disabilities. Youth with physical disabilities performed poorer in some areas of a job interview compared to their typically developing peers. They could benefit from further targeted employment readiness training. Clinicians should: Coach youth with physical disability on how to "sell" their abilities to potential employers and encourage youth to get involved in volunteer activities and employment readiness training programs. Consider using mock job interviews and other employment role-play exercises as assessment and training tools for youth with physical disabilities. Involve speech pathologists in the development of employment readiness programs that address voice clarity as a potential delivery issue.

Physical Therapy and Occupational Therapy in Progeria

MedlinePlus

... peers in classroom activities, at recess, and in Physical Education class. Proactive PT and OT are important, since ... Depending on a child’s medical status, participation in Physical Education class and recess activities is encouraged. The Physical ...

Peer Crowd Identification and Adolescent Health Behaviors: Results From a Statewide Representative Study.

PubMed

Jordan, Jeffrey W; Stalgaitis, Carolyn A; Charles, John; Madden, Patrick A; Radhakrishnan, Anjana G; Saggese, Daniel

2018-02-01

Peer crowds are macro-level subcultures that share similarities across geographic areas. Over the past decade, dozens of studies have explored the association between adolescent peer crowds and risk behaviors, and how they can inform public health efforts. However, despite the interest, researchers have not yet reported on crowd size and risk levels from a representative sample, making it difficult for practitioners to apply peer crowd science to interventions. The current study reports findings from the first statewide representative sample of adolescent peer crowd identification and health behaviors. Weighted data were analyzed from the 2015 Virginia Youth Survey of Health Behaviors ( n = 4,367). Peer crowds were measured via the I-Base Survey™, a photo-based peer crowd survey instrument. Frequencies and confidence intervals of select behaviors including tobacco use, substance use, nutrition, physical activity, and violence were examined to identify high- and low-risk crowds. Logistic regression was used to calculate adjusted odds ratios for each crowd and behavior. Risky behaviors clustered in two peer crowds. Hip Hop crowd identification was associated with substance use, violence, and some depression and suicidal behaviors. Alternative crowd identification was associated with increased risk for some substance use behaviors, depression and suicide, bullying, physical inactivity, and obesity. Mainstream and, to a lesser extent, Popular, identities were associated with decreased risk for most behaviors. Findings from the first representative study of peer crowds and adolescent behavior identify two high-risk groups, providing critical insights for practitioners seeking to maximize public health interventions by targeting high-risk crowds.

Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.

PubMed

Shields, Richard K; Pizzimenti, Marc A; Dudley-Javoroski, Shauna; Schwinn, Debra A

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they demonstrated observation, palpation, and musculoskeletal assessment of the shoulder and scapular-thoracic articulation to medical student dissection groups in the Gross Anatomy laboratory. The medical students were encouraged to consider the synergistic function of shoulder structures and the potential impact of a selected pathology: rotator cuff injury. The session provided the medical students with an opportunity to integrate their new anatomical knowledge into a framework for clinical musculoskeletal evaluation. The experience offered senior physical therapy students an opportunity to work in teams with their peers, internalize and adapt to constructive feedback, and seek common ground with members of another profession. Both student groups reported a high degree of satisfaction with the sessions and expressed a desire for further interaction. These positive perceptions by student stakeholders have prompted us to consider additional IPE exchanges for the anatomy course in the upcoming school year. Given the positive outcome of this descriptive study, we now plan to systematically test whether near-peer IPE interactions can enhance the degree that students learn key anatomical concepts. © 2014 American Association of Anatomists.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

Targeted Peer Victimization and the Construction of Positive and Negative Self-Cognitions: Connections to Depressive Symptoms in Children

ERIC Educational Resources Information Center

Cole, David A.; Maxwell, Melissa A.; Dukewich, Tammy L.; Yosick, Rachel

2010-01-01

The goal was to examine the relation of covert/relational and overt/physical targeted peer victimization (TPV) to each other, to positive and negative self-cognitions, and to symptoms of depression. In a sample of elementary and middle school children, TPV was assessed by self-report, peer-nomination, and parent report in a multitrait-multimethod…

A Cross-Cultural Analysis of the Relations of Physical and Relational Aggression with Peer Victimization

ERIC Educational Resources Information Center

Bass, Ellyn Charlotte; Saldarriaga, Lina; Cunha, Josafa; Chen, Bin-Bin; Santo, Jonathan Bruce; Bukowski, William M.

2018-01-01

To better address the many consequences of peer victimization, research must identify not only aspects of individuals that put them at risk for victimization, such as aggression, but also aspects of the context that influence the extent of that risk. To this end, this study examined the contextual influences of gender, same-sex peer group norms of…

Use of an Audience Response System during Peer Teaching among Physical Therapy Students in Human Gross Anatomy: Perceptions of Peer Teachers and Students

ERIC Educational Resources Information Center

Wait, Kevin R.; Cloud, Beth A.; Forster, Lindsey A.; Jones, Tiffany M.; Nokleby, Jessica J.; Wolfe, Cortney R.; Youdas, James W.

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals.…

Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children's Sociodramatic Play

ERIC Educational Resources Information Center

Stanton-Chapman, Tina L.

2015-01-01

Teachers play an important role in expanding and supporting children's play and interactions with peers. This manuscript provides specific guidelines for interventions teachers can use to promote successful peer interactions in preschool settings. The strategies discussed include: (a) preparing the physical environment for play (e.g., toy…

The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

PubMed

Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

2017-03-01

The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. Not applicable. Copyright © 2017 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Peer review statement

NASA Astrophysics Data System (ADS)

2018-02-01

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

Peer review statement

NASA Astrophysics Data System (ADS)

2018-04-01

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

Peer review statement

NASA Astrophysics Data System (ADS)

2018-05-01

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

Peer review statement

NASA Astrophysics Data System (ADS)

2018-03-01

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the proceedings Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

The role of motivation in understanding social contextual influences on physical activity in underserved adolescents in the ACT Trial: a cross-sectional study.

PubMed

Lawman, Hannah G; Wilson, Dawn K; Van Horn, M Lee; Zarrett, Nicole

2012-12-01

Previous research has shown that social contextual factors are important in understanding physical activity (PA) behavior, although little is known about how these factors may relate to PA, especially in underserved adolescents (low income, minorities). This study examined how motivation may differentially mediate the relationship of two social contextual variables (i.e., peer and parent social support) and moderate-to-vigorous PA (MVPA). Baseline data (n = 1421 sixth graders, 54% female, 72% African American) from the Active by Choice Today (ACT) trial in underserved adolescents were analyzed. Motivation was examined as a mediator of the relationships between peer social support, parent social support, and MVPA (measured by 7-day accelerometer estimates). Motivation and peer but not parent support were significantly related to MVPA overall. Significant mediation effects were found indicating motivation partially mediated the relation between peer social support and MVPA and to a lesser degree parent support and MVPA. These findings provide support for the importance of social contextual influences, especially peer social support, on underserved adolescents' PA and motivation for PA.

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

NASA Astrophysics Data System (ADS)

Kay, Alison E.; Hardy, Judy; Galloway, Ross K.

2018-06-01

PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

A comparison of peer and non-peer exposure to unwanted early sexual experiences among students in South Africa and Belgium.

PubMed

Revell, Arlynn T; Nicholas, Lionel J

2013-01-01

This study examined peer and non-peer unwanted early sexual experiences (UESE) among 3,689 university students to establish whether peer UESE is as coercive and bothersome as non-peer UESE. A self-report checklist was administered to all consenting students attending an orientation programme at one South African (SA) and one Belgian university. Of the respondents 21% indicated that they had UESE before their 16th birthday (39.2% SA and 13.5% Belgians). Of respondents indicating UESE, 22.4% (173) reported that they had UESE with a person where the age difference was greater than 5 years and 54.2% (418) reported UESE with an age difference less than 5 years. Overall, a statistically significant difference was found between peer exposed and non-peer exposed groups at the time the UESE occurred related to bothersomeness of the UESE. SA men and women experienced more psychological pressure or physical force among the non-peer exposed group than the peer exposed group.

Implementing elements of The Physics Suite at a large metropolitan research university

NASA Astrophysics Data System (ADS)

Efthimiou, Costas; Maronde, Dan; McGreevy, Tim; del Barco, Enrique; McCole, Stefanie

2011-07-01

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The laboratory component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the preliminary data indicate improved student learning.

Using Peer Feedback to Promote Reflection on Open-Ended Problems

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-09-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.

Friendship Dynamics of Adolescent Aggression, Prosocial Behavior, and Social Status: The Moderating Role of Gender.

PubMed

Shin, Huiyoung

2017-11-01

Interactions with friends are a salient part of adolescents' experience at school. Adolescents tend to form friendships with similar peers and, in turn, their friends influence adolescents' behaviors and beliefs. The current study investigated early adolescents' selection of friends and friends' influence with regard to physical aggression, prosocial behavior, and popularity and social preference (i.e., likeability) among fifth and sixth graders (N = 736, 52% girls at wave1, N = 677, 52% girls at wave 2) in elementary schools in South Korea. The moderating role of gender on early adolescents' friend selection and influence was also examined. With longitudinal social network analysis (RSiena), we found that youth tended to select friends with similar levels of physical aggression and popularity, and their friends influenced their own physical aggression and popularity over time. The higher youth were in social preference, the less likely they chose physically aggressive peers as friends. Boys were more likely to select highly popular peers as friends compared to girls, and influence effects for physical aggression and popularity were stronger for boys compared to girls. The results underscore the importance of gender in friendship dynamics among Asian early adolescents.

Rates of peer victimization in young adolescents with ADHD and associations with internalizing symptoms and self-esteem.

PubMed

Becker, Stephen P; Mehari, Krista R; Langberg, Joshua M; Evans, Steven W

2017-02-01

The purposes of the present study were to: (1) describe rates of peer victimization in young adolescents with attention-deficit/hyperactivity disorder, (2) evaluate the association between types of peer victimization (i.e., physical, relational, and reputational) and internalizing problems (i.e., anxiety, depression, and self-esteem), and (3) examine whether associations between victimization and internalizing problems differ for males or females. Participants were 131 middle-school students (ages 11-15 years, 73 % male, 76 % White) diagnosed with ADHD who completed ratings of victimization, anxiety, depression, and self-esteem. Over half of the participants (57 %) reported experiencing at least one victimization behavior at a rate of once per week or more, with higher rates of relational victimization (51 %) than reputational victimization (17 %) or physical victimization (14 %). Males reported experiencing more physical victimization than females, but males and females did not differ in rates of relational or reputational victimization. Whereas relational and physical victimization were both uniquely associated with greater anxiety for both males and females, relational victimization was associated with greater depressive symptoms and lower self-esteem for males but not females. These findings indicate that young adolescents with ADHD frequently experience peer victimization and that the association between victimization and internalizing problems among young adolescents with ADHD differs as a result of victimization type, internalizing domain, and sex.

Life satisfaction and school performance of children exposed to classic and cyber peer bullying.

PubMed

Bilić, Vesna; Flander, Gordana Buljan; Rafajac, Branko

2014-03-01

This paper analyses the relationship between the exposure of school children to various forms of peer bullying (classic/cyber) and their life satisfaction in the domain of school, family, friends and school performance. The sample included 562 children from rural and urban areas of Croatia who were attending the seventh and the eighth grade of primary school. Results show that children were more often exposed to classic forms of peer bullying, especially verbal, and then physical bullying. On the other hand, cyber bullying most often comprises harassment in forums, blogs, chats or social networks, then on the web, by e-mail and mobile phone. Almost half of the examinees knew the identity of the bully, while a minority believes that bullies are the same ones who also physically abuse them at school. We found that children exposed to all forms of both classic and cyber bullying, unlike their peers who do not have such experience, show less satisfaction with friends, while those exposed to physical and cyber bullying show dissatisfaction with their family, too. However no statistically significant difference was found in their satisfaction with school. Children exposed to physical bullying showed poorer school performance, poorer achievement in Croatian and math, while children exposed to verbal and cyber bullying and children who were not exposed to such forms of bullying showed no differences in their school achievement.

Dynamic electronic institutions in agent oriented cloud robotic systems.

PubMed

Nagrath, Vineet; Morel, Olivier; Malik, Aamir; Saad, Naufal; Meriaudeau, Fabrice

2015-01-01

The dot-com bubble bursted in the year 2000 followed by a swift movement towards resource virtualization and cloud computing business model. Cloud computing emerged not as new form of computing or network technology but a mere remoulding of existing technologies to suit a new business model. Cloud robotics is understood as adaptation of cloud computing ideas for robotic applications. Current efforts in cloud robotics stress upon developing robots that utilize computing and service infrastructure of the cloud, without debating on the underlying business model. HTM5 is an OMG's MDA based Meta-model for agent oriented development of cloud robotic systems. The trade-view of HTM5 promotes peer-to-peer trade amongst software agents. HTM5 agents represent various cloud entities and implement their business logic on cloud interactions. Trade in a peer-to-peer cloud robotic system is based on relationships and contracts amongst several agent subsets. Electronic Institutions are associations of heterogeneous intelligent agents which interact with each other following predefined norms. In Dynamic Electronic Institutions, the process of formation, reformation and dissolution of institutions is automated leading to run time adaptations in groups of agents. DEIs in agent oriented cloud robotic ecosystems bring order and group intellect. This article presents DEI implementations through HTM5 methodology.

Pediatric physical therapists' use of support walkers for children with disabilities: a nationwide survey.

PubMed

Low, Sheryl A; McCoy, Sarah Westcott; Beling, Janna; Adams, Janet

2011-01-01

This study investigated pediatric physical therapists' use of support walkers (SWs) for children with disabilities. An 8-page survey was mailed to 2500 randomly selected members of the Section on Pediatrics of the American Physical Therapy Association. Respondents to the survey included 513 pediatric physical therapists who were users of SWs. Descriptive statistics were calculated and themes were analyzed. Several SWs were reported as used most often to improve gait, mobility, participation at school, and interaction with peers. Use commonly included a month trial before purchase and 9 sessions of physical therapy to train a child for use in school. Reasons given for the use of SWs were improving impairments, functional limitations, and participation with peers. Pediatric physical therapists use SWs to increase postural control, mobility, and children's participation in school.

Physiological stress reactivity and physical and relational aggression: the moderating roles of victimization, type of stressor, and child gender.

PubMed

Murray-Close, Dianna; Crick, Nicki R; Tseng, Wan-Ling; Lafko, Nicole; Burrows, Casey; Pitula, Clio; Ralston, Peter

2014-08-01

The purpose of the present investigation was to examine the association between physiological reactivity to peer stressors and physical and relational aggression. Potential moderation by actual experiences of peer maltreatment (i.e., physical and relational victimization) and gender were also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol during which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships) and an instrumental stressor (e.g., threats to physical well-being, dominance, or property) were assessed. Teachers provided reports of aggression and victimization. In both boys and girls, physical aggression was associated with blunted physiological reactivity to relational stress and heightened physiological reactivity to instrumental stress, particularly among youth higher in victimization. In girls, relational aggression was most robustly associated with blunted physiological reactivity to relational stressors, particularly among girls exhibiting higher levels of relational victimization. In boys, relational aggression was associated with heightened physiological reactivity to both types of stressors at higher levels of peer victimization and blunted physiological reactivity to both types of stressors at lower levels of victimization. Results underscore the shared and distinct emotional processes underlying physical and relational aggression in boys and girls.

The Earth System Grid Federation: An Open Infrastructure for Access to Distributed Geospatial Data

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ananthakrishnan, Rachana; Bell, Gavin; Cinquini, Luca

2013-01-01

The Earth System Grid Federation (ESGF) is a multi-agency, international collaboration that aims at developing the software infrastructure needed to facilitate and empower the study of climate change on a global scale. The ESGF s architecture employs a system of geographically distributed peer nodes, which are independently administered yet united by the adoption of common federation protocols and application programming interfaces (APIs). The cornerstones of its interoperability are the peer-to-peer messaging that is continuously exchanged among all nodes in the federation; a shared architecture and API for search and discovery; and a security infrastructure based on industry standards (OpenID, SSL,more » GSI and SAML). The ESGF software is developed collaboratively across institutional boundaries and made available to the community as open source. It has now been adopted by multiple Earth science projects and allows access to petabytes of geophysical data, including the entire model output used for the next international assessment report on climate change (IPCC-AR5) and a suite of satellite observations (obs4MIPs) and reanalysis data sets (ANA4MIPs).« less

The Earth System Grid Federation: An Open Infrastructure for Access to Distributed Geo-Spatial Data

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cinquini, Luca; Crichton, Daniel; Miller, Neill

2012-01-01

The Earth System Grid Federation (ESGF) is a multi-agency, international collaboration that aims at developing the software infrastructure needed to facilitate and empower the study of climate change on a global scale. The ESGF s architecture employs a system of geographically distributed peer nodes, which are independently administered yet united by the adoption of common federation protocols and application programming interfaces (APIs). The cornerstones of its interoperability are the peer-to-peer messaging that is continuously exchanged among all nodes in the federation; a shared architecture and API for search and discovery; and a security infrastructure based on industry standards (OpenID, SSL,more » GSI and SAML). The ESGF software is developed collaboratively across institutional boundaries and made available to the community as open source. It has now been adopted by multiple Earth science projects and allows access to petabytes of geophysical data, including the entire model output used for the next international assessment report on climate change (IPCC-AR5) and a suite of satellite observations (obs4MIPs) and reanalysis data sets (ANA4MIPs).« less

The impact of peer-led simulations on student nurses.

PubMed

Valler-Jones, Tracey

Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. A mixed-method approach was used for this study design. This study took place in a simulation suite within a university in the Midlands. Twenty four second-year child branch students were purposively selected to take part. Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. The use of peer-led simulation promotes new learning and is a valuable educational approach.

The Earth System Grid Federation : an Open Infrastructure for Access to Distributed Geospatial Data

NASA Technical Reports Server (NTRS)

Cinquini, Luca; Crichton, Daniel; Mattmann, Chris; Harney, John; Shipman, Galen; Wang, Feiyi; Ananthakrishnan, Rachana; Miller, Neill; Denvil, Sebastian; Morgan, Mark;

Evaluating a Model of Youth Physical Activity

ERIC Educational Resources Information Center

Heitzler, Carrie D.; Lytle, Leslie A.; Erickson, Darin J.; Barr-Anderson, Daheia; Sirard, John R.; Story, Mary

2010-01-01

Objective: To explore the relationship between social influences, self-efficacy, enjoyment, and barriers and physical activity. Methods: Structural equation modeling examined relationships between parent and peer support, parent physical activity, individual perceptions, and objectively measured physical activity using accelerometers among a…

The Effects of Peer Teaching on the University Students' Achievements in Cognitive, Affective, Psychomotor Domains and Game Performances in Volleyball Courses

ERIC Educational Resources Information Center

Mirzeoglu, Ayse Dilsad

2014-01-01

This study is related to one of the teaching models, peer teaching which is used in physical education courses. The fundamental feature of peer teaching is defined "to structure a learning environment in which some students assume and carry out many of the key operations of instruction to assist other students in the learning process".…

The Los Alamos suite of relativistic atomic physics codes

DOE PAGES

Fontes, C. J.; Zhang, H. L.; Jr, J. Abdallah; ...

2015-05-28

The Los Alamos SuitE of Relativistic (LASER) atomic physics codes is a robust, mature platform that has been used to model highly charged ions in a variety of ways. The suite includes capabilities for calculating data related to fundamental atomic structure, as well as the processes of photoexcitation, electron-impact excitation and ionization, photoionization and autoionization within a consistent framework. These data can be of a basic nature, such as cross sections and collision strengths, which are useful in making predictions that can be compared with experiments to test fundamental theories of highly charged ions, such as quantum electrodynamics. The suitemore » can also be used to generate detailed models of energy levels and rate coefficients, and to apply them in the collisional-radiative modeling of plasmas over a wide range of conditions. Such modeling is useful, for example, in the interpretation of spectra generated by a variety of plasmas. In this work, we provide a brief overview of the capabilities within the Los Alamos relativistic suite along with some examples of its application to the modeling of highly charged ions.« less

The emergence of gender differences in physical aggression in the context of conflict between young peers.

PubMed

Hay, Dale F; Nash, Alison; Caplan, Marlene; Swartzentruber, Jan; Ishikawa, Fumiko; Vespo, Jo Ellen

2011-06-01

It is well known that a gender difference in physical aggression emerges by the preschool years. We tested the hypothesis that the gender difference is partly due to changing tactics in peer interaction. Observations of girls' and boys' social initiatives and reactions to opportunities for conflict were made, using the Peer Interaction Coding System (PICS) in four independent samples of children between 9 and 36 months of age, which were aggregated to form a summary data set (N= 323), divided into two age bands (below or above 24 months of age). Linear mixed-model analyses revealed significant age by gender interactions in the use of bodily force in response to peers' initiatives and in the tendency to use bodily force at later stages of conflicts with peers. The gender difference in use of force was not explained by differences in the use of verbal tactics. These cross-sectional findings suggest that girls are initially more likely than boys to use reactive aggression, but then desist, whereas boys increase their use of force to defend their territory and possessions. The difference between older and younger girls likely reflects girls' abilities to regulate their behaviour in response to social challenges and the fact that girls are explicitly socialized to yield to peers' demands.

Investigating the effect of child maltreatment on early adolescent peer-on-peer sexual aggression: testing a multiple mediator model in a non-incarcerated sample of Danish adolescents.

PubMed

Bramsen, Rikke Holm; Lasgaard, Mathias; Koss, Mary P; Elklit, Ask; Banner, Jytte

2014-01-01

The aim of the present study was to investigate the relationship between child maltreatment and severe early adolescent peer-on-peer sexual aggression, using a multiple mediator model. The study comprised 330 male Grade 9 students with a mean age of 14.9 years (SD=0.5). Estimates from the mediation model indicated significant indirect effects of child physical abuse on sexual aggression via peer influence and insecure-hostile masculinity. No significant total effect of child sexual abuse and child neglect on sexual aggression was found. Findings of the present study identify risk factors that are potentially changeable and therefore of value in informing the design of prevention programs aiming at early adolescent peer-on-peer sexual aggression in at-risk youth.

Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

NASA Astrophysics Data System (ADS)

Miller, Kelly Anne

The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

The Interplay among BMI z-Score, Peer Victmization, and Self-Concept in Outpatient Children and Adolescents with Overweight or Obesity.

PubMed

Bacchini, Dario; Licenziati, Maria Rosaria; Affuso, Gaetana; Garrasi, Alessandra; Corciulo, Nicola; Driul, Daniela; Tanas, Rita; Fiumani, Perla Maria; Di Pietro, Elena; Pesce, Sabino; Crinò, Antonino; Maltoni, Giulio; Iughetti, Lorenzo; Sartorio, Alessandro; Deiana, Manuela; Lombardi, Francesca; Valerio, Giuliana

2017-06-01

Research has provided evidence that obesity is associated with peer victimization and low levels of self-concept. No study has examined the relationship between BMI z-score, self-concept in multiple domains, and peer victimization. The aim of the research was to investigate the interplay between BMI z-score, self-concept in multiple domains (physical, athletic, social), and peer victimization, testing direct, mediated, and moderated associations. Eighty hundred fifteen outpatient children and adolescents were consecutively recruited in 14 hospitals distributed over the Italian country. The sample consisted of 419 males and 396 females; mean age 10.91 ± 1.97 years (range 6-14 years) and mean BMI z-score 1.85 ± 0.74 (range -0.97 ± 3.27). Peer victimization and self-concept were assessed with a revised Olweus Bully/Victim Questionnaire and with the Self-Perception Profile for Children. A structural equation model approach was used to determine the associations among variables, testing two competing models. In both models, path analysis revealed that BMI z-score was directly associated with peer victimization and self-concept in multiple domains. In the first model, peer victimization mediated the relationship between BMI-score and self-concept, whereas in the alternative model, self-concept mediated the relationship between BMI z-score and peer victimization. Interaction analyses revealed that social competence moderated the relationship between BMI z-score and peer victimization and that peer victimization moderated the relationship between BMI z-score and physical appearance. Higher levels of BMI z-score are a risk factor for peer victimization and poor self-concept. When high levels of BMI z-score are associated with a negative self-concept, the risk of victimization increases. Preventive and supportive interventions are needed to avoid negative consequences on quality of life in children and adolescents with obesity.

Leadership development in the age of the algorithm.

PubMed

Buckingham, Marcus

2012-06-01

By now we expect personalized content--it's routinely served up by online retailers and news services, for example. But the typical leadership development program still takes a formulaic, one-size-fits-all approach. And it rarely happens that an excellent technique can be effectively transferred from one leader to all others. Someone trying to adopt a practice from a leader with a different style usually seems stilted and off--a Franken-leader. Breakthrough work at Hilton Hotels and other organizations shows how companies can use an algorithmic model to deliver training tips uniquely suited to each individual's style. It's a five-step process: First, a company must choose a tool with which to identify each person's leadership type. Second, it should assess its best leaders, and third, it should interview them about their techniques. Fourth, it should use its algorithmic model to feed tips drawn from those techniques to developing leaders of the same type. And fifth, it should make the system dynamically intelligent, with user reactions sharpening the content and targeting of tips. The power of this kind of system--highly customized, based on peer-to-peer sharing, and continually evolving--will soon overturn the generic model of leadership development. And such systems will inevitably break through any one organization, until somewhere in the cloud the best leadership tips from all over are gathered, sorted, and distributed according to which ones suit which people best.

Peer-based health interventions for people with serious mental illness: A systematic literature review.

PubMed

Cabassa, Leopoldo J; Camacho, David; Vélez-Grau, Carolina M; Stefancic, Ana

2017-01-01

Health interventions delivered by peer specialists or co-facilitated by peer specialists and health professionals can help improve the physical health of people with serious mental illness (SMI). Yet, the quality of the studies examining these health interventions and their impact on health outcomes remains unclear. To address this gap, we conducted a systematic literature review of peer-based health interventions for people with SMI. We rated the methodological quality of studies, summarized intervention strategies and health outcomes, and evaluated the inclusion of racial and ethnic minorities in these studies. We used the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines to conduct our systematic literature review. Electronic bibliographic databases and manual searches were used to locate articles that were published in English in peer-reviewed journals between 1990 and 2015, described peer-based health interventions for people with SMI, and evaluated the impact of the interventions on physical health outcomes. Two independent reviewers used a standardized instrument to rate studies' methodological quality, abstracted study characteristics, and evaluated the effects of the interventions on different health outcomes. Eighteen articles were reviewed. Findings indicated that the strength of the evidence generated from these studies is limited due to several methodological limitations. Mixed and limited intervention effects were reported for most health outcomes. The most promising interventions were self-management and peer-navigator interventions. Efforts to strengthen the evidence of peer-based interventions require a research agenda that focuses on establishing the efficacy and effectiveness of these interventions across different populations and settings. Copyright © 2016 Elsevier Ltd. All rights reserved.

Training community health promoters to implement diabetes self-management support programs for urban minority adults.

PubMed

Comellas, Mariceli; Walker, Elizabeth A; Movsas, Sharon; Merkin, Sheryl; Zonszein, Joel; Strelnick, Hal

2010-01-01

To develop, implement, and evaluate a peer-led diabetes self-management support program in English and Spanish for a diverse, urban, low-income population. The program goals and objectives were to improve diabetes self-management behaviors, especially becoming more physically active, healthier eating, medication adherence, problem solving, and goal setting. After a new training program for peers led by a certified diabetes educator (CDE) was implemented with 5 individuals, this pilot evaluation study was conducted in 2 community settings in the East and South Bronx. Seventeen adults with diabetes participated in the new peer-led 5-session program. Survey data were collected pre- and postintervention on diabetes self-care activities, quality of well-being, and number of steps using a pedometer. This pilot study established the acceptance and feasibility of both the peer training program and the community-based, peer-led program for underserved, minority adults with diabetes. Significant improvements were found in several physical activity and nutrition activities, with a modest improvement in well-being. Feedback from both peer facilitators and participants indicated that a longer program, but with the same educational materials, was desirable. To reduce health disparities in urban communities, it is essential to continue program evaluation of the critical elements of peer-led programs for multiethnic adults with diabetes to promote self-management support in a cost-effective and culturally appropriate manner. Practice Implications A diabetes self-management support program can be successfully implemented in the community by peers, within a model including remote supervision by a CDE.

Health-related quality of life, developmental milestones, and self-esteem in young adults with bleeding disorders.

PubMed

Limperg, P F; Haverman, L; Maurice-Stam, H; Coppens, M; Valk, C; Kruip, M J H A; Eikenboom, J; Peters, M; Grootenhuis, M A

2018-01-01

The treatment of bleeding disorders improved in the last decades. However, the effect of growing up with bleeding disorders on developmental, emotional, and social aspects is understudied. Therefore, this study assesses HRQOL, developmental milestones, and self-esteem in Dutch young adults (YA) with bleeding disorders compared to peers. Ninety-five YA (18-30 years) with bleeding disorders (78 men; mean 24.7 years, SD 3.5) and 17 women (mean 25.1 years, SD 3.8) participated and completed the Pediatric Quality of Life Inventory Young Adult version, the Course of Life Questionnaire, and the Rosenberg Self-Esteem Scale. Differences between patients with bleeding disorders and their peers, and between hemophilia severity groups, were tested using Mann-Whitney U tests. YA men with bleeding disorders report a slightly lower HRQOL on the total scale, physical functioning, and school/work functioning in comparison to healthy peers (small effect sizes). YA men with severe hemophilia report more problems on the physical functioning scale than non-severe hemophilia. YA men with bleeding disorders achieved more psychosexual developmental milestones than peers, but show a delay in 'paid jobs, during middle and/or high school.' A somewhat lower self-esteem was found in YA men with bleeding disorders in comparison to peers (small effect size). For YA women with bleeding disorders, no differences were found on any of the outcomes in comparison to peers. This study demonstrates some impairments in HRQOL and self-esteem in YA men with bleeding disorders. By monitoring HRQOL, problems can be identified early, especially with regard to their physical and professional/school functioning.

A Parametric Model of Shoulder Articulation for Virtual Assessment of Space Suit Fit

NASA Technical Reports Server (NTRS)

Young, Karen; Kim, Han; Bernal, Yaritza; Vu, Linh; Boppana, Adhi; Benson, Elizabeth; Jarvis, Sarah; Rajulu, Sudhakar

2016-01-01

Goal of space human factors analyses: Place the highly variable human body within these restrictive physical environments to ensure that the entire anticipated population can live, work, and interact. Space suits are a very restrictive space and if not properly sized can result in pain or injury. The highly dynamic motions performed while wearing a space suit often make it difficult to model. Limited human body models do not have much allowance for customization of anthropometry and representation of the population that may wear a space suit.

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

Ideas II. A Sharing of Teaching Practices by Secondary School Physical Education Practitioners.

ERIC Educational Resources Information Center

Carlson, Ronald P., Ed.

This book describes physical education activity teaching ideas for the secondary school level. The first section describes curriculum ideas in such areas as adapted physical education, quality control, elective physical education, and advanced physical education. Section II describes instructional ideas involving peer teaching, skill improvement,…

Suites of dwarfs around Nearby giant galaxies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Karachentsev, Igor D.; Kaisina, Elena I.; Makarov, Dmitry I., E-mail: ikar@sao.ru, E-mail: kei@sao.ru, E-mail: dim@sao.ru

2014-01-01

The Updated Nearby Galaxy Catalog (UNGC) contains the most comprehensive summary of distances, radial velocities, and luminosities for 800 galaxies located within 11 Mpc from us. The high density of observables in the UNGC makes this sample indispensable for checking results of N-body simulations of cosmic structures on a ∼1 Mpc scale. The environment of each galaxy in the UNGC was characterized by a tidal index Θ{sub 1}, depending on the separation and mass of the galaxy's main disturber (MD). We grouped UNGC galaxies with a common MD in suites, and ranked suite members according to their Θ{sub 1}. Allmore » suite members with positive Θ{sub 1} are assumed to be physical companions of the MD. About 58% of the sample are members of physical groups. The distribution of suites by the number of members, n, follows a relation N(n) ∼ n {sup –2}. The 20 most populated suites contain 468 galaxies, i.e., 59% of the UNGC sample. The fraction of MDs among the brightest galaxies is almost 100% and drops to 50% at M{sub B} = –18{sup m}. We discuss various properties of MDs, as well as galaxies belonging to their suites. The suite abundance practically does not depend on the morphological type, linear diameter, or hydrogen mass of the MD, the tightest correlation being with the MD dynamical mass. Dwarf galaxies around MDs exhibit well-known segregation effects: the population of the outskirts has later morphological types, richer H I contents, and higher rates of star formation activity. Nevertheless, there are some intriguing cases where dwarf spheroidal galaxies occur at the far periphery of the suites, as well as some late-type dwarfs residing close to MDs. Comparing simulation results with galaxy groups, most studies assume the Local Group is fairly typical. However, we recognize that the nearby groups significantly differ from each other and there is considerable variation in their properties. The suites of companions around the Milky Way and M31, consisting of the Local Group, do not quite seem to be a typical nearby group. The multiplicity of nearby groups of the number of their physical members can be described by the Hirsh-like index h{sub g} = 9, indicating that the Local Volume contains nine groups with populations exceeding nine companions to their MDs.« less

Analyzing learning during Peer Instruction dialogues: A resource activation framework

NASA Astrophysics Data System (ADS)

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.

2014-12-01

Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place during these discussions or how they are beneficial to the processes of learning physics [M. C. James and S. Willoughby, Am. J. Phys. 79, 123 (2011)]. In this paper a framework for analyzing PI discussions developed through the lens of the "resources model" [D. Hammer, Am. J. Phys. 64, 1316 (1996); D. Hammer et al., Information Age Publishing (2005)] is proposed. A central hypothesis for this framework is that the dialogue with peers plays a crucial role in activating appropriate cognitive resources, enabling the students to see the problem differently, and therefore to answer the questions correctly. This framework is used to gain greater insights into the PI discussions of first year undergraduate physics students at the University of Edinburgh, UK, which were recorded using Livescribe Smartpens. Analysis of the dialogues revealed three different types of resource activation corresponding to increasing cognitive grain size. These were activation of knowledge elements, activation of linkages between knowledge elements, and activation of control structures (epistemic games and epistemological frames). Three case studies are examined to illustrate the role that peer dialogue plays in the activation of these cognitive resources in a PI session. The implications for pedagogical practice are discussed.

Friendship, Physicality, and Physical Education: An Exploration of the Social and Embodied Dynamics of Girls' Physical Education Experiences

ERIC Educational Resources Information Center

Hills, Laura

2007-01-01

Physical education represents a dynamic social space where students experience and interpret physicality in a context that accentuates peer relationships and privileges particular forms of embodiment. This article focuses on girls' understandings of physicality with respect to the organisation of physical education and more informal social…

Physical Attractiveness and Interpersonal Influence

ERIC Educational Resources Information Center

Dion, Karen K.; Stein, Steven

1978-01-01

Examines the hypothesis that attractive individuals should be more successful with opposite-sex peers but less successful with same-sex peers than unattractive individuals. Also investigates the influence strategies employed by persons differing in attractiveness since nothing is currently known about the actual behavior exhibited by attractive…

Predicting Peer Acceptance in Dutch Youth: A Multilevel Analysis

ERIC Educational Resources Information Center

Lubbers, Miranda; Van Der Werf, Margaretha; Kuyper, Hans; Offringa, G.

2006-01-01

This article uses an ecological approach to predict students' peer acceptance within junior high school classes. The authors investigate whether various characteristics (self-perception of physical attractiveness and athletic competence, cognitive ability, agreeableness, extraversion, age, parents education, number of siblings, siblings at same…

Relationship Between Peer Victimization and Posttraumatic Stress Among Primary School Children.

PubMed

Litman, Leib; Costantino, Giuseppe; Waxman, Richard; Sanabria-Velez, Caribel; Rodriguez-Guzman, Von Marie; Lampon-Velez, Anabelle; Brown, Richard; Cruz, Tomas

2015-08-01

Peer victimization is a common stressor experienced by children. Although peer victimization has been studied extensively, few studies have examined the potential link between peer victimization and posttraumatic stress disorder (PTSD), and no studies of which we are aware have examined this link among children in primary school. The paucity of studies examining the link between PTSD and peer victimization in primary school is surprising because peer victimization occurs more frequently and is more likely to be physical among 7- and 8-year-old children. This study assessed the relationship between peer victimization and PTSD in a sample of 358 elementary school children (ages 6-11 years). Results indicated that peer victimization accounted for 14.1% of PTSD symptom severity among boys and 10.1% among girls. Additionally, we found gender differences in the types of peer victimization that were most associated with PTSD symptom severity (d = 0.38). The long-term developmental consequences that may be associated with peer victimization-linked PTSD symptomatology are discussed. Copyright © 2015 International Society for Traumatic Stress Studies.

The Relationship Between Reported Health and Involvement in Bully/ Victim Problems among Male and Female Secondary Schoolchildren.

PubMed

Rigby, K

1998-10-01

The relationship between involvement in bully/victim problems at school and the reported health of adolescents was investigated using questionnaires completed anonymously by 819 Australian schoolchildren attending coeducational high school. From self-reports of their relations with peers at school, respondents were categorized as victims, bullies, bully-victims and 'others'. The students also completed a measure of mental health, the General Health Questionnaire, and answered questions to assess their frequency of physical complaints and perceived consequences of adverse treatment by peers at school. In general, peer- victimized girls reported a higher incidence of emotional distress and more perceived adverse health effects. Compared with 'others' , victims of both sexes indicated significantly worse mental and physical health. Among boys only, bullies consistently reported poorer health. Explanations for health effects and reported gender differences are discussed in relation to the consequences of stress engendered by peer victimization at school as well as suggested differences in the nature and implications of bullying behaviours employed by boys and girls.

Potential mediators between child abuse and both violence and victimization in juvenile offenders.

PubMed

Day, David M; Hart, Trevor A; Wanklyn, Sonya G; McCay, Elizabeth; Macpherson, Alison; Burnier, Nathalie

2013-02-01

Juvenile offenders are at risk for involvement in both fighting behavior and peer victimization. Understanding the potential causal mechanisms leading to these outcomes is important to address the needs of this population. The present study tested four mediator models of violent perpetration and peer victimization in a sample of 112 incarcerated youth (68 males and 44 females). In the models, the relationship between child physical and emotional abuse and fighting and victimization was expected to be mediated by impulsiveness, depression, and drug use. Multiple mediator models were tested according to Preacher and Hayes (2008). Depression fully mediated the relation between child emotional abuse and victimization and partially mediated the relation between child physical abuse and victimization. Drug use fully mediated the relation between child emotional abuse and fighting. These results suggest that treatment of depressive symptoms and drug use among juvenile offenders with a history of child physical or emotional abuse may limit violent perpetration and peer victimization in this population.

Managing Network Partitions in Structured P2P Networks

NASA Astrophysics Data System (ADS)

Shafaat, Tallat M.; Ghodsi, Ali; Haridi, Seif

Structured overlay networks form a major class of peer-to-peer systems, which are touted for their abilities to scale, tolerate failures, and self-manage. Any long-lived Internet-scale distributed system is destined to face network partitions. Consequently, the problem of network partitions and mergers is highly related to fault-tolerance and self-management in large-scale systems. This makes it a crucial requirement for building any structured peer-to-peer systems to be resilient to network partitions. Although the problem of network partitions and mergers is highly related to fault-tolerance and self-management in large-scale systems, it has hardly been studied in the context of structured peer-to-peer systems. Structured overlays have mainly been studied under churn (frequent joins/failures), which as a side effect solves the problem of network partitions, as it is similar to massive node failures. Yet, the crucial aspect of network mergers has been ignored. In fact, it has been claimed that ring-based structured overlay networks, which constitute the majority of the structured overlays, are intrinsically ill-suited for merging rings. In this chapter, we motivate the problem of network partitions and mergers in structured overlays. We discuss how a structured overlay can automatically detect a network partition and merger. We present an algorithm for merging multiple similar ring-based overlays when the underlying network merges. We examine the solution in dynamic conditions, showing how our solution is resilient to churn during the merger, something widely believed to be difficult or impossible. We evaluate the algorithm for various scenarios and show that even when falsely detecting a merger, the algorithm quickly terminates and does not clutter the network with many messages. The algorithm is flexible as the tradeoff between message complexity and time complexity can be adjusted by a parameter.

Lessons Learned from the Frenchman Flat Flow and Transport Modeling External Peer Review

NASA Astrophysics Data System (ADS)

Becker, N. M.; Crowe, B. M.; Ruskauff, G.; Kwicklis, E. M.; Wilborn, B.

2011-12-01

The objective of the U.S. Department of Energy's Underground Test Area Program program is to forecast, using computer modeling, the contaminant boundary of radionuclide transport in groundwater at the Nevada National Security Site that exceeds the Safe Drinking Water Act after 1000 yrs. This objective is defined within the Federal Facilities Agreement and Consent Order between the Department of Energy, Department of Defense and State of Nevada Division of Environmental Protection . At one of the Corrective Action Units, Frenchman Flat, a Phase I flow and transport model underwent peer review in 1999 to determine if the model approach, assumptions and results adequate to be used as a decision tool as a basis to negotiate a compliance boundary with Nevada Division of Environmental Protection. The external peer review decision was that the model was not fully tested under a full suite of possible conceptual models, including boundary conditions, flow mechanisms, other transport processes, hydrological framework models, sensitivity and uncertainty analysis, etc. The program went back to collect more data, expand modeling to consider other alternatives that were not adequately tested, and conduct sensitivity and uncertainty analysis. A second external peer review was held in August 2010. Their conclusion that the new Frenchman Flat flow and transport modeling analysis were adequate as a decision tool and that the model was ready to advance to the next step in the Federal Facilities Agreement and Consent Order strategy. We will discuss the processes to changing the modeling that occurred between the first and second peer reviews, and then present the second peer review general comments. Finally, we present the lessons learned from the total model acceptance process required for federal regulatory compliance.

The Role of Motivation in Understanding Social Contextual Influences on Physical Activity in Underserved Adolescents in the ACT Trial: A Cross-Sectional Study

PubMed Central

Wilson, Dawn K.; Van Horn, M. Lee; Zarrett, Nicole

2012-01-01

Abstract Background Previous research has shown that social contextual factors are important in understanding physical activity (PA) behavior, although little is known about how these factors may relate to PA, especially in underserved adolescents (low income, minorities). This study examined how motivation may differentially mediate the relationship of two social contextual variables (i.e., peer and parent social support) and moderate-to-vigorous PA (MVPA). Methods Baseline data (n=1421 sixth graders, 54% female, 72% African American) from the Active by Choice Today (ACT) trial in underserved adolescents were analyzed. Motivation was examined as a mediator of the relationships between peer social support, parent social support, and MVPA (measured by 7-day accelerometer estimates). Results Motivation and peer but not parent support were significantly related to MVPA overall. Significant mediation effects were found indicating motivation partially mediated the relation between peer social support and MVPA and to a lesser degree parent support and MVPA. Conclusions These findings provide support for the importance of social contextual influences, especially peer social support, on underserved adolescents' PA and motivation for PA. PMID:23181920

Trajectories of Italian Children's Peer Rejection: Associations with Aggression, Prosocial Behavior, Physical Attractiveness, and Adolescent Adjustment.

PubMed

Di Giunta, Laura; Pastorelli, Concetta; Thartori, Eriona; Bombi, Anna Silvia; Baumgartner, Emma; Fabes, Richard A; Martin, Carol Lynn; Enders, Craig K

2017-12-08

In the present study, the predictors and outcomes associated with the trajectories of peer rejection were examined in a longitudinal sample of Italian children (338 boys, 269 girls) ages 10 to 14 years. Follow-up assessments included 60% of the original sample at age 16-17. Low, medium, and high rejection trajectory groups were identified using growth mixture models. Consistent with previous studies, we found that (a) being less prosocial and more physically aggressive at age 10 was characteristic of those children with the high rejection trajectory; (b) being less attractive was related to higher peer rejection from age 10 to 14; and (c) boys with a high rejection trajectory showed high levels of delinquency and anxiety-depression and low levels of academic aspiration at age 16-17, whereas girls with a high rejection trajectory showed low levels of academic aspiration and social competence at age 16-17. Our findings indicate the detrimental consequences of peer rejection on children's development and adjustment and shed light on the mechanisms that contribute to maintaining or worsening (e.g., being attractive, prosocial, and aggressive) a child's negative status (e.g., being rejected) within his or her peer group over time.

Adult Recollections of Peer Victimization during Middle School: Forms and Consequences

PubMed Central

Rosen, Lisa H.; Underwood, Marion K.; Gentsch, Joanna K.; Rahdar, Ahrareh; Wharton, Michelle E.

2012-01-01

This study examined memories of peer victimization by eliciting narratives from university students (N = 210) about one previous experience of peer maltreatment during middle school, and investigating how these recollections related to current levels of adjustment. The majority of participants described an experience of social victimization (70.0%) or physical victimization (16.7%), and analyses examining form of victimization were limited to these participants (n = 182). Previous experiences of peer maltreatment during middle school were associated with negative indices of adjustment in early adulthood. The implications of our findings for school intervention programs are discussed. PMID:23175596

Leisure time physical activity in 9- to 11-year-old children born moderately preterm: a cohort study.

PubMed

Nordvall-Lassen, M; Hegaard, H K; Obel, C; Lindhard, M S; Hedegaard, M; Henriksen, T B

2018-05-12

Physical activity is one of the best documented activities with impacts on health in children and adults. Children born preterm show reduced physical and psychosocial function compared to children born at term. This may influence their level of physical activity. Reports on moderately preterm children's physical activities during childhood are limited. Thus, the aim of this study was to compare the leisure time physical activity at age 9-11 years of moderately preterm children with that of children born at term. Data from 4941 mother-child pairs from the Aarhus Birth Cohort (1989-91) were used. The cohort gathered clinical information, including gestational age at delivery. Information about parental socio-demographic and lifestyle factors was obtained from questionnaires completed during the second trimester of pregnancy. Information about children's physical activities was reported in a 9- to 11-year follow-up questionnaire completed by parents detailing how many times per week their child participated in sports activities outside of school, hours spent per week playing outside, and hours per week engaged in sedentary activities. Data were analysed using multiple logistic regression with the lowest activity group as a reference group. A total of 158 children (3.2%) were born moderately preterm, i.e., between 32 and 36 completed weeks. Children born moderately preterm participated in sports activities as often as their peers born at term; they also participated in frequent sports activities (≥ 4 times per week) as often as their peers. There were no differences in hours per week spent playing outside or in sedentary activities between the two groups. Nine- to 11-year-old moderately preterm children participated in sports activities outside school to a similar extent as their peers and engaged in outdoor activities and sedentary activities for the same duration of time per week as their peers born at term.

A Latent Class Approach to Examining Forms of Peer Victimization

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O’Brennan, Lindsey M.

2014-01-01

There is growing interest in gender differences in the experience of various forms of peer victimization; however, much of the work to date has used traditional variable-centered approaches by focusing on scales or individual forms of victimization in isolation. The current study explored whether there were discrete groups of adolescents who experience distinct forms of peer victimization by bullying (e.g., physical, verbal, relational) among middle and high school-age youth, and whether membership in a particular victimization group was associated with internalizing problems and aggression. Latent class analyses examining 10 different forms of victimization were conducted on a diverse sample of middle school (n = 11,408) and high school (n = 5,790) students. All forms of victimization were less common among high school students, except cyberbullying and sexual comments/gestures. The analyses revealed that there were 4 distinct victimization patterns for middle school students (Verbal and Physical; Verbal and Relational; High Verbal, Physical, and Relational; and Low Victimization/Normative), whereas high school students fell into a similar pattern with the exception of a Verbal and Physical class. These patterns of victimization were functionally associated with co-occurring internalizing problems and aggression. There were also some notable gender and developmental differences in the pattern of victimization and its relation with adjustment problems. These findings enhance our understanding of the complex patterns of peer victimization that are experienced by middle and high school students. Implications for educational researchers and school-based bullying interventions are discussed. PMID:25414522

Early puberty, negative peer influence, and problem behaviors in adolescent girls.

PubMed

Mrug, Sylvie; Elliott, Marc N; Davies, Susan; Tortolero, Susan R; Cuccaro, Paula; Schuster, Mark A

2014-01-01

To determine how early puberty and peer deviance relate to trajectories of aggressive and delinquent behavior in early adolescence and whether these relationships differ by race/ethnicity. In this longitudinal study, 2607 girls from 3 metropolitan areas and their parents were interviewed at ages 11, 13, and 16 years. Girls reported on their age of onset of menarche, best friend's deviant behavior, delinquency, and physical, relational, and nonphysical aggression. Parents provided information on family sociodemographic characteristics and girls' race/ethnicity. Sixteen percent of girls were classified as early maturers (defined by onset of menarche before age 11 years). Overall, relational and nonphysical aggression increased from age 11 to age 16, whereas delinquency and physical aggression remained stable. Early puberty was associated with elevated delinquency and physical aggression at age 11. The relationship with early puberty diminished over time for physical aggression but not for delinquency. Best friend's deviant behavior was linked with higher levels of all problem behaviors, but the effect lessened over time for most outcomes. Early puberty was associated with a stronger link between best friend's deviance and delinquency, suggesting increased vulnerability to negative peer influences among early-maturing girls. A similar vulnerability was observed for relational and nonphysical aggression among girls in the "other" racial/ethnic minority group only. Early puberty and friends' deviance may increase the risk of problem behavior in young adolescent girls. Although many of these associations dissipate over time, early-maturing girls are at risk of persistently higher delinquency and stronger negative peer influences.

Comparing Educational Tools Using Activity Theory: Clickers and Flashcards

NASA Astrophysics Data System (ADS)

Price, Edward; De Leone, Charles; Lasry, Nathaniel

2010-10-01

Physics educators and researchers have recently begun to distinguish between pedagogical approaches and the educational technologies that are used to implement them. For instance, peer instruction has been shown to be equally effective, in terms of student learning outcomes, when implemented with clickers or flashcards. Therefore, technological tools (clickers and flashcards) can be viewed as means to mediate pedagogical techniques (peer instruction or traditional instruction). In this paper, we use activity theory to examine peer instruction, with particular attention to the role of tools. This perspective helps clarify clickers' and flashcards' differences, similarities, impacts in the classroom, and utility to education researchers. Our analysis can suggest improvements and new uses. Finally, we propose activity theory as a useful approach in understanding and improving the use of technology in the physics classroom.

Emotional but not physical maltreatment is independently related to psychopathology in subjects with various degrees of social anxiety: a web-based internet survey.

PubMed

Iffland, Benjamin; Sansen, Lisa M; Catani, Claudia; Neuner, Frank

2012-05-25

Previous studies reported that social phobia is associated with a history of child maltreatment. However, most of these studies focused on physical and sexual maltreatment whilst little is known about the specific impact of emotional abuse and neglect on social anxiety. We examined the association between emotional maltreatment, including parental emotional maltreatment as well as emotional peer victimization, and social anxiety symptoms in subjects with various degrees of social anxiety. The study was conducted as a web-based Internet survey of participants (N = 995) who had social anxiety symptoms falling within the high range, and including many respondents who had scores in the clinical range. The assessment included measures of child maltreatment, emotional peer victimization, social anxiety symptoms and general psychopathology. Regression and mediation analyses revealed that parental emotional maltreatment and emotional peer victimization were independently related to social anxiety and mediated the impact of physical and sexual maltreatment. Subjects with a history of childhood emotional maltreatment showed higher rates of psychopathology than subjects with a history of physical maltreatment. Although our findings are limited by the use of an Internet survey and retrospective self-report measures, data indicated that social anxiety symptoms are mainly predicted by emotional rather than physical or sexual types of victimization.

Results From the Republic of Slovenia's 2016 Report Card on Physical Activity for Children and Youth.

PubMed

Sember, Vedrana; Starc, Gregor; Jurak, Gregor; Golobič, Mojca; Kovač, Marjeta; Samardžija, Poljanka Pavletič; Morrison, Shawnda A

2016-11-01

This is the first assessment of the Republic of Slovenia's efforts to synthesize and report physical activity (PA) standards for children and youth following the Active Healthy Kids Global Alliance grading system model. The Republic of Slovenia Report Card relies on research findings published in peer-reviewed journals, data compiled from national databases, and government initiatives which have been monitoring physical fitness standards in schools for the past 34 years (SLOfit and ACDSi). The Report Card initiative has been jointly coordinated by the University of Primorska and the University of Ljubljana. A Research Work Group consisting of 12 representatives from various aspects of Slovenia's public, private, and government sectors convened to evaluate evidence and assign grades for each PA indicator. Grades (A, highest, to F, lowest; INC, incomplete) for Slovenia are as follows: Overall Physical Activity (A-), Organized Sport Participation (B-), Active Play (D), Active Transportation (C), Sedentary Behaviors (B+), Family and Peers (INC), Schools (A), Community and the Built Environment (INC), and Government (B+). This inclusive PA report indicates that overall physical activity minutes remain high in Slovenian children and youth; however, more research is needed to determine the effects of family life, peer influences, and the built environment on active play behaviors.

Caution Flags in Physical Education.

ERIC Educational Resources Information Center

Claxton, David; And Others

1994-01-01

Lists several common physical fitness exercises that may cause more harm than good (both physically and emotionally). Physical educators must be aware of the dangers of certain exercises and activities. The article examines problems with inappropriate warmups, peer team selection, exercise as punishment, elimination games, and standing in line.…

Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan

PubMed Central

Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel

2018-01-01

Background Child peer violence is a global problem and seriously impacts children’s physical and psychological health, and their education outcomes. There are few research studies on children’s peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children’s peer violence perpetration and victimization and associated factors among school children in Afghanistan. Methods A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls’ and four boys’ schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. Results 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed their father fighting and experiencing any kind of corporal punishment were associated with peer violence perpetration only. Discussion Peer violence in Afghanistan is linked to food insecurity, exposure of children to witnessing family violence, and children’s experience of physical violence at home and corporal punishment at school. School-based settings provide an important platform for interventions to reduce and prevent peer violence; however, such interventions may benefit from broader violence-prevention initiatives conducted at the community level. PMID:29438396

Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan.

PubMed

Corboz, Julienne; Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel

2018-01-01

Child peer violence is a global problem and seriously impacts children's physical and psychological health, and their education outcomes. There are few research studies on children's peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children's peer violence perpetration and victimization and associated factors among school children in Afghanistan. A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls' and four boys' schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed their father fighting and experiencing any kind of corporal punishment were associated with peer violence perpetration only. Peer violence in Afghanistan is linked to food insecurity, exposure of children to witnessing family violence, and children's experience of physical violence at home and corporal punishment at school. School-based settings provide an important platform for interventions to reduce and prevent peer violence; however, such interventions may benefit from broader violence-prevention initiatives conducted at the community level.

Peer mentor versus teacher delivery of a physical activity program on the effects of BMI and daily activity: protocol of a school-based group randomized controlled trial in Appalachia.

PubMed

Smith, Laureen H; Petosa, Rick L; Shoben, Abigail

2018-05-16

Rural Appalachian populations have poorer health and fewer positive health-related behaviors compared to other United States populations. Appalachians are the most sedentary U.S. population and teens are particularly sedentary. Obesity prevention through improving physical activity is a top priority in Rural Healthy People 2020. Obesity prevalence among Appalachian teens exceeds the national rates of 13.9% and has consistently been greater than 26%. Organized sports has not been effective at improving daily physical activity or health outcomes for Appalachian teens. The purpose of this study is to test the efficacy of a 10-week school-based intervention in promoting self-regulation of physical activity among adolescents not participating in organized sports. By using accelerometers, our study will measure both sedentary time and planned exercise during waking hours. The design for this four-year study is a group-randomized controlled trial (G-RCT). We will recruit high schools in 3 waves, with 4 in Wave 1, 8 in Wave 2, and 8 in Wave 3, for a total of 20 schools. For each wave of schools, we will randomly assign half of the schools to each condition--intervention (peer-to-peer mentoring [MBA]) and comparison (teacher-led [PBA])--for a total of 10 schools in each of the two conditions by study's end. We will collect data at baseline (T 1 ), 3 months post intervention (T 2 ), and 6 months post intervention (T 3 ). Linear Mixed Models (LMMs) and Generalized Linear Mixed Models (GLMMs) will be used to test the main hypotheses. Power for this study was based the primary analysis comparing BMI outcomes at T 2 between the groups, adjusting for baseline BMI values. This study provides age-appropriate lifestyle education and skill building. Peer-to-peer mentoring by local high school students and school-based tailored support strengthens sustainable behavioral change. Focusing on unique healthy-lifestyle challenges prevalent in low-resource areas such as Appalachia such as overcoming environmental, social, and psychological barriers may improve adherence to physical activity. Serving as role models, peer mentors may improve their own lifestyle behaviors, providing a dual intervention. NCT02329262 .

A Structured Peer-Mentoring Method for Physical Activity Behavior Change among Adolescents

ERIC Educational Resources Information Center

Smith, Laureen H.; Petosa, Rick L.

2016-01-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be…

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Recipe for Success.

ERIC Educational Resources Information Center

Kimeldorf, Martin; Strawn, Laura

1983-01-01

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

People with COPD perceive ongoing, structured and socially supportive exercise opportunities to be important for maintaining an active lifestyle following pulmonary rehabilitation: a qualitative study.

PubMed

Hogg, Lauren; Grant, Amy; Garrod, Rachel; Fiddler, Helen

2012-01-01

What are the views and perceptions of people with chronic obstructive pulmonary disease (COPD) regarding maintaining an active lifestyle following a course of pulmonary rehabilitation? Qualitative study of two focus groups using a grounded theory approach. Sixteen people with COPD who had completed a course of pulmonary rehabilitation. Data from focus groups concurred and five main themes emerged: value of pulmonary rehabilitation, ongoing exercise, professional support, peer social support, and health status. Pulmonary rehabilitation was seen as facilitating greater participation in everyday activity by improving physical ability and confidence to manage breathlessness, and reducing fear about exertional activity. An exercise routine following rehabilitation was perceived as essential for maintaining activity, with participants voicing a need for ongoing, structured and supervised sessions to maintain new found abilities. The exercise facility presented a possible barrier to attendance due to its potential to provoke feelings of embarrassment or intimidation. Professional and peer support were identified as key elements; participants expressed a desire to exercise within a peer group combined with an opportunity for social interaction. Health status relating to COPD symptoms was also identified as negatively impacting on physical activity participation. Confidence or self-efficacy for physical activity emerged as a prominent factor within main themes. The opportunity for structured, ongoing exercise with peer and professional support, in a suitable venue, is perceived as important to people with COPD in facilitating a physically active lifestyle following pulmonary rehabilitation. This desire for such opportunities may be related to individuals' self-efficacy towards physical activity. Copyright © 2012 Australian Physiotherapy Association. Published by .. All rights reserved.

Efficacy and causal mechanism of an online social media intervention to increase physical activity: Results of a randomized controlled trial.

PubMed

Zhang, Jingwen; Brackbill, Devon; Yang, Sijia; Centola, Damon

2015-01-01

To identify what features of social media - promotional messaging or peer networks - can increase physical activity. A 13-week social media-based exercise program was conducted at a large Northeastern university in Philadelphia, PA. In a randomized controlled trial, 217 graduate students from the University were randomized to three conditions: a control condition with a basic online program for enrolling in weekly exercise classes led by instructors of the University for 13 weeks, a media condition that supplemented the basic program with weekly online promotional media messages that encourage physical activity, and a social condition that replaced the media content with an online network of four to six anonymous peers composed of other participants of the program, in which each participant was able to see their peers' progress in enrolling in classes. The primary outcome was the number of enrollments in exercise classes, and the secondary outcomes were self-reported physical activities. Data were collected in 2014. Participants enrolled in 5.5 classes on average. Compared with enrollment in the control condition (mean = 4.5), promotional messages moderately increased enrollment (mean = 5.7, p = 0.08), while anonymous social networks significantly increased enrollment (mean = 6.3, p = 0.02). By the end of the program, participants in the social condition reported exercising moderately for an additional 1.6 days each week compared with the baseline, which was significantly more than an additional 0.8 days in the control condition. Social influence from anonymous online peers was more successful than promotional messages for improving physical activity. ClinicalTrials.gov: NCT02267369.

Peer support interventions seeking to improve physical health and lifestyle behaviours among people with serious mental illness: A systematic review.

PubMed

Stubbs, Brendon; Williams, Julie; Shannon, Jennifer; Gaughran, Fiona; Craig, Tom

2016-12-01

People with serious mental illness (SMI) experience a premature mortality gap of between 10 and 20 years. Interest is growing in the potential for peer support interventions (PSI) to improve the physical health of people with SMI. We conducted a systematic review investigating if PSI can improve the physical health, lifestyle factors, and physical health appointment attendance among people with SMI. A systematic search of major electronic databases was conducted from inception until February 2016 for any article investigating PSI seeking to improve physical health, lifestyle, or physical health appointment attendance. From 1347 initial hits, seven articles were eligible, including three pilot randomized, control trials (interventions: n = 85, controls: n = 81), and four pretest and post-test studies (n = 54). There was considerable heterogeneity in the type of PSI, and the role of the peer support workers (PSW) varied considerably. Three studies found that PSI resulted in insignificant reductions in weight. Evidence from three studies considering the impact of PSI on lifestyle changes was equivocal, with only one study demonstrating that PSI improved self-report physical activity and diet. Evidence regarding physical health appointment attendance was also unclear across four studies. In conclusion, there is inconsistent evidence to support the use of PSW to improve the physical health and promote lifestyle change among people with SMI. The small sample sizes, heterogeneity of interventions, outcome measures, and lack of clarity about the unique contribution of PSW means no definitive conclusions can be made about the benefits of PSW and physical health in SMI. © 2016 Australian College of Mental Health Nurses Inc.

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations.

PubMed

Haapala, Henna L; Hirvensalo, Mirja H; Laine, Kaarlo; Laakso, Lauri; Hakonen, Harto; Kankaanpää, Anna; Lintunen, Taru; Tammelin, Tuija H

2014-10-28

Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students' recess physical activity with school-related social factors. Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Our results suggest that students' participation in physical activities during school recess is positively associated with students' school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.

Long-Term Psychosocial Consequences of Peer Victimization: From Elementary to High School

ERIC Educational Resources Information Center

Smithyman, Thomas F.; Fireman, Gary D.; Asher, Yvonne

2014-01-01

Prior research has demonstrated that victims of peer victimization show reduced psychological adjustment, social adjustment, and physical well-being compared with nonvictims. However, little research has addressed whether this maladjustment continues over the long term. This study examined adjustment in 72 high school students who had participated…

Social Goals, Aggression, Peer Preference, and Popularity: Longitudinal Links during Middle School

ERIC Educational Resources Information Center

Ojanen, Tiina; Findley-Van Nostrand, Danielle

2014-01-01

Social goals are associated with behaviors and adjustment among peers. However, it remains unclear whether goals predict adolescent social development. We examined prospective associations among goals, physical and relational aggression, social preference, and popularity during middle school (N = 384 participants, ages 12-14 years). Agentic…

Empathy and Peer Violence among Adolescents: Moderation Effect of Gender

ERIC Educational Resources Information Center

Bojana, Dinic M.; Jasmina, Kodžopeljic S.; Valentina, Sokolovska T.; Ilija, Milovanovic Z.

2016-01-01

The study examined the relationships between empathy and peer violence among adolescents, along with gender as a moderator in these associations. Thereby, multidimensionality of empathy (affective and cognitive empathy) and different forms of violence (physical, verbal, and relational) were considered. The participants were 646 high school…

Theory of Mind and Children's Trait Attributions about Average and Typically Stigmatized Peers

ERIC Educational Resources Information Center

Lapan, Candace; Boseovski, Janet J.

2016-01-01

Previous research indicates that children hold negative beliefs about peers with foreign accents, physical disabilities, and people who are obese. The current study examined skills associated with individual differences in children's social judgements about these typically stereotyped groups. Theory of mind, memory, and cognitive inhibition were…

Elementary School Students' Perceptions of Overweight Peers

ERIC Educational Resources Information Center

Tillman, Tracey; Kehle, Thomas J.; Bray, Melissa A.; Chafouleas, Sandra M.; Grigerick, Sarah

2007-01-01

Obesity is a growing epidemic in the United States. Children who are overweight tend to participate in fewer activities, to withdraw from social situations, and to be less physically active than their normal-weight peers. Additionally, they have lower self-image and often suffer from depression. Research on children's perceptions of overweight…

Peer Relationships Among Chronically Ill Children.

ERIC Educational Resources Information Center

Johnson, Suzanne Bennett

As new treatments allow chronically ill children to live longer, the relationship between the child's psychological state and his physical condition becomes paramount. Diabetics (N=42) between the ages of 10 and 21 answered questions about their disease. While most respondents did not feel that diabetes had affected relationships with peers,…

A Theory-Based Physical Education Intervention for Adolescents with Visual Impairments

ERIC Educational Resources Information Center

Haegele, Justin A.; Poretta, David L.

2017-01-01

Regular physical activity participation can have a positive impact on overall health. However, school-aged individuals with visual impairments tend to be less physically active than their peers without disabilities (Haegele & Porretta, 2015). Fortunately, preliminary intervention research suggests that physical activity levels of those with…

Peer Review and Publication of Research Protocols and Proposals: A Role for Open Access Journals

PubMed Central

2004-01-01

Peer-review and publication of research protocols offer several advantages to all parties involved. Among these are the following opportunities for authors: external expert opinion on the methods, demonstration to funding agencies of prior expert review of the protocol, proof of priority of ideas and methods, and solicitation of potential collaborators. We think that review and publication of protocols is an important role for Open Access journals. Because of their electronic form, openness for readers, and author-pays business model, they are better suited than traditional journals to ensure the sustainability and quality of protocol reviews and publications. In this editorial, we describe the workflow for investigators in eHealth research, from protocol submission to a funding agency, to protocol review and (optionally) publication at JMIR, to registration of trials at the International eHealth Study Registry (IESR), and to publication of the report. One innovation at JMIR is that protocol peer reviewers will be paid a honorarium, which will be drawn partly from a new submission fee for protocol reviews. Separating the article processing fee into a submission and a publishing fee will allow authors to opt for “peer-review only” (without subsequent publication) at reduced costs, if they wish to await a funding decision or for other reasons decide not to make the protocol public. PMID:15471763

Peer-review and publication of research protocols and proposals: a role for open access journals.

PubMed

Eysenbach, Gunther

2004-09-30

Peer-review and publication of research protocols offer several advantages to all parties involved. Among these are the following opportunities for authors: external expert opinion on the methods, demonstration to funding agencies of prior expert review of the protocol, proof of priority of ideas and methods, and solicitation of potential collaborators. We think that review and publication of protocols is an important role for Open Access journals. Because of their electronic form, openness for readers, and author-pays business model, they are better suited than traditional journals to ensure the sustainability and quality of protocol reviews and publications. In this editorial, we describe the workflow for investigators in eHealth research, from protocol submission to a funding agency, to protocol review and (optionally) publication at JMIR, to registration of trials at the International eHealth Study Registry (IESR), and to publication of the report. One innovation at JMIR is that protocol peer reviewers will be paid a honorarium, which will be drawn partly from a new submission fee for protocol reviews. Separating the article processing fee into a submission and a publishing fee will allow authors to opt for "peer-review only" (without subsequent publication) at reduced costs, if they wish to await a funding decision or for other reasons decide not to make the protocol public.

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

NASA Astrophysics Data System (ADS)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

Dimensions of physical punishment and their associations with children's cognitive performance and school adjustment.

PubMed

Font, Sarah A; Cage, Jamie

2018-01-01

This study examined how a range of physical punishment measures, ranging from mild corporal punishment to physical abuse, are associated with cognitive performance, school engagement, and peer isolation over a 3- year span among 658 children initially observed between the ages of 8 and 14. Physical punishment was captured in three groups: mild corporal punishment, harsh corporal punishment, and physical abuse, and both caregiver- and child-reported punishment measures were considered. After accounting for socioeconomic and demographic characteristics, only Ninitial exposure to physical abuse was significantly associated with declines in cognitive performance. However, all forms of physical punishment were associated with declines in school engagement, and harsh corporal punishment was associated with increased peer isolation. Our findings were relatively consistent regardless of whether physical punishment was reported by the child or caregiver. Overall, our findings suggest that the prevention of physical abuse may enhance children's cognitive performance, but that alone may not be sufficient to ensure children are engaged and well-adjusted in school. Copyright © 2017 Elsevier Ltd. All rights reserved.

Child, family, and neighborhood associations with parent and peer interactive play during early childhood.

PubMed

Kenney, Mary Kay

2012-04-01

To examine national patterns of peer and parent interactive play opportunities that enhance early learning/socialization. Bivariate and multivariable analyses of cross-sectional data on 22,797 children aged 1-5 years from the National Survey of Children's Health 2007 were performed to determine the child, family, and neighborhood factors associated with four parent-initiated activities. Outcomes measures included time (days/week) children spent: participating in peer play; being read to; sung to/told stories; and taken on family outings. Covariates included race/ethnicity, poverty, TV watching, childcare, child and maternal physical and mental health, family factors (structure, size, language, stress, education), and neighborhood factors (amenities, support, physical condition, safety). According to adjusted regression models, minority children from lower income, non-English-speaking households with limited education, poorer maternal health and greater parenting stress were read to/told stories less than children without these characteristics, while neighborhood factors exerted less influence. In contrast, significant reductions in days/week of peer play were associated with unsupportive neighborhoods and those with the poorest physical conditions and limited amenities. Likewise, reductions in outings were associated with fewer neighborhood amenities. The findings of this study indicate that a variety of child, family, and neighborhood factors are associated with parent-initiated behaviors such as reading, storytelling, peer interactive play, and family outings. Appropriate evidence-based home visiting interventions targeting child health, parenting skills, early childhood education, and social services in at-risk communities would appear to be appropriate vehicles for addressing such parent-initiated play activities that have the potential to enhance development.

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

Social networking technology, social network composition, and reductions in substance use among homeless adolescents.

PubMed

Rice, Eric; Milburn, Norweeta G; Monro, William

2011-03-01

Peer-based prevention programs for homeless youth are complicated by the potential for reinforcing high-risk behaviors among participants. The goal of this study is to understand how homeless youth could be linked to positive peers in prevention programming by understanding where in social and physical space positive peers for homeless youth are located, how these ties are associated with substance use, and the role of social networking technologies (e.g., internet and cell phones) in this process. Personal social network data were collected from 136 homeless adolescents in Los Angeles, CA. Respondents reported on composition of their social networks with respect to: home-based peers and parents (accessed via social networking technology; e.g., the internet, cell phone, texting), homeless peers and agency staff (accessed face-to-face) and whether or not network members were substance-using or non-substance-using. Associations between respondent's lifetime cocaine, heroin, and methamphetamine use and recent (previous 30 days) alcohol and marijuana use were assessed by the number of non-substance-using versus substance-using ties in multivariate linear regression models. 43% of adolescents reported a non-substance-using home-based tie. More of these ties were associated with less recent alcohol use. 62% of adolescents reported a substance-using homeless tie. More of these ties were associated with more recent marijuana use as well as more lifetime heroin and methamphetamine use. For homeless youth, who are physically disconnected from positive peers, social networking technologies can be used to facilitate the sorts of positive social ties that effective peer-based prevention programs require.

Distance learning in the public health workplace.

PubMed

Patel, M

2000-09-01

The Master of Applied Epidemiology (MAE) Program implemented in Canberra to produce public health practitioners with specified competencies in the control of communicable diseases. Twenty one of the 24 months of training is distance learning defined as, 'where the learner is physically remote from the training institution'. During this time the trainees are in supervised employment in Public Health centres across the country. Here they learn directly from first hand experiences in the work place. They return to Canberra for short, intensive periods of interactive sessions with their peers and supervisors. Lessons learnt from conducting this program are discussed in this article. They include: all trainees are not suited to this form of training; the quality of support from the field supervisors is highly variable and their role in modelling crucial to the trainees performance; demands on the academic staff is high; and the frequency of contact between trainee and academic supervisor varies considerably. To date this program has made major contributions by enhancing communicable disease surveillance and control but it demands intensive resources to sustain, quality training, and support. This model of distance learning can be adapted in the Pacific both for graduate degree courses and also for continuing education for all levels of health professionals.

Identifying the Elements of Physics Courses that Impact Student Learning: Curriculum, Instructor, Peers, and Assessment

ERIC Educational Resources Information Center

West, Emily Lincoln Ashbaugh

2009-01-01

Prior research across hundreds for introductory physics courses has demonstrated that traditional physics instruction does not generally lead to students learning physics concepts in a meaningful way, but that interactive-engagement physics courses do sometimes promote a great deal more student learning. In this work I analyze a reform effort in a…

Evidence-based practice: a quality indicator analysis of peer-tutoring in adapted physical education.

PubMed

Kalef, Laura; Reid, Greg; Macdonald, Cathy

2013-09-01

The purpose of the research was to conduct a quality indicator analysis of studies investigating peer-tutoring for students with a disability in adapted physical education. An electronic search was conducted among English journals published from 1960 to November 2012. Databases included ERIC, PsycINFO, and SPORTDiscus. Fifteen research studies employing group-experimental (Gersten et al., 2005) or single-subject designs (Horner et al., 2005) met inclusion criteria. Each study was assessed for the presence and clarity of quality indicators. Group designs met an average of 62.5% essential and 69% desirable indicators. An average of 80% of indicators was present for single-subject designs. Results suggest claims of peer-tutoring being an evidence-based practice are premature. Recommendations for clarifying and applying the quality indicators are offered. Copyright © 2013 Elsevier Ltd. All rights reserved.

Relationship of weight status, physical activity and screen time with academic achievement in adolescents.

PubMed

García-Hermoso, Antonio; Marina, Raquel

The aim of this study was to examine the relationship of weight status, physical activity and screen time with academic achievement in Chilean adolescents. The present cross-sectional study included 395 adolescents. The International Obesity Task Force cut-off points were used to define the weight status. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents and screen time was assessed using several questions about television, videogame and computer use. Academic achievement was measured using the mean of the grades obtained in mathematics and language subjects. In both genders, adolescents with obesity and excessive screen time earned worse grades compared to their non-obese peers and their peers that complied with screen time recommendations. The logistic regression analysis showed that adolescents with obesity, classified with medium-low physical activity and excessive screen time recommendations (excess ≥2h/day) are less likely to obtain high academic achievement (boys: OR=0.26; girls: OR=0.23) compared to their non-obese peers, high levels of physical activity and those who comply with the current screen time recommendations. Similar results were observed in adolescents with obesity and classified with medium-low physical activity (boys: OR=0.46; girls: OR=0.33) or excessive screen time (boys: OR=0.35; girls: OR=0.36) compared to adolescents with high levels of physical activity and those who complied with the screen time recommendations, respectively. This study shows that when combined, obesity, low-medium levels of physical activity and excessive screen time might be related to poor academic achievement. Copyright © 2015 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

76 FR 56735 - Mid-Atlantic Fishery Management Council (MAFMC); Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-14

...-Atlantic Fishery Management Council, 800 N. State Street, Suite 201, Dover, DE 19901; telephone: (302) 674... Fishery Management Council, 800 N. State Street, Suite 201, Dover, DE 19901; telephone: (302) 526-5255... Accommodations The meeting is physically accessible to people with disabilities. Requests for sign language...

An innovative peer assessment approach to enhance guideline adherence in physical therapy: single-masked, cluster-randomized controlled trial.

PubMed

Maas, Marjo J M; van der Wees, Philip J; Braam, Carla; Koetsenruijter, Jan; Heerkens, Yvonne F; van der Vleuten, Cees P M; Nijhuis-van der Sanden, Maria W G

2015-04-01

Clinical practice guidelines (CPGs) are not readily implemented in clinical practice. One of the impeding factors is that physical therapists do not hold realistic perceptions of their adherence to CPGs. Peer assessment (PA) is an implementation strategy that aims at improving guideline adherence by enhancing reflective practice, awareness of professional performance, and attainment of personal goals. The purpose of this study was to compare the effectiveness of PA with the usual case discussion (CD) strategy on adherence to CPGs for physical therapist management of upper extremity complaints. A single-masked, cluster-randomized controlled trial with pretest-posttest design was conducted. Twenty communities of practice (n=149 physical therapists) were randomly assigned to groups receiving PA or CD, with both interventions consisting of 4 sessions over 6 months. Both PA and CD groups worked on identical clinical cases relevant to the guidelines. Peer assessment focused on individual performance observed and evaluated by peers; CD focused on discussion. Guideline adherence was measured with clinical vignettes, reflective practice was measured with the Self-Reflection and Insight Scale (SRIS), awareness of performance was measured via the correlation between perceived and assessed improvement, and attainment of personal goals was measured with written commitments to change. The PA groups improved more on guideline adherence compared with the CD groups (effect=22.52; 95% confidence interval [95% CI]=2.38, 42.66; P=.03). The SRIS scores did not differ between PA and CD groups. Awareness of performance was greater for the PA groups (r=.36) than for the CD groups (r=.08) (effect=14.73; 95% CI=2.78, 26.68; P=.01). The PA strategy was more effective than the CD strategy in attaining personal goals (effect=0.50; 95% CI=0.04, 0.96; P=.03). Limited validity of clinical vignettes as a proxy measure of clinical practice was a limitation of the study. Peer assessment was more effective than CD in improving adherence to CPGs. Personal feedback may have contributed to its effectiveness. Future research should address the role of the group coach. © 2015 American Physical Therapy Association.

Adding value to the learning process by online peer review activities: towards the elaboration of a methodology to promote critical thinking in future engineers

NASA Astrophysics Data System (ADS)

Dominguez, Caroline; Nascimento, Maria M.; Payan-Carreira, Rita; Cruz, Gonçalo; Silva, Helena; Lopes, José; Morais, Maria da Felicidade A.; Morais, Eva

2015-09-01

Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.

Young Children's Moral Judgments, Justifications, and Emotion Attributions in Peer Relationship Contexts.

PubMed

Smetana, Judith G; Ball, Courtney L

2017-06-06

Children (n = 160, 4- to 9-year-olds; M age  = 6.23 years, SD = 1.46) judged, justified, attributed emotions, and rated intent for hypothetical physical harm, psychological harm, and resource distribution transgressions against close friends, acquaintances, disliked peers, or bullies. Transgressions against bullies were judged more acceptable than against friends and disliked peers and less deserving of punishment than against acquaintances and disliked peers. Transgressions against friends were judged least intended and resulting in more negative emotions for transgressors; actors transgressing against disliked peers, as compared to bullies or acquaintances, were happy victimizers. Across relationships, children viewed moral transgressions as wrong independent of rules and authority, based primarily on welfare and fairness justifications. Peer context colors but does not fundamentally change moral evaluations. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Effectiveness Of Horizontal Peer-Assisted Learning In Physical Examination Performance.

PubMed

Shah, Inamullah; Mahboob, Usman; Shah, Sajida

2017-01-01

All students cannot be individually trained in physical examination skills due to faculty and time limitations. Peer-assisted learning (PAL) can solve this dilemma if it is used in undergraduate curriculum. Empirical effectiveness of horizontal peer-assisted learning model has not been reported previously. The objective of this study was to compare horizontal peer-assisted learning (PAL) with expert-assisted learning (EAL) in teaching of physical examination skills. This is a randomized controlled study (Solomon four group design) carried out at a medical school. A total of 120 undergraduate year 5 students were randomized into two groups to undergo training in four areas of physical examination. Stratified random sampling technique was used. Group 1 was trained by EAL while Group 2 by PAL. Half students from both groups were given a pre-test to assess the testing effect. Both groups were given a post-test in the form of an OSCE. Independent samples t-test and paired sample t-test were used as tests of significance. Group 2 scored significantly higher than Group 1. There was significant difference (p=.000) in mean post-test scores of Group-1 (69.98±5.6) and Group-2 (85.27±5.6). Difference in mean scores was not significant (p=.977) between students who had taken the pre-test and those who had not. This study has implications in curriculum development as it provides quantitative evidence indicating that horizontal PAL as a learning strategy can actually replace, rather than augment, expert-assisted learning in teaching clinical skills to undergraduate students.

Early Puberty, Negative Peer Influence, and Problem Behaviors in Adolescent Girls

PubMed Central

Elliott, Marc N.; Davies, Susan; Tortolero, Susan R.; Cuccaro, Paula; Schuster, Mark A.

2014-01-01

OBJECTIVE: To determine how early puberty and peer deviance relate to trajectories of aggressive and delinquent behavior in early adolescence and whether these relationships differ by race/ethnicity. METHODS: In this longitudinal study, 2607 girls from 3 metropolitan areas and their parents were interviewed at ages 11, 13, and 16 years. Girls reported on their age of onset of menarche, best friend’s deviant behavior, delinquency, and physical, relational, and nonphysical aggression. Parents provided information on family sociodemographic characteristics and girls’ race/ethnicity. RESULTS: Sixteen percent of girls were classified as early maturers (defined by onset of menarche before age 11 years). Overall, relational and nonphysical aggression increased from age 11 to age 16, whereas delinquency and physical aggression remained stable. Early puberty was associated with elevated delinquency and physical aggression at age 11. The relationship with early puberty diminished over time for physical aggression but not for delinquency. Best friend’s deviant behavior was linked with higher levels of all problem behaviors, but the effect lessened over time for most outcomes. Early puberty was associated with a stronger link between best friend’s deviance and delinquency, suggesting increased vulnerability to negative peer influences among early-maturing girls. A similar vulnerability was observed for relational and nonphysical aggression among girls in the “other” racial/ethnic minority group only. CONCLUSIONS: Early puberty and friends’ deviance may increase the risk of problem behavior in young adolescent girls. Although many of these associations dissipate over time, early-maturing girls are at risk of persistently higher delinquency and stronger negative peer influences. PMID:24324002

The GENIE Neutrino Monte Carlo Generator: Physics and User Manual

DOE Office of Scientific and Technical Information (OSTI.GOV)

Andreopoulos, Costas; Barry, Christopher; Dytman, Steve

2015-10-20

GENIE is a suite of products for the experimental neutrino physics community. This suite includes i) a modern software framework for implementing neutrino event generators, a state-of-the-art comprehensive physics model and tools to support neutrino interaction simulation for realistic experimental setups (the Generator product), ii) extensive archives of neutrino, charged-lepton and hadron scattering data and software to produce a comprehensive set of data/MC comparisons (the Comparisons product), and iii) a generator tuning framework and fitting applications (the Tuning product). This book provides the definite guide for the GENIE Generator: It presents the software architecture and a detailed description of itsmore » physics model and official tunes. In addition, it provides a rich set of data/MC comparisons that characterise the physics performance of GENIE. Detailed step-by-step instructions on how to install and configure the Generator, run its applications and analyze its outputs are also included.« less

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances

PubMed Central

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class (n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class (n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1–6], writing [HSP 4–5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances (p < 0.05; d = 0.70–2.16), less relative body fat mass, more relative skeletal muscle mass (p < 0.01; d = 1.62–1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests (p < 0.05; d = 0.75–1.40) and in the physical education grades (p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition (p > 0.05; d = 0.66–0.67), cognition and academics (p > 0.05; d = 0.40–0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development. PMID:29085304

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances.

PubMed

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class ( n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class ( n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1-6], writing [HSP 4-5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances ( p < 0.05; d = 0.70-2.16), less relative body fat mass, more relative skeletal muscle mass ( p < 0.01; d = 1.62-1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests ( p < 0.05; d = 0.75-1.40) and in the physical education grades ( p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition ( p > 0.05; d = 0.66-0.67), cognition and academics ( p > 0.05; d = 0.40-0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development.

"Over my dead body?": the influence of demographics on students' willingness to participate in peer physical examination.

PubMed

Rees, Charlotte E; Bradley, Paul; Collett, Tracey; McLachlan, John C

2005-11-01

This study aims to explore quantitatively and qualitatively students' attitudes towards peer physical examination (PPE) and the influence of demographics on students' willingness to participate in PPE. A total of 296 first-year medical students from two consecutive cohorts at the Peninsula Medical School, UK completed the EFS questionnaire. Quantitative data from the questionnaire were analysed using univariate (i.e. Mann-Whitney and chi-squared tests) and multivariate statistics (i.e. stepwise multiple regression) and qualitative data were analysed using theme analysis. At least 92% of Peninsula Medical School students were willing to examine all 11 body parts (except breast and inguinal regions) of peers of same and opposite gender. Qualitative data support this by highlighting students' positive attitudes towards PPE. PPE was more acceptable within rather than across gender and students generally felt more comfortable examining their peers than being examined by peers. Qualitative data outline the range of student concerns with PPE. Significant relationships existed between students' attitudes towards PPE and various variables: gender, age and religious faith. The findings demonstrate that students may show a greater willingness to participate in PPE than previously thought. Further research is required to explore more fully the barriers to PPE.

Impact of peer delivered wellness coaching.

PubMed

Swarbrick, Margaret; Gill, Kenneth J; Pratt, Carlos W

2016-09-01

People receiving publicly funded behavioral health services for severe mental disorders have shorter lifespans and significantly impaired health-related quality of life compared to the general population. The aim of this article was to explore how peer wellness coaching (PWC), a manualized approach to pursue specific physical wellness goals, impacted goal attainment and overall health related quality of life. Deidentified archival program evaluation data were examined to explore whether peer delivered wellness coaching had an impact on 33 service recipients with regard to goal attainment and health-related quality of life. Participants were served by 1 of 12 wellness coach trainees from a transformation transfer initiative grant who had been trained in the manualized approach. Coaching participants and their coaches reported significant progress toward the attainment of individually chosen goals, 2 to 4 weeks after establishing their goals. After 8 to 10 weeks of peer delivered wellness coaching, improvements were evident in the self-report of physical health, general health, and perceived health. These improvements were sustained 90 days later. PWC is potentially a promising practice for helping people choose and pursue individual goals and facilitating positive health and wellness changes. Rigorous controlled research with larger samples is needed to evaluate the benefits of peer delivered wellness coaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teacher-Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

ERIC Educational Resources Information Center

Troop-Gordon, Wendy; Kopp, Jessica

2011-01-01

This investigation examines the extent to which characteristics of the teacher-child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer…

Exploring the Incremental Validity of Nonverbal Social Aggression: The Utility of Peer Nominations

ERIC Educational Resources Information Center

Blake, Jamilia J.; Kim, Eun Sook; Lease, A. Michele

2011-01-01

This study examined the construct validity of nonverbal social aggression and the relation of nonverbal social aggression to dimensions of children's social status. Peer nominations of verbal social, nonverbal social, direct veral, and physical aggression, as well as social dominance, perceived popularity, and social acceptance, were collected…

Peer Relationships and Depressive Symptomatology in Boys at Puberty

ERIC Educational Resources Information Center

Mendle, Jane; Harden, K. Paige; Brooks-Gunn, Jeanne; Graber, Julia A.

2012-01-01

The physical changes of puberty coincide with an increase in the salience of peer relationships and a growing risk for depression and other forms of psychopathology. Previously, we reported that pubertal tempo, defined as a child's rate of intraindividual change in pubertal status (measured using parent-reported Tanner stages; Marshall & Tanner,…

Being in the Know: Early Adolescents' Knowledge of Who Bullies Whom

ERIC Educational Resources Information Center

Hanish, Laura D.; Andrews, Naomi C. Z.; Kornienko, Olga; Santos, Carlos E.; Rodkin, Philip C.; Granger, Kristen L.

2016-01-01

We tested the hypothesis that early adolescents' (N = 951) knowledge of who bullies whom is differentially distributed across peers. Knowledge of bullying was assessed by asking middle school students to nominate grademates who bullied or were bullied using physical or relational means. We hypothesized that peers who were closer to bullies and…

Victims of Bullying in Schools

ERIC Educational Resources Information Center

Graham, Sandra

2016-01-01

This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and…

Peer Harassment in School: The Plight of the Vulnerable and Victimized.

ERIC Educational Resources Information Center

Juvonen, Jaana, Ed.; Graham, Sandra, Ed.

Many children are targets of verbal and physical abuse or social ostracism at some point during their school careers, and a minority are repeatedly victimized by their peers. This volume brings together leading investigators to present the latest psychological research on chronically victimized children and adolescents. The book's introduction…

Using Peer Ranking to Enhance Student Writing

ERIC Educational Resources Information Center

Allain, Rhett; Abbott, David; Deardorff, Duane

2006-01-01

What do we want our students to get out of the introductory physics course? Often these goals include improved conceptual understanding, improved critical thinking and improved writing and communication. These can be difficult goals to accomplish. One possible way to address these goals is through the use of peer ranking of student writing. In a…

Can Peer Instruction Be Effective in Upper-Division Computer Science Courses?

ERIC Educational Resources Information Center

Bailey Lee, Cynthia; Garcia, Saturnino; Porter, Leo

2013-01-01

Peer Instruction (PI) is an active learning pedagogical technique. PI lectures present students with a series of multiple-choice questions, which they respond to both individually and in groups. PI has been widely successful in the physical sciences and, recently, has been successfully adopted by computer science instructors in lower-division,…

Promoting Leisure-Time Physical Activity for Students with Visual Impairments Using Generalization Tactics

ERIC Educational Resources Information Center

Haegele, Justin A.

2015-01-01

Important and favorable health effects of physical activity have been well documented. Unfortunately, school-aged individuals who are visually impaired tend to be less physically active than their peers without visual impairments. Although students with visual impairments learn skills to participate in physical activities during their PE classes,…

Further evaluation of associations between attention-deficit/hyperactivity and oppositional defiant disorder symptoms and bullying-victimization in adolescence.

PubMed

Fite, Paula J; Evans, Spencer C; Cooley, John L; Rubens, Sonia L

2014-02-01

Relations between symptoms of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) and bullying-victimization in adolescence are not yet clear. Accordingly, the current study evaluated these associations, with attention to gender differences, in a sample of predominantly Latino 9th-12th grade students (52.6 % male; mean grade level = 10.35, SD = 1.11). Further, the role of peer delinquency in these associations was evaluated. Findings indicated that ODD symptoms were more strongly associated with both bullying and victimization than ADHD symptoms, and the effects of ODD symptoms on physical forms of both bullying and victimization were stronger for males than females. The association between ODD symptoms and physical bullying was stronger at high levels of peer delinquency when compared to low levels of peer delinquency for both males and females. The role of peer delinquency in the link between ADHD symptoms and bullying and victimization appears to be gender specific and in need of further evaluation. Implications for the need to focus primarily on ODD symptoms for both bullying and victimization prevention and intervention are discussed.

The effects of single-sex versus coeducational schools on adolescent peer victimization and perpetration.

PubMed

Gee, Kevin A; Cho, Rosa Minhyo

2014-12-01

Bullying is a growing public health concern for South Korean adolescents. In our quantitative investigation, we analyze the frequency with which Korean adolescents in single-sex versus coeducational schools are targets of or engage in three peer aggressive behaviors (verbal, relational (social exclusion), and physical (including theft)). We use two nationally representative datasets, the 2011 Trends in International Mathematics and Science Study (TIMSS) and the 2005 Korea Education Longitudinal Study (KELS), and rely on propensity score matching (PSM). For adolescent girls, we find that being in all-girls schools mitigates both their exposure to and engagement in peer victimization. For adolescent boys, we find that boys in all-boys schools have significantly higher odds of experiencing more frequent verbal and physical attacks versus their counterparts in coeducational schools. Our findings strongly suggest that interventions to mitigate peer victimization and aggression in Korea should consider the gendered schooling contexts in which they are implemented. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Establishing the Common Community Physics Package by Transitioning the GFS Physics to a Collaborative Software Framework

NASA Astrophysics Data System (ADS)

Xue, L.; Firl, G.; Zhang, M.; Jimenez, P. A.; Gill, D.; Carson, L.; Bernardet, L.; Brown, T.; Dudhia, J.; Nance, L. B.; Stark, D. R.

2017-12-01

The Global Model Test Bed (GMTB) has been established to support the evolution of atmospheric physical parameterizations in NCEP global modeling applications. To accelerate the transition to the Next Generation Global Prediction System (NGGPS), a collaborative model development framework known as the Common Community Physics Package (CCPP) is created within the GMTB to facilitate engagement from the broad community on physics experimentation and development. A key component to this Research to Operation (R2O) software framework is the Interoperable Physics Driver (IPD) that hooks the physics parameterizations from one end to the dynamical cores on the other end with minimum implementation effort. To initiate the CCPP, scientists and engineers from the GMTB separated and refactored the GFS physics. This exercise demonstrated the process of creating IPD-compliant code and can serve as an example for other physics schemes to do the same and be considered for inclusion into the CCPP. Further benefits to this process include run-time physics suite configuration and considerably reduced effort for testing modifications to physics suites through GMTB's physics test harness. The implementation will be described and the preliminary results will be presented at the conference.

Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

NASA Astrophysics Data System (ADS)

Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles

2014-02-01

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.

Parental expectations, physical punishment, and violence among adolescents who score positive on a psychosocial screening test in primary care.

PubMed

Ohene, Sally-Ann; Ireland, Marjorie; McNeely, Clea; Borowsky, Iris Wagman

2006-02-01

We sought to examine the relationship between perceived and stated parental expectations regarding adolescents' use of violence, parental use of physical punishment as discipline, and young adolescents' violence-related attitudes and involvement. Surveys were completed by 134 youth and their parents attending 8 pediatric practices. All youth were 10 to 15 years of age and had scored positive on a psychosocial screening test. Multivariate analyses revealed that perceived parental disapproval of the use of violence was associated with a more prosocial attitude toward interpersonal peer violence and a decreased likelihood of physical fighting by the youth. Parental report of whether they would advise their child to use violence in a conflict situation (stated parental expectations) was not associated with the adolescents' attitudes toward interpersonal peer violence, intentions to fight, physical fighting, bullying, or violence victimization. Parental use of corporal punishment as a disciplining method was inversely associated with a prosocial attitude toward interpersonal peer violence among the youth and positively correlated with youths' intentions to fight and fighting, bullying, and violence victimization. Perceived parental disapproval of the use of violence may be an important protective factor against youth involvement in violence, and parental use of physical punishment is associated with both violence perpetration and victimization among youth. Parents should be encouraged to clearly communicate to their children how to resolve conflicts without resorting to violence and to model these skills themselves by avoiding the use of physical punishment.

Physical Education Teachers: How Do I Sue Thee? Oh, Let Me Count the Ways!

ERIC Educational Resources Information Center

Henderson, Donald H.

1985-01-01

Physical education teachers face increased risks of tort liablity suits because athletic events tend to be dangerous due to physical contact. Areas that are most vulnerable to tort liablity cases of teacher negligence are discussed. (DF)

PTSD, cyberbullying and peer violence: prevalence and correlates among adolescent emergency department patients.

PubMed

Ranney, Megan L; Patena, John V; Nugent, Nicole; Spirito, Anthony; Boyer, Edward; Zatzick, Douglas; Cunningham, Rebecca

2016-01-01

Posttraumatic stress disorder (PTSD) is often underdiagnosed and undertreated among adolescents. The objective of this analysis was to describe the prevalence and correlates of symptoms consistent with PTSD among adolescents presenting to an urban emergency department (ED). A cross-sectional survey of adolescents aged 13-17 years presenting to the ED for any reason was conducted between August 2013 and March 2014. Validated self-report measures were used to measure mental health symptoms, violence exposure and risky behaviors. Multivariate logistic regression analysis was performed to determine adjusted differences in associations between symptoms consistent with PTSD and predicted correlates. Of 353 adolescents, 23.2% reported current symptoms consistent with PTSD, 13.9% had moderate or higher depressive symptoms and 11.3% reported past-year suicidal ideation. Adolescents commonly reported physical peer violence (46.5%), cyberbullying (46.7%) and exposure to community violence (58.9%). On multivariate logistic regression, physical peer violence, cyberbullying victimization, exposure to community violence, female gender and alcohol or other drug use positively correlated with symptoms consistent with PTSD. Among adolescents presenting to the ED for any reason, symptoms consistent with PTSD, depressive symptoms, physical peer violence, cyberbullying and community violence exposure are common and interrelated. Greater attention to PTSD, both disorder and symptom levels, and its cooccurring risk factors is needed. Copyright © 2016 Elsevier Inc. All rights reserved.

Peer socialization of masculinity and femininity: differential effects of overt and relational forms of peer victimization.

PubMed

Ewing Lee, Elizabeth A; Troop-Gordon, Wendy

2011-06-01

Although peer influence has been implicated in recent theories of gender socialization, few investigations have tested whether children's gendered behaviours change over time as a function of peer experiences and whether some peer experiences may exacerbate, rather than dampen, gender non-conformity. Accordingly, the current study examined prospective links between specific forms of peer victimization and children's adherence to traditional gender roles. Peer reports of victimization and self-reports of engagement in stereotypically masculine and feminine activities were collected from 199 children (104 girls; 95 boys) in the Fall and Spring of their fifth-grade year. Multi-group path analysis was used to explore the relations between forms of victimization and masculinity and femininity for girls and boys. For girls, peer victimization predicted withdrawal from both feminine and masculine behaviours. For boys, physical, verbal, and general victimization predicted lower levels of feminine behaviours, but social exclusion forecast heightened engagement in traditionally feminine activities. These findings underscore how social experiences can amplify, as well as reduce, gender non-conformity.

Associations between children's social functioning and physical activity participation are not mediated by social acceptance: a cross-sectional study.

PubMed

Sebire, Simon J; Jago, Russell; Fox, Kenneth R; Page, Angie S; Brockman, Rowan; Thompson, Janice L

2011-09-30

Physical activity (PA) during childhood often occurs in social contexts. As such, children's ability to develop and maintain friendship groups may be important in understanding their PA. This paper investigates the associations among children's social functioning, and physical activity and whether perceptions of social acceptance mediate any social functioning-PA association. A cross sectional survey in which 652 10-11 year olds self-reported their peer (e.g. difficulties with friends) and conduct (e.g. anger/aggression) problems, prosocial behaviours (e.g. being kind to others) and perceptions of social acceptance. Physical activity was objectively assessed by Actigraph GT1M accelerometers to estimate counts per minute, (CPM) and minutes of moderate-to-vigorous physical activity (MVPA). Linear regression analyses were conducted to investigate associations between social functioning and PA. Indirect effects were analysed to explore mediation by social acceptance. Among boys, peer problems were negatively associated with CPM and MVPA and conduct problems were positively associated with CPM and MVPA. Prosocial behaviour was unrelated to PA in boys. Social functioning was not associated with PA among girls. Social acceptance did not mediate the social functioning-PA relationship. Boys' conduct and peer problems were associated positively and negatively respectively with their PA but this relationship was not mediated by perceptions of social acceptance. Future research should study alternative mediators to understand the processes underpinning this relationship.

Emotional but not physical maltreatment is independently related to psychopathology in subjects with various degrees of social anxiety: a web-based internet survey

PubMed Central

2012-01-01

Background Previous studies reported that social phobia is associated with a history of child maltreatment. However, most of these studies focused on physical and sexual maltreatment whilst little is known about the specific impact of emotional abuse and neglect on social anxiety. We examined the association between emotional maltreatment, including parental emotional maltreatment as well as emotional peer victimization, and social anxiety symptoms in subjects with various degrees of social anxiety. Methods The study was conducted as a web-based Internet survey of participants (N = 995) who had social anxiety symptoms falling within the high range, and including many respondents who had scores in the clinical range. The assessment included measures of child maltreatment, emotional peer victimization, social anxiety symptoms and general psychopathology. Results Regression and mediation analyses revealed that parental emotional maltreatment and emotional peer victimization were independently related to social anxiety and mediated the impact of physical and sexual maltreatment. Subjects with a history of childhood emotional maltreatment showed higher rates of psychopathology than subjects with a history of physical maltreatment. Conclusions Although our findings are limited by the use of an Internet survey and retrospective self-report measures, data indicated that social anxiety symptoms are mainly predicted by emotional rather than physical or sexual types of victimization. PMID:22632167

Design and Testing of Suit Regulator Test Rigs

NASA Technical Reports Server (NTRS)

Campbell, Colin

2010-01-01

The next generation space suit requires additional capabilities for controlling and adjusting internal pressure compared to that of historical designs. Next generation suit pressures will range from slight pressure, for astronaut prebreathe comfort, to hyperbaric pressure levels for emergency medical treatment of decompression sickness. In order to test these regulators through-out their development life cycle, novel automated test rigs are being developed. This paper addresses the design philosophy, performance requirements, physical implementation, and test results with various units under test.

[Peer training for patients with diabetes mellitus 2. A quantitative and qualitative evaluation in the Basque Country and Andalusia].

PubMed

Danet, Alina; Prieto Rodríguez, María Ángeles; Gamboa Moreno, Estibaliz; Ochoa de Retana Garcia, Lourdes; March Cerdà, Joan Carles

2016-10-01

To evaluate a peer training strategy for patients with type2 diabetes mellitus, developed in two training programmes in the Basque Country and Andalusia. Quantitative pre- and post-intervention and qualitative evaluation, developed between 2012 and 2014. The Basque Country and Andalusia. A total of 409 patients and trainer-patients, participating in self-management peer training programmes. Intentional sample of 44 patients for the qualitative study. Bivariate analysis and net gains for common variables used in questionnaires in the Basque Country and Andalusia: self-reported health, daily activities, physical activity, use of health services, and self-management. Content analysis of 8 focus groups with patients and trainer-patients, including: coding, categorisation, and triangulation of results. Peer training has a positive impact on physical activity, the use of health services, and self-management, with some gender differences. The peer-training strategy is considered positive, as it strengthens the patient-health provider relationship, generates group support and self-confidence, and improves the emotional management. Patients identify two areas of potential improvement: access and continuity of training strategies, and more support and recognition from health providers and institutions. The positive impact on health and quality of life that this patient peer-training provides, requires the collaboration of health professionals and institutions, which should improve the access, continuity and adaptation to patient needs and expectations. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

Trajectories of Callous-Unemotional Traits in Childhood Predict Different Forms of Peer Victimization in Adolescence.

PubMed

Fontaine, Nathalie M G; Hanscombe, Ken B; Berg, Mark T; McCrory, Eamon J; Viding, Essi

2018-01-01

Callous-unemotional (CU) traits (e.g., lack of empathy and guilt) differentiate a group of children at particularly high risk for engaging in aggressive behavior, notably bullying. However, little is known about whether youths with CU traits are at risk for being victimized by their peers. We examined the associations between trajectories of CU traits in childhood (between 7 and 12 years old) and peer victimization in adolescence (14 years old). The participants were drawn from the Twins Early Development Study, a longitudinal population-based study of twins born in England and in Wales. The trajectories of CU traits (i.e., stable high, increasing, decreasing and stable low) were identified through general growth mixture modeling. Four forms of peer victimization were considered: physical victimization, verbal victimization, social manipulation, and attacks on property. We found that youths with stable high levels, increasing levels, and decreasing levels of CU traits in childhood had higher levels of physical victimization in adolescence, not explained by other predictors at age 7 (e.g., conduct problems). Youths with increasing levels of CU traits, compared with the ones with stable low levels, also had higher levels of verbal victimization, social manipulation, and attacks on property. Our findings highlight the importance of distinct trajectories of CU traits in accounting for the experience of different forms of peer victimization. Youths with CU traits may benefit from bullying prevention programs, as they are likely to be the targets of peer victimization.

The effect of peer interactions on Newtonian thinking in secondary physics: What are they saying? How does it help?

NASA Astrophysics Data System (ADS)

Crowe, Jacalyn

Many studies in the field of Physics Education Research (PER) have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. Few of those studies have closely examined the content of those interactions and the role that they play in achieving those gains. This study evaluates the role of peer interaction in children's understanding of Newtonian physics and analyzes the characteristics of peer interaction that are conducive to better learning. The current study took place in a suburban public high school, in a college-preparatory, introductory course in physics. One hundred and seventy eight students were randomly placed in the eight classes participating in the study. Two of the classes were randomly chosen to constitute the treatment group and were taught by the principal investigator. The remaining six classes were taught by five other instructors in the department and served as a control or comparison group. One class session of each instructor was videotaped to assess how class time was typically utilized. In all classes, students used the same textbook, and completed the same problem sets and laboratory investigations. Students in the treatment group participated in peer instruction activities, approximately twice per week, over the course of the semester. Results showed a significant effect of treatment on achievement from pre- to post-test, based on scores on the Force and Motion Conceptual Evaluation (FMCE). Employing peer instruction methods did not require additional instructional time overall. Analysis of classroom videotapes demonstrated that a greater portion of class time is dedicated to active student discussion in classes where peer instruction methods are employed. Conversational data revealed that, in peer discussions, students were routinely involved in conversational mechanisms such as articulating their own thinking, questioning, and explanation. Each of these behaviors is believed to support improved conceptual understanding. Correlating the quantity of total comments and number of substantive comments to achievement on the FMCE post-test produced mixed results, with some significant positive correlations and other positive but non-significant ones. Failure to reach significance for these correlations may have resulted from the small sample size. A focus on changes in students' conceptions about force and motion, as identified by analysis of clusters of FMCE questions, revealed significant differences in changes in those conceptions between the treatment and control groups. Anecdotal evidence from transcripts supports the assertion that, in their conversations, students routinely articulated and discussed their own ideas about these relationships. In conclusion, the study provided evidence that peer instruction methods are an effective and efficient method of supporting improved conceptual understanding for students in a first course in mechanics, but no specific factors present in the discussions could be identified as playing a role for every student. Instead, different aspects of the discussions' format and content may have contributed to the overall achievement of students participating in the discussions.

Moving beyond "sticks and stones": chronic psychological trauma predicts posttraumatic stress symptoms.

PubMed

Jeter, Whitney K; Brannon, Laura A

2014-01-01

To date, trauma research has focused on the impact of physical trauma on posttraumatic stress (PTS) symptoms. Sometimes psychological trauma is measured with instances of physical trauma; however, less is known about solely psychological trauma. The current study addresses this by examining psychological trauma and PTS symptoms using the chronic relational trauma (CRT) model. The CRT model examines physical and possible concurrent psychological childhood, peer, and intimate partner trauma; however, psychological trauma alone has yet to be tested. A total of 232 female undergraduates (M age = 18.32, SD = 1.60) completed a series of questionnaires. Structural equation modeling indicated that childhood, peer, and intimate partner psychological trauma predict current PTS symptoms. Contributions of these findings are discussed.

Planetary Suit Hip Bearing Model for Predicting Design vs. Performance

NASA Technical Reports Server (NTRS)

Cowley, Matthew S.; Margerum, Sarah; Harvil, Lauren; Rajulu, Sudhakar

2011-01-01

Designing a planetary suit is very complex and often requires difficult trade-offs between performance, cost, mass, and system complexity. In order to verifying that new suit designs meet requirements, full prototypes must eventually be built and tested with human subjects. Using computer models early in the design phase of new hardware development can be advantageous, allowing virtual prototyping to take place. Having easily modifiable models of the suit hard sections may reduce the time it takes to make changes to the hardware designs and then to understand their impact on suit and human performance. A virtual design environment gives designers the ability to think outside the box and exhaust design possibilities before building and testing physical prototypes with human subjects. Reductions in prototyping and testing may eventually reduce development costs. This study is an attempt to develop computer models of the hard components of the suit with known physical characteristics, supplemented with human subject performance data. Objectives: The primary objective was to develop an articulating solid model of the Mark III hip bearings to be used for evaluating suit design performance of the hip joint. Methods: Solid models of a planetary prototype (Mark III) suit s hip bearings and brief section were reverse-engineered from the prototype. The performance of the models was then compared by evaluating the mobility performance differences between the nominal hardware configuration and hardware modifications. This was accomplished by gathering data from specific suited tasks. Subjects performed maximum flexion and abduction tasks while in a nominal suit bearing configuration and in three off-nominal configurations. Performance data for the hip were recorded using state-of-the-art motion capture technology. Results: The results demonstrate that solid models of planetary suit hard segments for use as a performance design tool is feasible. From a general trend perspective, the suited performance trends were comparable between the model and the suited subjects. With the three off-nominal bearing configurations compared to the nominal bearing configurations, human subjects showed decreases in hip flexion of 64%, 6%, and 13% and in hip abduction of 59%, 2%, and 20%. Likewise the solid model showed decreases in hip flexion of 58%, 1%, and 25% and in hip abduction of 56%, 0%, and 30%, under the same condition changes from the nominal configuration. Differences seen between the model predictions and the human subject performance data could be attributed to the model lacking dynamic elements and performing kinematic analysis only, the level of fit of the subjects with the suit, the levels of the subject s suit experience.

Prospective associations between peer victimization and aggression.

PubMed

Ostrov, Jamie M

2010-01-01

The current study involved a short-term longitudinal study of young children (M = 44.56 months, SD = 11.88, N = 103) to test the prospective associations between peer victimization and aggression subtypes. Path analyses documented that teacher-reported physical victimization was uniquely associated with increases in observed physical aggression over time. The path model also revealed that teacher-reported relational victimization was uniquely associated with statistically significant increases in observed relational aggression over time. Ways in which these findings extend the extant developmental literature are discussed. © 2010 The Author. Child Development © 2010 Society for Research in Child Development, Inc.

Effect of peer support interventions on cardiovascular disease risk factors in adults with diabetes: a systematic review and meta-analysis.

PubMed

Patil, Sonal J; Ruppar, Todd; Koopman, Richelle J; Lindbloom, Erik J; Elliott, Susan G; Mehr, David R; Conn, Vicki S

2018-03-23

Peer support by persons affected with diabetes improves peer supporter's diabetes self-management skills. Peer support interventions by individuals who have diabetes or are affected by diabetes have been shown to improve glycemic control; however, its effects on other cardiovascular disease risk factors in adults with diabetes are unknown. We aimed to estimate the effect of peer support interventions on cardiovascular disease risk factors other than glycemic control in adults with diabetes. We conducted a systematic review and meta-analysis of randomized controlled trials comparing peer support interventions to a control condition in adults affected by diabetes that measured any cardiovascular disease risk factors [Body Mass Index, smoking, diet, physical activity, cholesterol level, glucose control and blood pressure]. Quality was assessed by Cochrane's risk of bias tool. We calculated standardized mean difference effect sizes using random effects models. We retrieved 438 citations from multiple databases including OVID MEDLINE, Cochrane database and Scopus, and author searches. Of 233 abstracts reviewed, 16 articles met inclusion criteria. A random effects model in a total of 3243 participants showed a positive effect of peer support interventions on systolic BP with a pooled effect size of 2.07 mmHg (CI 0.35 mmHg to 3.79 mmHg, p = 0.02); baseline pooled systolic blood pressure was 137 mmHg. There was a non-significant effect of peer support interventions on diastolic blood pressure, cholesterol, body mass index, diet and physical activity. Cardiovascular disease risk factors other than glycemic control outcomes were secondary outcomes in most studies and baseline values were normal or mildly elevated. Only one study reported smoking outcomes. We found a small (2 mmHg) positive effect of peer support interventions on systolic blood pressure in adults with diabetes whose baseline blood pressure was on average minimally elevated. Additional studies need to be conducted to further understand the effect of peer support interventions on high-risk cardiovascular disease risk factors in adults with diabetes.

The influence of previous subject experience on interactions during peer instruction in an introductory physics course: A mixed methods analysis

NASA Astrophysics Data System (ADS)

Vondruska, Judy A.

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience were more likely to answer clicker question correctly both before and after peer discussion compared to student groups where neither partner had previous subject experience. Students in mixed discussion pairs were not statistically different in correct response rates from the other pairings. There was no statistically significant difference between the experience pairs on unit exam scores or the Peer Instruction Partner Survey. Although there was a statistically significant difference between the pre-MPEX and post-MPEX scores, there was no difference between the members of the various subject experience peer discussion pairs. The qualitative study, conducted after the quantitative study, helped to inform the quantitative results by exploring the nature of the peer interactions through survey questions and a series of focus groups discussions. While the majority of participants described a benefit to the use of clickers in the lecture, their experience with their discussion partners varied. Students with previous subject experience tended to describe peer instruction more positively than students who did not have previous subject experience, regardless of the experience level of their partner. They were also more likely to report favorable levels of comfort with the peer instruction experience. Students with no previous subject experience were more likely to describe a level of discomfort being assigned a stranger for a discussion partner and were more likely to report communication issues with their partner. Most group members, regardless of previous subject experience, related deeper discussions occurring when partners did not initially have the same answer to the clicker questions.

Becoming physics people: Development of integrated physics identity through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of community of practice and physics identity, and explore the implications suggested by these theories for LA program adoption and adaptation. Regression models from physics identity studies show that the physics identity construct strongly predicts intended choice of a career in physics. The goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger "physics student" identity and stronger "physics instructor" identity, and that these identities are reconciled into a coherent integrated physics identity. Increased comfort in interactions with peers, near peers, and faculty seems to be an important component of this identity development and reconciliation, suggesting that a focus on supporting community membership is useful for effective program design.

The gatekeepers of modern physics: periodicals and peer review in 1920s Britain.

PubMed

Clarke, Imogen

2015-03-01

This essay analyzes the processes behind the publication of physics papers in two British journals in the 1920s: the Proceedings of the Royal Society of London: Series A and the Philosophical Magazine. On the surface, it looked as though the Philosophical Magazine was managed very informally, while the Proceedings had in place a seemingly rigid system of committee approval and peer review. This essay shows, however, that in practice the two journals were both influenced by networks of expertise that afforded small groups of physicists considerable control over the content of these prestigious scientific publications. This study explores the nature of peer review, suggesting how a historical approach can contribute to contemporary debates. In studying these relationships, the essay also considers the interplay of "classical" and "modern" ideas and physicists in 1920s Britain and cautions against an anachronistic approach to this classification.

A gender-balanced approach to the study of peer victimization and aggression subtypes in early childhood.

PubMed

Ostrov, Jamie M; Kamper, Kimberly E; Hart, Emily J; Godleski, Stephanie A; Blakely-McClure, Sarah J

2014-08-01

A short-term longitudinal study during early childhood (N = 301; 155 girls; M = 44.76 months old, SD = 8.20) investigated the prospective associations between peer victimization and aggression subtypes. Specifically, observations of relational and physical victimization as well as teacher reports of the forms (i.e., relational and physical) and functions (i.e., proactive and reactive) of aggression were collected at two time points during an academic year. Within- and between-group gender differences were examined as part of the preliminary analyses. In order to address key study questions, both directions of effect between peer victimization and aggression subtypes were examined. We found that teacher-reported proactive relational aggression predicted decreases in observed relational victimization over time, whereas reactive relational aggression predicted increases in observed relational victimization over time. Ways in which these and other findings extend the literature are discussed.

The Building Bridges Project: Involving Older Adults in the Design of a Communication Technology to Support Peer-to-Peer Social Engagement

NASA Astrophysics Data System (ADS)

Wherton, Joseph; Prendergast, David

There are a variety of factors that can lead to social isolation and loneliness in old age, including decline in physical and mental health, as well as change to social environment. The Building Bridges project explores how communication technology can help older adults remain socially connected. This paper will first provide an overview of a prototype communication system designed to support peer-to-peer group interaction. A description of the user-centered design process will be provided to demonstrate the importance of involving older adults at the earliest stages. The implications for designing new technology for older adults are discussed.

Aggression between siblings: Associations with the home environment and peer bullying.

PubMed

Tippett, Neil; Wolke, Dieter

2015-01-01

Sibling aggression is a common form of intra-familial aggression, yet has been largely neglected by research. Using an inclusive measure of sibling aggression, this study investigated, firstly, prevalence of sibling aggression and associations with family and household characteristics, and secondly, the relationship between sibling aggression and peer bullying. Participants were 4,237 adolescents from Wave 1 of Understanding Society. Four types of sibling aggression were measured: physical, verbal, stealing and teasing, and combined into composite measures of victimization and perpetration. Regression analysis identified associations with demographic characteristics, family and sibling composition, parent-child relationships and socioeconomic status and explored the link between sibling aggression and involvement in peer bullying. Using a broad definition, sibling aggression was found to be widespread, with 46% of all participants being victimized and 36% perpetrating aggression. Household and family characteristics, including a large family size, male siblings, and financial difficulties were associated with greater rates of sibling aggression. Parenting behavior showed the strongest relationship: harsh parenting increased the risk of sibling aggression while positive parenting protected against it. Sibling aggression was also homotypically related to involvement in peer bullying. Victimization by siblings significantly increased the odds of being a victim of peer bullying, and perpetrators of sibling aggression were more likely to be both peer bullies and bully-victims. Considering the adverse effects of sibling aggression on physical and mental health, the study provides pointers for efforts to reduce the risk of sibling aggression. Furthermore, the link with peer bullying suggests that school anti-bullying efforts should also take account of children's sibling relationships. Aggr. Behav. 41:14-24, 2015. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Anxiety symptoms as a moderator of the reciprocal links between forms of aggression and peer victimization in middle childhood.

PubMed

Cooley, John L; Frazer, Andrew L; Fite, Paula J; Brown, Shaquanna; DiPierro, Moneika

2017-09-01

The current short-term longitudinal study evaluated whether anxiety symptoms moderated the bidirectional associations between forms (i.e., physical and relational) of aggression and peer victimization over a 1-year period during middle childhood. Participants were 228 predominantly Caucasian children (50.4% boys; M = 8.32 years, SD = .95 years) in the second through fourth grades and their homeroom teachers. Children completed a self-report measure of anxiety symptoms at Time 1. Peer victimization was assessed using self-reports at Time 1 and approximately 1 year later (Time 2), and teachers provided ratings of children's aggressive behavior at both time points. A series of cross-lagged path analysis models indicated that high (+1 SD) initial levels of anxiety symptoms exacerbated the prospective link from Time 1 relational aggression to Time 2 peer victimization; conversely, when initial levels of anxiety symptoms were low (-1 SD), relational aggression predicted lower levels of subsequent peer victimization. Time 1 peer victimization was also found to predict lower levels of Time 2 physical aggression when initial levels of anxiety symptoms were low, and Time 1 anxiety symptoms were uniquely related to higher levels of relational aggression over a 1-year period. Regions of significance were calculated to further decompose significant interactions, which did not differ according to gender. Study findings are discussed within a social information processing theoretical framework, and directions for future research and implications for practice are reviewed. Specifically, co-occurring anxiety symptoms may need to be addressed in interventions for both aggression and peer victimization during middle childhood. © 2017 Wiley Periodicals, Inc.

Children’s Sympathy for Peers Who Are the Targets of Peer Aggression

PubMed Central

Leff, Stephen S.

2014-01-01

Although a goal of many aggression intervention programs is to increase children’s concern (often termed sympathy or empathy) for their peers as a means of ultimately reducing aggressive behavior, there are no measures specifically of children’s concern for peers who are the targets of peer aggression. A participatory action research (PAR) model was used to create a culturally-sensitive measure of urban African American children’s sympathy for peers who are the targets of physical aggression, relational or social aggression, verbal aggression, and property damage. In Study 1, 40 children (Mage =9.71 years; 47.5 % female) were interviewed about the types of incidents that lead them to feel sympathy for a peer. Based upon these findings, the 15-item Peer Sympathy Scale (PSS) was developed. In Study 2, the PSS was administered to 517 children (Mage=9.82 years; 47.4 % female) to examine the psychometric properties of the measure and to explore the association between children’s sympathy for their peers and their social behavior. Greater sympathy was associated with less overt and relational aggression according to both peer and teacher reports as well as with less oppositional-defiant behavior according to teacher reports. The clinical utility of the PSS as an outcome assessment tool for social skills intervention programs is discussed. PMID:22556114

The Aouda.X space suit simulator and its applications to astrobiology.

PubMed

Groemer, Gernot E; Hauth, Stefan; Luger, Ulrich; Bickert, Klaus; Sattler, Birgit; Hauth, Eva; Föger, Daniel; Schildhammer, Daniel; Agerer, Christian; Ragonig, Christoph; Sams, Sebastian; Kaineder, Felix; Knoflach, Martin

2012-02-01

We have developed the space suit simulator Aouda.X, which is capable of reproducing the physical and sensory limitations a flight-worthy suit would have on Mars. Based upon a Hard-Upper-Torso design, it has an advanced human-machine interface and a sensory network connected to an On-Board Data Handling system to increase the situational awareness in the field. Although the suit simulator is not pressurized, the physical forces that lead to a reduced working envelope and physical performance are reproduced with a calibrated exoskeleton. This allows us to simulate various pressure regimes from 0.3-1 bar. Aouda.X has been tested in several laboratory and field settings, including sterile sampling at 2800 m altitude inside a glacial ice cave and a cryochamber at -110°C, and subsurface tests in connection with geophysical instrumentation relevant to astrobiology, including ground-penetrating radar, geoacoustics, and drilling. The communication subsystem allows for a direct interaction with remote science teams via telemetry from a mission control center. Aouda.X as such is a versatile experimental platform for studying Mars exploration activities in a high-fidelity Mars analog environment with a focus on astrobiology and operations research that has been optimized to reduce the amount of biological cross contamination. We report on the performance envelope of the Aouda.X system and its operational limitations.

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Attitudes of Students with Learning Disabilities toward Participation in Physical Education: A Teachers' Perspective--Qualitative Examination

ERIC Educational Resources Information Center

Abdi, Ellie

2017-01-01

Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes…

Using Interviews and Peer Pairs to Better Understand How School Environments Affect Young Children's Playground Physical Activity Levels: A Qualitative Study

ERIC Educational Resources Information Center

Parrish, Anne-Maree; Yeatman, Heather; Iverson, Don; Russell, Ken

2012-01-01

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity…

Training of Paraeducators for Physical Education for Children with Visual Impairments

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Conroy, Paula

2013-01-01

Introduction: Children with visual impairments are often behind their peers in physical and motor skills. It is often necessary for these children to work one to one with a paraeducator to gain the benefits of physical education, improve physical activity and motor skills, and attain the basic standards of the Expanded Core Curriculum (ECC).…

Critical Climate: Relations among Sexual Harassment, Climate, and Outcomes for High School Girls and Boys

ERIC Educational Resources Information Center

Ormerod, Alayne J.; Collinsworth, Linda L.; Perry, Leigh Ann

2008-01-01

This study examined the relationships among peer-to-peer sexual harassment, school climate, adult-to-student harassment, and outcomes (psychological and physical well-being; school withdrawal and safety) for high school girls (n = 310) and boys (n = 259) recruited from seven public high schools in a Midwestern state. More frequent, severe peer…

Insurgency in the Hood: Understanding Insurgencies Through Urban Gangs

DTIC Science & Technology

2006-06-01

bond between the members of the social network . 50 Wiktorowitz, 10. 51 Gang membership, Delinquent Peers and...38 3. Control and Selective Incentives .............39 a. Social Network Theory ...................41 b. Physical...the gang makes them feel like they are part of a family.”26 The gang also provides peers for socialization . The gang can provide identity

The Search for Peer Advice in Cyberspace: An Examination of Online Teen Bulletin Boards about Health and Sexuality

ERIC Educational Resources Information Center

Suzuki, L.K.; Calzo, J.P.

2004-01-01

The physical, emotional, and psychological changes that occur in adolescence prompt youths to have serious questions about their bodies, relationships, and health that are often personal, sensitive, or embarrassing. Past research has shown that adolescents are often reluctant to consult physicians, peers, and others for personal health questions…

Worse than Sticks and Stones? Bullying Is Associated with Altered HPA Axis Functioning and Poorer Health

ERIC Educational Resources Information Center

Knack, Jennifer M.; Jensen-Campbell, Lauri A.; Baum, Andrew

2011-01-01

Adolescents (N = 107; M = 12.23 years, SD = 1.09 months) participated in a two-part study examining peer victimization, neuroendocrine functioning, and physical health. In phase 1, adolescents completed questionnaires assessing peer victimization and health. They returned for phase 2 which consisted of two sessions. In session 1, adolescents…

Peer Victimization within the Ethnic Context of High School

ERIC Educational Resources Information Center

Felix, Erika D.; You, Sukkyung

2011-01-01

Risk for peer victimization varies by ethnicity, but few studies explore how the ethnic context of the school can affect this. Using a large sample of schools and high school students, we used hierarchical linear modeling to explore victimization risk by ethnicity within the ethnic context of the school. Models predicted total, physical, verbal,…

Differences between Peer Victimization in Cyber and Physical Settings and Associated Psychosocial Adjustment in Early Adolescence

ERIC Educational Resources Information Center

Dempsey, Allison G.; Sulkowski, Michael L.; Nichols, Rebecca; Storch, Eric A.

2009-01-01

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization…

Assessing Student Peer Dialogue in Collaborative Settings: A Window into Student Reasoning

ERIC Educational Resources Information Center

Stone, Antoinette

2013-01-01

The use of science classroom discourse analysis as a way to gain a better understanding of various student cognitive outcomes has a rich history in Science Education in general and Physics Education Research (PER) in particular. When students talk to each other in a collaborative peer instruction environment, such as in the CLASP classes…

The Moderating Effects of Culture on Peer Deviance and Alcohol Use among High-Risk African-American Adolescents

ERIC Educational Resources Information Center

Nasim, Aashir; Belgrave, Faye Z.; Jagers, Robert J.; Wilson, Karen D.; Owens, Kristal

2007-01-01

African-American adolescents have lower rates of alcohol consumption than White youth. However, African-American youth suffer disproportionately more adverse social, mental, and physical health outcomes related to alcohol use. Affiliating with negative peers is a risk factor for alcohol initiation and consumption. Cultural variables have shown…

Brief Report: An Online Support Intervention--Perceptions of Adolescents with Physical Disabilities

ERIC Educational Resources Information Center

Stewart, Miriam; Barnfather, Alison; Magill-Evans, Joyce; Ray, Lynne; Letourneau, Nicole

2011-01-01

Adolescents with cerebral palsy and spina bifida report restricted interactions with peers and gaps in social support. A pilot online support intervention offered interactions with peers. Five mentors with cerebral palsy or spina bifida and 22 adolescents with the same disabilities met weekly online for 25 group sessions over six months.…

Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

ERIC Educational Resources Information Center

Nicholson, Dawn T.

2011-01-01

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…

Writing Experiment Manuals in Science Education: The Impact of Writing, Genre, and Audience

ERIC Educational Resources Information Center

Rijlaarsdam, Gert; Couzijn, Michel; Janssen, Tanja; Braaksma, Martine; Kieft, Marleen

2006-01-01

In this study, Grade 9 students wrote experiment manuals for their peers describing a simple physics investigation to explore whether air takes space. Peers executed these manuals and their processes were videotaped. In several experimental conditions, these videotapes were played back for authors. Then they had to rewrite the experiment manual.…

Kindergarten Children's Genetic Vulnerabilities Interact with Friends' Aggression to Promote Children's Own Aggression

ERIC Educational Resources Information Center

van Lier, Pol; Boivin, Michel; Dionne, Ginette; Vitaro, Frank; Brendgen, Mara; Koot, Hans; Tremblay, Richard E.; Perusse, Daniel

2007-01-01

Objective: To examine whether kindergarten children's genetic liability to physically aggress moderates the contribution of friends' aggression to their aggressive behaviors. Method: Teacher and peer reports of aggression were available for 359 6-year-old twin pairs (145 MZ, 212 DZ) as well as teacher and peer reports of aggression of the two best…

Impact of a Peer-Tutoring Course on Skill Performance, Assessment, and Instruction

ERIC Educational Resources Information Center

Pulling, Andy R.; Allen, Ray

2014-01-01

The purpose of this study was to investigate how the completion of a peer-teaching course impacted pre-service teachers ability to perform, teach, and assess motor skills. Central Michigan University (CMU) implemented a required course for physical education teacher education majors in which enrollees were evaluated on how well they performed…

The Effects of Peer-Administered Token Reinforcement on Jump Rope Behaviors of Elementary Physical Education Students

ERIC Educational Resources Information Center

Alstot, Andrew E.

2012-01-01

Token economies have a long research and applied history within clinical settings and classroom education (Kazdin, 1982). However, despite reported successes in improving physical activity behaviors (Alstot, 2012), research examining token reinforcement implemented specifically in physical education is virtually nonexistent. Therefore, the purpose…

Preparing physical therapy students for the role of clinical educator: a case study report.

PubMed

Dockter, Mary; Roller, Joellen; Eckert, Jody

2013-01-01

The purpose of this case report was to describe an innovative model for transforming physical therapist students into clinical instructors with the use of a pro bono clinic. This model may assist other academic programs in creating effective approaches to transition entry-level students into future quality clinical instructors. Third year physical therapist students served as clinical instructors for second year students. Peer and self assessments were collected to assess intended objectives. Second year students were made more aware of the role of the clinical instructor and were able to evaluate the effectiveness of clinical teaching and third year students appreciated the impact of clinical teaching and increased their desire to become clinical instructors in the future. Student self and peer assessments reveal that this experiential model is an effective way of transitioning entry-level physical therapist students into the role of clinical instructor.

DNR Recorder's Office

Science.gov Websites

(Physical Location) 400 Willoughby Ave 3rd Floor Juneau, AK 99801 (907) 465-2514 (Fax) 465-3454 Anchorage AND PHYSICAL LOCATION Paula Bradley, Recorder Manager 550 West 7th Ave. Suite #108 Anchorage, AK 99501

Lessons from a peer-led obesity prevention programme in English schools.

PubMed

Bell, Sarah L; Audrey, Suzanne; Cooper, Ashley R; Noble, Sian; Campbell, Rona

2017-04-01

Obesity in young people is a major public health concern. Energy balance, the interrelationship between diet and physical activity, is known to be a key determinant. Evidence supports the development of school-based approaches to obesity prevention. ASSIST (A Stop Smoking in Schools Trial) is an effective school-based, peer-led smoking prevention programme for 12-13-year-old students, based on diffusion of innovations theory. The AHEAD (Activity and Healthy Eating in ADolescence) study tested the feasibility of adapting ASSIST to an obesity prevention intervention. The AHEAD intervention was tested and refined during a pilot study in one school, followed by an exploratory trial in six schools. Quantitative (self-report behavioural questionnaires and evaluation forms) and qualitative (structured observations, focus groups and interviews) research methods were used to examine the implementation and acceptability of the intervention. The potential effectiveness of the intervention in increasing healthy eating was measured using self-report behavioural questionnaires. Activity monitors (accelerometers) were used to measure physical activity. Results show it was feasible to implement the AHEAD intervention, which was well received. However, implementation was resource and labour intensive and relatively expensive. Furthermore, there was no evidence of promise that the intervention would increase physical activity or healthy eating in adolescents. Although diet and physical activity are both relevant for obesity prevention, the focus on two behaviours appeared too complex for informal diffusion through peer networks. This identifies a tension, particularly for adolescent peer-led health promotion, between the desire not to isolate or oversimplify health behaviours and the need to present clear, succinct health promotion messages. © The Author (2014). Published by Oxford University Press.

Time use differences in activity participation among children 4-5 years old with and without the risk of developing conduct problems.

PubMed

Yu, Mong-Lin; Ziviani, Jenny; Baxter, Janeen; Haynes, Michele

2012-01-01

Conduct problems in childhood are associated with the way in which children engage in daily activities. Research, to date, on conduct problems in relation to time use has primarily focused on school aged children and their participation in discrete activities such as watching TV and sport. The purpose of the present study is to determine if children at risk of developing conduct problems have different activity patterns compared to those not at risk. Specifically aspects of time use which concern involvement in activities that provide physical exertion, structure, rest and social engagement were examined. Data for this investigation were drawn from the Longitudinal Study of Australian Children (Wave 1) and focused on 4936 children aged 4-5 years. Findings indicate that children at risk of developing conduct problems spend significantly more time in: physical activities such as "riding a bike", and "in the company of adults only" than children not at risk of developing conduct problems but less time "with peers under adult supervision". Gender differences were also found in the same activities with boys participating in more "bike riding" and activities "without peers under adult supervision" than girls. Young children generally participated in more physical activities and spend more time "with peers while supervised by adults" on weekend days, and more time in "structured activities" and "in the company of adults only" on weekdays. These findings are discussed in respect of the potentially risky nature of physical activity choice and the contribution of adult supervision in the context of peer group participation for children at risk of developing conduct problems. Copyright © 2011 Elsevier Ltd. All rights reserved.

Reducing Physical Violence Toward Primary School Students With Disabilities.

PubMed

Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

2018-03-01

We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

PFLOTRAN Verification: Development of a Testing Suite to Ensure Software Quality

NASA Astrophysics Data System (ADS)

Hammond, G. E.; Frederick, J. M.

2016-12-01

In scientific computing, code verification ensures the reliability and numerical accuracy of a model simulation by comparing the simulation results to experimental data or known analytical solutions. The model is typically defined by a set of partial differential equations with initial and boundary conditions, and verification ensures whether the mathematical model is solved correctly by the software. Code verification is especially important if the software is used to model high-consequence systems which cannot be physically tested in a fully representative environment [Oberkampf and Trucano (2007)]. Justified confidence in a particular computational tool requires clarity in the exercised physics and transparency in its verification process with proper documentation. We present a quality assurance (QA) testing suite developed by Sandia National Laboratories that performs code verification for PFLOTRAN, an open source, massively-parallel subsurface simulator. PFLOTRAN solves systems of generally nonlinear partial differential equations describing multiphase, multicomponent and multiscale reactive flow and transport processes in porous media. PFLOTRAN's QA test suite compares the numerical solutions of benchmark problems in heat and mass transport against known, closed-form, analytical solutions, including documentation of the exercised physical process models implemented in each PFLOTRAN benchmark simulation. The QA test suite development strives to follow the recommendations given by Oberkampf and Trucano (2007), which describes four essential elements in high-quality verification benchmark construction: (1) conceptual description, (2) mathematical description, (3) accuracy assessment, and (4) additional documentation and user information. Several QA tests within the suite will be presented, including details of the benchmark problems and their closed-form analytical solutions, implementation of benchmark problems in PFLOTRAN simulations, and the criteria used to assess PFLOTRAN's performance in the code verification procedure. References Oberkampf, W. L., and T. G. Trucano (2007), Verification and Validation Benchmarks, SAND2007-0853, 67 pgs., Sandia National Laboratories, Albuquerque, NM.

Global and physical self-esteem and body dissatisfaction as mediators of the relationship between weight status and being a victim of bullying.

PubMed

Fox, Claire L; Farrow, Claire V

2009-10-01

Research has found evidence of a link between being overweight or obese and bullying/peer victimisation, and also between obesity and adjustment problems such as low self-esteem and body dissatisfaction. Studies have also found that adjustment problems can put children at an increased risk of being bullied over time. However, to date the factors that place overweight or obese children at risk of being bullied have been poorly elucidated. Self-report data were collected from a sample of 11-14 year olds (N=376) about their weight status, about their experiences of three different types of bullying (Verbal, Physical and Social), their global self-worth, self-esteem for physical appearance, and body dissatisfaction. Overweight or obese children reported experiencing significantly more verbal and physical (but not social) bullying than their non-overweight peers. Global self-worth, self-esteem for physical appearance and body dissatisfaction each fully mediated the paths between weight status and being a victim of bullying.

Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries.

PubMed

Tremblay, Mark S; Barnes, Joel D; González, Silvia A; Katzmarzyk, Peter T; Onywera, Vincent O; Reilly, John J; Tomkinson, Grant R

2016-11-01

The Active Healthy Kids Global Alliance organized the concurrent preparation of Report Cards on the physical activity of children and youth in 38 countries from 6 continents (representing 60% of the world's population). Nine common indicators were used (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments), and all Report Cards were generated through a harmonized development process and a standardized grading framework (from A = excellent, to F = failing). The 38 Report Cards were presented at the International Congress on Physical Activity and Public Health in Bangkok, Thailand on November 16, 2016. The consolidated findings are summarized in the form of a Global Matrix demonstrating substantial variation in grades both within and across countries. Countries that lead in certain indicators often lag in others. Average grades for both Overall Physical Activity and Sedentary Behavior around the world are D (low/poor). In contrast, the average grade for indicators related to supports for physical activity was C. Lower-income countries generally had better grades on Overall Physical Activity, Active Transportation, and Sedentary Behaviors compared with higher-income countries, yet worse grades for supports from Family and Peers, Community and the Built Environment, and Government Strategies and Investments. Average grades for all indicators combined were highest (best) in Denmark, Slovenia, and the Netherlands. Many surveillance and research gaps were apparent, especially for the Active Play and Family and Peers indicators. International cooperation and cross-fertilization is encouraged to address existing challenges, understand underlying determinants, conceive innovative solutions, and mitigate the global childhood inactivity crisis. The paradox of higher physical activity and lower sedentary behavior in countries reporting poorer infrastructure, and lower physical activity and higher sedentary behavior in countries reporting better infrastructure, suggests that autonomy to play, travel, or chore requirements and/or fewer attractive sedentary pursuits, rather than infrastructure and structured activities, may facilitate higher levels of physical activity.

Measurement of Carbon Dioxide Accumulation and Physiological Function in the Launch and Entry and Advanced Crew Escape Suits

NASA Technical Reports Server (NTRS)

Bishop, Phillip; Greenisen, M. C.

1997-01-01

The Launch and Entry Suit (LES) and Advanced Crew Escape Suit (ACES) are worn by astronauts for launch and entry. Previous work by Waligora, et al., 1992, Waligora and Gilbert, 1992, and Dalrymple 1996, have found that carbon dioxide (CO2) accumulation in the LES/ACES helmet may be problematic. CO2 accumulation is important because high inspired levels of CO2 reduce physical function and pose a safety hazard (e.g. levels of CO2 accumulation of 3.6% in the Extravehicular Mobility Unit are sufficient to terminate Extra Vehicular Activities). My task was to design a suitable test protocol for determining the important physiological aspects of LES/ACES use. Three basic issues arose. First was the determination of the astronaut's CO2 inspiration during visor-down use at rest and during walking at 3.5 mph. A sub-issue was the impact of a pneumotach on CO2 since it has been previously observed that when the Aerosport pneumotach was used, performance seemed improved, which might be attributable to a lowered respiration rate when using the pneumotach. The second issue was the energy costs of waLking in the LES/ACES with various G-suit inflation levels, since G-suit inflation increases metabolic costs and metabolic costs influence the C02 production in the LES/ACES helmet. Since G-suit inflation improves orthostatic tolerance after space flight, but likely increases the energy costs of walking, the balance between G-suit inflation and C02 accumulation is an important safety consideration. The third issue which arose from pilot work was the substantial reduction in physical function after a 10 min visor-down period prior to walk.

Plasmons: Why Should We Care?

ERIC Educational Resources Information Center

Campbell, Dean J.; Xia, Younan

2007-01-01

The physical phenomenon of plasmons and the techniques that build upon them are discussed. Plasmon-enhanced applications are well-suited for introduction in physical chemistry and instrumental analysis classes and some methods of fabrication and analysis of plasmon-producing structures are simple for use in labs in general, physical and inorganic…

Associations Between Peer Network Gender Norms and the Perpetration of Intimate Partner Violence Among Urban Tanzanian Men: a Multilevel Analysis.

PubMed

Mulawa, Marta I; Reyes, H Luz McNaughton; Foshee, Vangie A; Halpern, Carolyn T; Martin, Sandra L; Kajula, Lusajo J; Maman, Suzanne

2018-05-01

Male perpetration of intimate partner violence (IPV) against women in sub-Saharan Africa is widespread. Theory and empirical evidence suggest peer networks may play an important role in shaping IPV perpetration, though research on this topic in the region is limited. We assessed the degree to which peer network gender norms are associated with Tanzanian men's perpetration of IPV and examined whether the social cohesion of peer networks moderates this relationship. Using baseline data from sexually active men (n = 1103) nested within 59 peer networks enrolled in an on-going cluster-randomized HIV and IPV prevention trial, we fit multilevel logistic regression models to examine peer network-level factors associated with past-year physical IPV perpetration. Peer network gender norms were significantly associated with men's risk of perpetrating IPV, even after adjusting for their own attitudes toward gender roles (OR = 1.53 , p =  . 04). Peer network social cohesion moderated this relationship (OR = 1.50 , p =  . 04); the positive relationship between increasingly inequitable (i.e., traditional) peer network gender norms and men's risk of perpetrating IPV became stronger, as peer network social cohesion increased. Characteristics of the peer network context are associated with men's IPV perpetration and should be targeted in future interventions. While many IPV prevention interventions focus on changing individual attitudes, our findings support a unique approach, focused on transforming the peer context.

Social goals, aggression, peer preference, and popularity: longitudinal links during middle school.

PubMed

Ojanen, Tiina; Findley-Van Nostrand, Danielle

2014-08-01

Social goals are associated with behaviors and adjustment among peers. However, it remains unclear whether goals predict adolescent social development. We examined prospective associations among goals, physical and relational aggression, social preference, and popularity during middle school (N = 384 participants, ages 12-14 years). Agentic (status, power) goals predicted increased relational aggression and communal (closeness) goals predicted decreased physical aggression. Popularity predicted increases and preference predicted decreases in both forms of aggression. Goals moderated longitudinal links between aggression and popularity: Aggression predicted increases in popularity and vice versa for youth with higher agentic goals, and popularity predicted increases in physical aggression for youth with higher agentic and lower communal goals. Implications for research on social goals, aggression, and popularity are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Beauty premium: Event-related potentials evidence of how physical attractiveness matters in online peer-to-peer lending.

PubMed

Jin, Jia; Fan, Bonai; Dai, Shenyi; Ma, Qingguo

2017-02-15

Although it is well known that attractiveness-based impressions affect the labor market, election outcomes and many other social activities, little is known about the role physical attractiveness plays in financial transactions. With the development of online finance, peer-to-peer lending has become one of the most important ways in which businesses or individuals raise capital. However, because of information asymmetry, the lender must decide whether or not to lend money to a stranger based on limited information, resulting in their decision being influenced by many other factors. In the current study, we investigated how potential borrowers' facial attractiveness influenced lenders' attitudes toward borrowers' repayment behavior at the brain level by using event-related potentials. At the priming stage, photos of attractive borrowers induced smaller N200 amplitude than photos of unattractive borrowers. Meanwhile, at the feedback stage, compared with the condition of repaying on time, breach of repayment from unattractive borrowers induced larger feedback-related negativity (FRN) amplitude, which was a frontal-central negative deflection and would be enhanced by the unexpected outcome. Furthermore, smaller P300 amplitude was also elicited by the condition of not repaying on time. These differences in the FRN and P300 amplitudes were not observed between negative and positive feedback from attractive borrowers. Therefore, our findings suggest that the beauty premium phenomenon is present in online peer-to-peer lending and that lenders were more tolerant toward attractive borrowers' dishonest behavior. Copyright © 2017 Elsevier B.V. All rights reserved.

Child-Child and Adult-Child Interaction in a Preschool for Physically-Abused and Neglected Children.

ERIC Educational Resources Information Center

And Others; Strain, Phillip S.

1979-01-01

Reports that physically abused and neglected children most frequently responded to positive overtures by adults by ignoring them and that they regularly responded in positive ways to overtures by peers. (FL)

Peer Relations as a Function of Physical Attractiveness: The Eye of the Beholder or Behavioral Reality?

ERIC Educational Resources Information Center

Langlois, Judith H.; Downs, A. Chris

This study examines the relationship between physical attractiveness and behavior by assessing whether behavioral differences exist between children judged by adults to be physically attractive and unattractive. Sixty-four 3- and 5-year-old boys and girls were selected as subjects on the basis of physical attractiveness. Three types of same-age…

A Pilot Study of a Peer-Group Lifestyle Intervention Enhanced With mHealth Technology and Social Media for Adults With Serious Mental Illness.

PubMed

Aschbrenner, Kelly A; Naslund, John A; Shevenell, Megan; Kinney, Elizabeth; Bartels, Stephen J

2016-06-01

This pilot study examined the preliminary effectiveness of a peer-group lifestyle intervention enhanced with mobile health technology and social media for obese individuals with serious mental illness. Thirty-two participants with a body mass index of 30 or higher received a 24-week intervention designed to facilitate peer support for lifestyle change through experiential learning and use of wearable activity tracking devices, smartphone applications, and Facebook to reinforce physical activity, healthy eating, and group participation between sessions. The primary outcome was weight loss. Secondary measures included fitness and participants' perceptions of peer-group support. Most participants (72%) lost weight, including 28% achieving clinically significant weight loss, and 17% of participants showed clinically significant improvements in cardiovascular fitness. Weight loss was associated with perceived peer-group support. This evaluation demonstrated the preliminary effectiveness of a potentially scalable peer-group lifestyle intervention delivered in community mental health settings for obese individuals with serious mental illness.

Feelings of guilt and shame in patients with rheumatoid arthritis.

PubMed

Ten Klooster, Peter M; Christenhusz, Lieke C A; Taal, Erik; Eggelmeijer, Frank; van Woerkom, Jan-Maarten; Rasker, Johannes J

2014-07-01

This study aims to determine whether patients with rheumatoid arthritis (RA) experience more general feelings of guilt and shame than their peers without RA and to examine possible correlates of guilt and shame in RA. In a cross-sectional survey study, 85 out-patients with RA (77 % female; median disease duration, 11 years) and 59 peer controls completed the Experience of Shame Scale (ESS) and the Test of Self-Conscious Affect (TOSCA). Patients additionally completed measures of health status, self-efficacy, cognitive emotion regulation, and numerical rating scales for life satisfaction and happiness. Patients and peer controls were well matched for sociodemographic characteristics. No significant differences between patients and controls were found for guilt or different types of shame as measured with the TOSCA or ESS. In multivariate analyses, female patients reported more feelings of bodily shame and higher guilt proneness, while younger patients reported more character and bodily shame. Worse social functioning and more self-blaming coping strategies were the strongest independent correlates of shame. Shame proneness was only independently associated with more self-blame, whereas guilt proneness was only associated with female sex. None of the physical aspects of the disease, including pain and physical functioning, correlated with feelings of guilt and shame. Patients with longstanding RA do not experience more general feelings of shame or guilt than their peers without RA. Shame and guilt in RA is primarily associated with demographic and psychosocial characteristics and not with physical severity of the disease.

Aggregation Bias and Woman Abuse: Variations by Male Peer Support, Region, Language, and School Type.

ERIC Educational Resources Information Center

Schwartz, Martin D.; DeKeseredy, Walter S.

2000-01-01

Analyzes the Canadian National Survey data on woman abuse to compare results for geographic regions, types of schools, and whether the students took the survey in French or English. None of these factors influenced the results. Male peer support measures did strongly affect male behavior in both physical and sexual abuse. (Author/JDM)

Relationship among Students' Attitudes, Intentions and Behaviors towards the Inclusion of Peers with Disabilities, in Mainstream Physical Education Classes

ERIC Educational Resources Information Center

Bebetsos, Evangelos; Zafeiriadis, Stratos; Derri, Vassiliki; Kyrgiridis, Pavlos

2013-01-01

Students' attitudes, intentions and behaviours towards their peers with disabilities are important to their mutual co-existence and development. The aim of this study was to investigate a) whether students' attitudes and intentions towards their schoolmates with disabilities are related to their general and modified behavior in mainstream physical…

Assessing Bullying: A Guide for Out-of-School Time Program Practitioners. Research-to-Results Brief. Publication #2009-42

ERIC Educational Resources Information Center

Sidorowicz, Kathleen; Hair, Elizabeth C.; Milot, Alyssa

2009-01-01

Conflict among peers is common, and not necessarily a bad thing. Disagreement, teasing, and conflict are part of growing up, and children and adolescents need to develop skills to resolve these clashes. However, bullying, an extreme form of peer conflict or teasing, can be physically and psychologically harmful. Therefore, it is important for…

The Development of Global and Domain Self-Esteem from Ages 10 to 16 for Mexican-Origin Youth

ERIC Educational Resources Information Center

Harris, Michelle A.; Wetzel, Eunike; Robins, Richard W.; Donnellan, M. Brent; Trzesniewski, Kali H.

2018-01-01

The current study investigated the development of global and domain (academic, physical, same-sex peer relationship, opposite-sex peer relationship) self-esteem from age 10 to 16 in a sample of Mexican-origin adolescents. Participants' (N = 674) responses on the Self-Description Questionnaire (SDQ; Marsh, 2005) II-S showed moderate rank-order…

Peer Victimization as a Predictor of Depression and Body Mass Index in Obese and Non-Obese Adolescents

ERIC Educational Resources Information Center

Adams, Ryan E.; Bukowski, William M.

2008-01-01

Background: The current study examined the pathway from peer victimization to depressive symptoms and body mass index (BMI) as mediated by self-concept for physical appearance in both obese and non-obese adolescents. It was thought that this pathway would be particularly important for obese adolescents because, compared to non-obese adolescents,…

Examining Young Recreational Male Soccer Players' Experience in Adult- and Peer-Led Structures

ERIC Educational Resources Information Center

Imtiaz, Faizan; Hancock, David J.; Côté, Jean

2016-01-01

Purpose: Youth sport has the potential to be one of the healthiest and most beneficial activities in which children can partake. Participation in a combination of adult-led and peer-led sport structures appears to lead to favorable outcomes such as enhanced physical fitness, as well as social and emotional development. The purpose of the present…

Does interactive instruction in introductory physics impact long-term outcomes for students?

NASA Astrophysics Data System (ADS)

Gordon, Vernita

Early college classroom experiences contribute greatly to students leaving STEM majors. Peer instruction is a research-based pedagogy in which students, in small groups in the classroom, discuss concepts and work short problems. A single study at Harvard found that taking peer-instruction introductory physics also increases persistence in science majors. To what degree, if at all, peer instruction helps retention and performance for STEM majors at large public institutions (like University of Texas, Austin) is not known. Here I describe the results of a retrospective pilot study comparing outcomes for students who took different sections of the same calculus-based introductory mechanics course in Fall 2012 and Fall 2014. Compared with traditional lecture sections, peer-instruction sections had a 50% lower drop rate, a 40% / 55% higher rate of enrollment in the 2nd/ 3rd courses in the sequence, and, for the Fall 2012 cohort, a 74% / 165% higher rate of graduating from UT Austin / the UT Austin College of Natural Sciences by Fall 2015. I will discuss weaknesses of this retrospective pilot study and present plans for an intentionally-designed study to be implemented beginning Fall 2017.

Peer network influence on intimate partner violence perpetration among urban Tanzanian men.

PubMed

Mulawa, Marta I; Kajula, Lusajo J; Maman, Suzanne

2018-04-01

Male perpetration of intimate partner violence (IPV) against women in Tanzania is widespread. Theory and empirical evidence suggest peer networks may play an important role in shaping IPV perpetration, although research on this topic in sub-Saharan Africa is limited. Grounded in social learning theory, social influence theory, and the theory of gender and power, the purpose of this study was to examine whether and how peer networks influence men's perpetration of IPV in Dar es Salaam, Tanzania. We conducted in-depth interviews (n = 40) with a sub-sample of 20 men enrolled in the control condition of an ongoing cluster-randomised controlled trial. We purposively sampled participants who previously reported perpetrating physical IPV. To analyse the data, we generated narrative summaries and conducted thematic and interpretative coding. We saw no evidence that men self-selected into peer networks with certain values or behaviours. Rather, men described several mechanisms through which their peers influenced the perpetration of IPV, including: (1) the internalisation of peer network norms, (2) pressure to conform to peer network norms and (3) the direct involvement of peers in shaping couple power dynamics. Our findings suggest that peer networks influence men's perpetration of IPV and should be targeted in future programmes and interventions.

Effects of a Peer-Administered Token Economy on Second Grade Physical Education Students' Overhand Throw Performance

ERIC Educational Resources Information Center

Alstot, Andrew E.

2015-01-01

Token economies have been shown useful in a variety of settings to improve physical activity-related behaviors. However, few researchers in empirical research have examined the effects of token reinforcement targeting motor skill performance implemented specifically in physical education with typically developing children. Therefore, the purpose…

Exploration and Validation of Clusters of Physically Abused Children

ERIC Educational Resources Information Center

Ward, Caryn Sabourin; Haskett, Mary E.

2008-01-01

Objective: Cluster analysis was used to enhance understanding of heterogeneity in social adjustment of physically abused children. Method: Ninety-eight physically abused children (ages 5-10) were clustered on the basis of social adjustment, as measured by observed behavior with peers on the school playground and by teacher reports of social…

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

ERIC Educational Resources Information Center

Li, Sissi L.

2012-01-01

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning…

The Effects of Social Behavior on Fourth and Fifth Grade Girls' Perceptions of Physically Attractive and Unattractive Peers.

ERIC Educational Resources Information Center

Duncan-Bazil, Lisa; Foster, Sharon L.

Despite abundant research relating physical attractiveness and social skill, no studies have systematically assessed the influence of social behavior on perceived attractiveness. This study experimentally investigated how exposure to positive, negative, and neutral childhood behaviors influences ratings of physical attractiveness and other social…

Reflective Lesson Planning in Refresher Training Programs for Experienced Physics Teachers.

ERIC Educational Resources Information Center

Chung, C. M.; And Others

1995-01-01

Reports on a refresher training program that introduces experienced physics teachers to a reflective lesson-planning model and a more constructivist approach to physics teaching. Three instructional strategies developed by participants in the program and the corresponding suggestions made by their peers are presented and analyzed. (29 references)…

And the Survey Says…

ERIC Educational Resources Information Center

White, Susan C.

2015-01-01

In our September column, we noted that Hispanic and African-American seniors were less likely to have taken a high school physics course than their peers, and we suggested that socioeconomic status (SES) played a role in the lower participation. In the figure, we display the proportion of seniors, of physics teachers, and of physics enrollments at…

The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-Psychological Adjustment

PubMed Central

Gower, Amy L.; Lingras, Katherine A.; Mathieson, Lindsay C.; Kawabata, Yoshito; Crick, Nicki R.

2014-01-01

Research Findings The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This paper examined how engagement in preschool physical and relational aggression predicted psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student-teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy These data lend support to the need for interventions among physically aggressive preschoolers to target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways amongst aggressive preschoolers. PMID:26146468

Gender differences in adolescent sport participation, teasing, self-objectification and body image concerns.

PubMed

Slater, Amy; Tiggemann, Marika

2011-06-01

This study examined gender differences in adolescent participation in sport and physical activity, in teasing experiences specific to the physical activity domain, and the relationship between adolescent physical activity and body image. A sample of 714 adolescents (332 girls, 382 boys) aged between 12 and 16 years completed measures of participation in organised sport and other physical activities, experiences of teasing specific to sport, self-objectification and body image. Adolescent girls participated in organised sport at a lower rate than boys, but experienced higher levels of teasing. Both girls and boys reported being teased by same-sex peers, but in addition, girls also reported being teased by opposite-sex peers (i.e. boys). Time spent on aesthetic physical activities was related to disordered eating symptomatology for both girls and boys. It was concluded that teasing and body image concerns may contribute to adolescent girls' reduced rates of participation in sports and other physical activities. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Looks and linguistics: Impression formation in online exchange marketplaces.

PubMed

Ciuchta, Michael P; O'Toole, Jay

2016-01-01

This study advances theories of impression formation by focusing on two factors that generate emotional responses: physical attractiveness and positive word use. Although considerable research on impression formation exists, most studies consider factors in isolation and neglect possible interactions. Our theory introduces competing mechanisms regarding possible interaction effects, and we empirically test them in an online marketplace. Results from the analysis of 729 loan requests from a leading online peer-to-peer lending market suggest that physical attractiveness and positive word use work together to influence the likelihood of acquiring resources and establish an important boundary condition to the general "beauty is good" effect.

High school seniors by race and SES

NASA Astrophysics Data System (ADS)

White, Susan C.

2015-12-01

In September, we looked at participation in high school physics by race and ethnicity, and we have provided two different views of physics in high school by socioeconomic status (SES). This month, we consider the proportion of seniors attending schools by race and SES. About half of the Hispanics and almost 45% of the African-Americans among high school seniors in 2013 attended a school where the students were determined to be "worse off" economically than their peers in the local area. The converse is true for Asians and Whites with the vast majority attending schools where students are seen as "better off" than their peers.

A test harness for accelerating physics parameterization advancements into operations

NASA Astrophysics Data System (ADS)

Firl, G. J.; Bernardet, L.; Harrold, M.; Henderson, J.; Wolff, J.; Zhang, M.

2017-12-01

The process of transitioning advances in parameterization of sub-grid scale processes from initial idea to implementation is often much quicker than the transition from implementation to use in an operational setting. After all, considerable work must be undertaken by operational centers to fully test, evaluate, and implement new physics. The process is complicated by the scarcity of like-to-like comparisons, availability of HPC resources, and the ``tuning problem" whereby advances in physics schemes are difficult to properly evaluate without first undertaking the expensive and time-consuming process of tuning to other schemes within a suite. To address this process shortcoming, the Global Model TestBed (GMTB), supported by the NWS NGGPS project and undertaken by the Developmental Testbed Center, has developed a physics test harness. It implements the concept of hierarchical testing, where the same code can be tested in model configurations of varying complexity from single column models (SCM) to fully coupled, cycled global simulations. Developers and users may choose at which level of complexity to engage. Several components of the physics test harness have been implemented, including a SCM and an end-to-end workflow that expands upon the one used at NOAA/EMC to run the GFS operationally, although the testbed components will necessarily morph to coincide with changes to the operational configuration (FV3-GFS). A standard, relatively user-friendly interface known as the Interoperable Physics Driver (IPD) is available for physics developers to connect their codes. This prerequisite exercise allows access to the testbed tools and removes a technical hurdle for potential inclusion into the Common Community Physics Package (CCPP). The testbed offers users the opportunity to conduct like-to-like comparisons between the operational physics suite and new development as well as among multiple developments. GMTB staff have demonstrated use of the testbed through a comparison between the 2017 operational GFS suite and one containing the Grell-Freitas convective parameterization. An overview of the physics test harness and its early use will be presented.

The relationship between Nairobi adolescents' media use and their sexual beliefs and attitudes.

PubMed

Miller, Ann Neville; Kinnally, William; Maleche, Hellen; Booker, Nancy Achieng'

2017-07-01

Adolescents in sub-Saharan Africa are at risk for contracting HIV. Although media campaigns have educated the population as a whole, few studies are available about the time sub-Saharan African youth spend listening to and viewing sexual messages via the entertainment and informational media. The goals of this project were: 1) to investigate what programming Nairobi adolescents access; and 2) to investigate the association between frequency of access and level of focus on physical relationships with adolescents' perceptions of descriptive norms of peer sexual behaviour, and their attitudes regarding men as sex driven, women as sex objects, and dating as a sport. A total of 464 students from 6 Nairobi secondary schools were surveyed. When students' favourite musicians had a strong focus on physical relationships in their songs, those students estimated the prevalence of risky sexual behaviours among their peers higher. These students also endorsed gender stereotypical and casual attitudes about sex. Large amounts of time spend on the Internet was predictive of all sexual attitude variables. Students whose favourite TV programmes had a strong focus on physical relationships also estimated prevalence of peer sexual behaviour as high.

Physical Education Lessons and Activity Status of Visually Impaired and Sighted Adolescents

PubMed Central

Demirturk, Funda; Kaya, Mustafa

2015-01-01

Background This study investigated participation in physical education and sports lessons of visually impaired adolescents and their sighted peers and compared their physical activity levels. Material/Methods A total of 22 visually impaired children of mean age 13.59±1.14 years and 31 sighted children aged 13.61±0.50 years participated in the study. A questionnaire prepared for this study was used to investigate participation of visually impaired adolescents and their sighted peers in physical education and sports lessons at school and the problems they encounter while doing sports. The Turkish version of the International Physical Activity Questionnaire – short-form (IPAQ-SF) was used to evaluate the physical activity level of the subjects. Results The results of our study suggest that physical activity levels of visually impaired children and their sighted children were similar (p>0.05). Totally blind children had lower IPAQ scores than those with low vision (p<0.05), and girls were less active physically than boys (p<0.05). There were few differences in physical education lessons of the groups, in taking part in sports-related organizations, and future plans. Conclusions Children in secondary school, especially visually impaired children, need to be more motivated and more encouraged to take part in various sports or physical activities. PMID:26568173

Physical Education Lessons and Activity Status of Visually Impaired and Sighted Adolescents.

PubMed

Demirturk, Funda; Kaya, Mustafa

2015-11-15

BACKGROUND This study investigated participation in physical education and sports lessons of visually impaired adolescents and their sighted peers and compared their physical activity levels. MATERIAL AND METHODS A total of 22 visually impaired children of mean age 13.59±1.14 years and 31 sighted children aged 13.61±0.50 years participated in the study. A questionnaire prepared for this study was used to investigate participation of visually impaired adolescents and their sighted peers in physical education and sports lessons at school and the problems they encounter while doing sports. The Turkish version of the International Physical Activity Questionnaire - short-form (IPAQ-SF) was used to evaluate the physical activity level of the subjects. RESULTS The results of our study suggest that physical activity levels of visually impaired children and their sighted children were similar (p>0.05). Totally blind children had lower IPAQ scores than those with low vision (p<0.05), and girls were less active physically than boys (p<0.05). There were few differences in physical education lessons of the groups, in taking part in sports-related organizations, and future plans. CONCLUSIONS Children in secondary school, especially visually impaired children, need to be more motivated and more encouraged to take part in various sports or physical activities.

Brief report: the association between non-suicidal self-injury, self-concept and acquaintance with self-injurious peers in a sample of adolescents.

PubMed

Claes, Laurence; Houben, Adinda; Vandereycken, Walter; Bijttebier, Patricia; Muehlenkamp, Jennifer

2010-10-01

The current study investigated the association between non-suicidal self-injury (NSSI), self-concept and acquaintance with NSSI peers in a sample of 150 high school students (60% female) with a mean age of 15.56 (SD=2.00) years. Analyses showed that students with NSSI rated themselves lower on academic intelligence, physical attractiveness, social skills and emotional stability than their non-NSSI peers. The self-injurers also had more friends who engaged in NSSI, and having more NSSI acquaintances was negatively related to self-esteem. It could be that adolescents with lower self-esteem are more attracted to self-injuring peers, or that adolescents with low self-esteem are more vulnerable to copy NSSI to deal with their problems or to gain a certain identity in their peer group. Future studies must test these possible NSSI pathways.

From Caregivers to Peers: Puberty Shapes Human Face Perception.

PubMed

Picci, Giorgia; Scherf, K Suzanne

2016-11-01

Puberty prepares mammals to sexually reproduce during adolescence. It is also hypothesized to invoke a social metamorphosis that prepares adolescents to take on adult social roles. We provide the first evidence to support this hypothesis in humans and show that pubertal development retunes the face-processing system from a caregiver bias to a peer bias. Prior to puberty, children exhibit enhanced recognition for adult female faces. With puberty, superior recognition emerges for peer faces that match one's pubertal status. As puberty progresses, so does the peer recognition bias. Adolescents become better at recognizing faces with a pubertal status similar to their own. These findings reconceptualize the adolescent "dip" in face recognition by showing that it is a recalibration of the face-processing system away from caregivers toward peers. Thus, in addition to preparing the physical body for sexual reproduction, puberty shapes the perceptual system for processing the social world in new ways. © The Author(s) 2016.

An assessment of health behavior peer effects in Peking University dormitories: a randomized cluster-assignment design for interference.

PubMed

Yuan, Changzheng; Lv, Jun; VanderWeele, Tyler J

2013-01-01

Relatively little is known about the peer influence in health behaviors within university dormitory rooms. Moreover, in China, the problem of unhealthy behaviors among university students has not yet been sufficiently recognized. We thus investigated health behavior peer influence in Peking University dormitories utilizing a randomized cluster-assignment design. Cross-sectional in-dormitory survey. Current students from Peking University Health Science Center from April to June, 2009. Self-reported questionnaire on health behaviors: physical activity (including bicycling), dietary intake and tobacco use. Use of bicycle, moderate-intensity exercise, frequency of sweet food and soybean milk intake, frequency of roasted/baked/toasted food intake were behaviors significantly or marginally significantly affected by peer influence. Health behavior peer effects exist within dormitory rooms among university students. This could provide guidance on room assignment, or inform intervention programs. Examining these may demand attention from university administrators and policy makers.

What Makes Them More Vulnerable Than Others? Obesity, Negative Emotions, and Peer Bullying Victimization.

PubMed

Jeong, Seokjin; Davis, Jaya; Rodriguez, John; Han, Youngsun

2016-10-01

Negative impacts resulting from peer bullying victimization include psychological stress, emotional and academic maladjustment, decreased self-esteem, relational problems with peers, and may also lead to suicidal ideation and behavior. Therefore, efforts have been concentrated toward identifying characteristics of victims and perpetrators of bullying to allocate resources for preventive strategies. The current study adds to this ongoing research by using a nationally representative sample of adolescents to identify health-related correlates (obesity and negative emotions) of students vulnerable to peer bullying victimization, as well as exploring individual and school-related characteristics. Findings suggest that negative emotions are related to peer bully victimization, but a relationship between obesity and victimization is not clear. In addition, students attending schools with bullying prevention programs were more likely to report physical victimization. Discussion is offered regarding these findings and suggestions for future research in this area. © The Author(s) 2015.

Defining neighborhood boundaries in studies of spatial dependence in child behavior problems.

PubMed

Caughy, Margaret O'Brien; Leonard, Tammy; Beron, Kurt; Murdoch, James

2013-05-03

The purpose of this study was to extend the analysis of neighborhood effects on child behavioral outcomes in two ways: (1) by examining the geographic extent of the relationship between child behavior and neighborhood physical conditions independent of standard administrative boundaries such as census tracts or block groups and (2) by examining the relationship and geographic extent of geographic peers' behavior and individual child behavior. The study neighborhood was a low income, ethnic minority neighborhood of approximately 20,000 residents in a large city in the southwestern United States. Observational data were collected for 11,552 parcels and 1,778 face blocks in the neighborhood over a five week period. Data on child behavior problems were collected from the parents of 261 school-age children (81% African American, 14% Latino) living in the neighborhood. Spatial analysis methods were used to examine the spatial dependence of child behavior problems in relation to physical conditions in the neighborhood for areas surrounding the child's home ranging from a radius of 50 meters to a radius of 1000 meters. Likewise, the spatial dependence of child behavior problems in relation to the behavior problems of neighborhood peers was examined for areas ranging from a radius 255 meters to a radius of 600 meters around the child's home. Finally, we examined the joint influence of neighborhood physical conditions and geographic peers. Poor conditions of the physical environment of the neighborhood were related to more behavioral problems, and the geographic extent of the physical environment that mattered was an area with a radius between 400 and 800 meters surrounding the child's home. In addition, the average level of behavior problems of neighborhood peers within 255 meters of the child's home was also positively associated with child behavior problems. Furthermore, these effects were independent of one another. These findings demonstrate that using flexible geographies in the study of neighborhood effects can provide important insights into spatial influences on health outcomes. With regards to child behavioral outcomes, specifically, these findings support the importance of addressing the physical and social environment when planning community-level interventions to reduce child behavior problems.

Effectiveness of Personalized Feedback Alone or Combined with Peer Support to Improve Physical Activity in Sedentary Older Malays with Type 2 Diabetes: A Randomized Controlled Trial.

PubMed

Sazlina, Shariff-Ghazali; Browning, Colette Joy; Yasin, Shajahan

2015-01-01

Regular physical activity is an important aspect of self-management among older people with type 2 diabetes but many remain inactive. Interventions to improve physical activity levels have been studied but few studies have evaluated the effects of personalized feedback (PF) or peer support (PS); and there was no study on older people of Asian heritage. Hence, this trial evaluated whether PF only or combined with PS improves physical activity among older Malays with type 2 diabetes (T2DM) compared to usual care only. A three-arm randomized controlled trial was conducted in a primary healthcare clinic in Malaysia. Sixty-nine sedentary Malays aged 60 years and older with T2DM who received usual diabetes care were randomized to PF or PS interventions or as controls for 12 weeks with follow-ups at weeks 24 and 36. Intervention groups performed unsupervised walking activity and received written feedback on physical activity. The PS group also received group and telephone contacts from trained peer mentors. The primary outcome was pedometer steps. Secondary outcomes were self-reported physical activity, cardiovascular risk factors, cardiorespiratory fitness, balance, quality of life, and psychosocial wellbeing. Fifty-two (75.4%) completed the 36-week study. The PS group showed greater daily pedometer readings than the PF and controls (p = 0.001). The PS group also had greater improvement in weekly duration (p < 0.001) and frequency (p < 0.001) of moderate intensity physical activity, scores on the Physical Activity Scale for Elderly (p = 0.003), 6-min walk test (p < 0.001), and social support from friends (p = 0.032) than PF and control groups. The findings suggest that PF combined with PS in older Malays with T2DM improved their physical activity levels, cardiorespiratory fitness, and support from friends. Current Controlled Trials ISRCTN71447000.

Physical Appearance Cues and Interpersonal Attraction in Children

ERIC Educational Resources Information Center

Kleck, Robert E.; And Others

1974-01-01

Two studies are reported which demonstrate a positive relationship between sociometric status (after two weeks of intense social interaction) and social acceptance judged from photographs by an independent group of peers. Acceptance was found to be related to physical attractiveness. (ST)

Proposed standards for peer-reviewed publication of computer code

USDA-ARS?s Scientific Manuscript database

Computer simulation models are mathematical abstractions of physical systems. In the area of natural resources and agriculture, these physical systems encompass selected interacting processes in plants, soils, animals, or watersheds. These models are scientific products and have become important i...

Innovative data tools: a suite for managing peer outreach to key affected populations in Viet Nam

PubMed Central

Jacka, David; Van Hai, Nguyen; Trinh, Nguyen Kieu; Boisen, Neil; Neukom, Josselyn

2012-01-01

Problem The paper tools used to monitor outreach work in all major cities in Viet Nam had substantial writing requirements for each contact with difficulty maintaining confidentiality. Action This paper describes the development of a Unique Identifier Code (UIC), a field data collection notebook (databook) and a computer data entry system in Viet Nam. The databook can document 40 individual clients and has space for commodity distribution, group contacts and needles/syringe collection for each month. Outcome Field implementation trials of the UIC and databook have been undertaken by more than 160 peer outreach workers to document their work with people who inject drugs (PWID) and sex workers (SW). Following an expanded trial in Hai Phong province, there have been requests for national circulation of the databook to be used by peer educators documenting outreach to PWID, SW and men who have sex with men. The standardized UIC and databook, in a variety of locally adapted formats, have now been introduced in more than 40 of the 63 provinces in Viet Nam. Discussion This development in Viet Nam is, to our knowledge, the first example of the combination of a confidential UIC and an innovative, simple pocket-sized paper instrument with associated customized data-entry software for documenting outreach. PMID:23908919

Innovative data tools: a suite for managing peer outreach to key affected populations in Viet Nam.

PubMed

Nga, Nguyen Thien; Jacka, David; Van Hai, Nguyen; Trinh, Nguyen Kieu; Boisen, Neil; Neukom, Josselyn

2012-07-01

The paper tools used to monitor outreach work in all major cities in Viet Nam had substantial writing requirements for each contact with difficulty maintaining confidentiality. This paper describes the development of a Unique Identifier Code (UIC), a field data collection notebook (databook) and a computer data entry system in Viet Nam. The databook can document 40 individual clients and has space for commodity distribution, group contacts and needles/syringe collection for each month. Field implementation trials of the UIC and databook have been undertaken by more than 160 peer outreach workers to document their work with people who inject drugs (PWID) and sex workers (SW). Following an expanded trial in Hai Phong province, there have been requests for national circulation of the databook to be used by peer educators documenting outreach to PWID, SW and men who have sex with men. The standardized UIC and databook, in a variety of locally adapted formats, have now been introduced in more than 40 of the 63 provinces in Viet Nam. This development in Viet Nam is, to our knowledge, the first example of the combination of a confidential UIC and an innovative, simple pocket-sized paper instrument with associated customized data-entry software for documenting outreach.

Peer Victimization and Academic Performance in Primary School Children.

PubMed

Mundy, Lisa K; Canterford, Louise; Kosola, Silja; Degenhardt, Louisa; Allen, Nicholas B; Patton, George C

Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

EVA Suit R and D for Performance Optimization

NASA Technical Reports Server (NTRS)

Cowley, Matthew S.; Harvill, Lauren; Benson, Elizabeth; Rajulu, Sudhakar

2014-01-01

Designing a planetary suit is very complex and often requires difficult trade-offs between performance, cost, mass, and system complexity. To verify that new suit designs meet requirements, full prototypes must be built and tested with human subjects. However, numerous design iterations will occur before the hardware meets those requirements. Traditional draw-prototype-test paradigms for R&D are prohibitively expensive with today's shrinking Government budgets. Personnel at NASA are developing modern simulation techniques which focus on human-centric designs by creating virtual prototype simulations and fully adjustable physical prototypes of suit hardware. During the R&D design phase, these easily modifiable representations of an EVA suit's hard components will allow designers to think creatively and exhaust design possibilities before they build and test working prototypes with human subjects. It allows scientists to comprehensively benchmark current suit capabilities and limitations for existing suit sizes and sizes that do not exist. This is extremely advantageous and enables comprehensive design down-selections to be made early in the design process, enables the use of human performance as design criteria, and enables designs to target specific populations

Data Sharing in DHT Based P2P Systems

NASA Astrophysics Data System (ADS)

Roncancio, Claudia; Del Pilar Villamil, María; Labbé, Cyril; Serrano-Alvarado, Patricia

The evolution of peer-to-peer (P2P) systems triggered the building of large scale distributed applications. The main application domain is data sharing across a very large number of highly autonomous participants. Building such data sharing systems is particularly challenging because of the “extreme” characteristics of P2P infrastructures: massive distribution, high churn rate, no global control, potentially untrusted participants... This article focuses on declarative querying support, query optimization and data privacy on a major class of P2P systems, that based on Distributed Hash Table (P2P DHT). The usual approaches and the algorithms used by classic distributed systems and databases for providing data privacy and querying services are not well suited to P2P DHT systems. A considerable amount of work was required to adapt them for the new challenges such systems present. This paper describes the most important solutions found. It also identifies important future research trends in data management in P2P DHT systems.

The Vehicular Information Space Framework

NASA Astrophysics Data System (ADS)

Prinz, Vivian; Schlichter, Johann; Schweiger, Benno

Vehicular networks are distributed, self-organizing and highly mobile ad hoc networks. They allow for providing drivers with up-to-the-minute information about their environment. Therefore, they are expected to be a decisive future enabler for enhancing driving comfort and safety. This article introduces the Vehicular Information Space framework (VIS). Vehicles running the VIS form a kind of distributed database. It enables them to provide information like existing hazards, parking spaces or traffic densities in a location aware and fully distributed manner. In addition, vehicles can retrieve, modify and delete these information items. The underlying algorithm is based on features derived from existing structured Peer-to-Peer algorithms and extended to suit the specific characteristics of highly mobile ad hoc networks. We present, implement and simulate the VIS using a motorway and an urban traffic environment. Simulation studies on VIS message occurrence show that the VIS implies reasonable traffic overhead. Also, overall VIS message traffic is independent from the number of information items provided.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Arnold H. Kritz

PTRANSP, which is the predictive version of the TRANSP code, was developed in a collaborative effort involving the Princeton Plasma Physics Laboratory, General Atomics Corporation, Lawrence Livermore National Laboratory, and Lehigh University. The PTRANSP/TRANSP suite of codes is the premier integrated tokamak modeling software in the United States. A production service for PTRANSP/TRANSP simulations is maintained at the Princeton Plasma Physics Laboratory; the server has a simple command line client interface and is subscribed to by about 100 researchers from tokamak projects in the US, Europe, and Asia. This service produced nearly 13000 PTRANSP/TRANSP simulations in the four year periodmore » FY 2005 through FY 2008. Major archives of TRANSP results are maintained at PPPL, MIT, General Atomics, and JET. Recent utilization, counting experimental analysis simulations as well as predictive simulations, more than doubled from slightly over 2000 simulations per year in FY 2005 and FY 2006 to over 4300 simulations per year in FY 2007 and FY 2008. PTRANSP predictive simulations applied to ITER increased eight fold from 30 simulations per year in FY 2005 and FY 2006 to 240 simulations per year in FY 2007 and FY 2008, accounting for more than half of combined PTRANSP/TRANSP service CPU resource utilization in FY 2008. PTRANSP studies focused on ITER played a key role in journal articles. Examples of validation studies carried out for momentum transport in PTRANSP simulations were presented at the 2008 IAEA conference. The increase in number of PTRANSP simulations has continued (more than 7000 TRANSP/PTRANSP simulations in 2010) and results of PTRANSP simulations appear in conference proceedings, for example the 2010 IAEA conference, and in peer reviewed papers. PTRANSP provides a bridge to the Fusion Simulation Program (FSP) and to the future of integrated modeling. Through years of widespread usage, each of the many parts of the PTRANSP suite of codes has been thoroughly validated against experimental data and benchmarked against other codes. At the same time, architectural modernizations are improving the modularity of the PTRANSP code base. The NUBEAM neutral beam and fusion products fast ion model, the Plasma State data repository (developed originally in the SWIM SciDAC project and adapted for use in PTRANSP), and other components are already shared with the SWIM, FACETS, and CPES SciDAC FSP prototype projects. Thus, the PTRANSP code is already serving as a bridge between our present integrated modeling capability and future capability. As the Fusion Simulation Program builds toward the facility currently available in the PTRANSP suite of codes, early versions of the FSP core plasma model will need to be benchmarked against the PTRANSP simulations. This will be necessary to build user confidence in FSP, but this benchmarking can only be done if PTRANSP itself is maintained and developed.« less

Transitions and Transformations in Philippine Physics Education Curriculum: A Case Research

ERIC Educational Resources Information Center

Morales, Marie Paz E.

2017-01-01

Curriculum, curricular transition and reform define transformational outcome-based education (OBE) in the Philippine education system. This study explores how alignment may be done with a special physics education program to suit the OBE curricular agenda for pre-service physics education, known as an outcome-based teacher education curriculum…

PelePhysics

DOE Office of Scientific and Technical Information (OSTI.GOV)

2017-05-17

PelePhysics is a suite of physics packages that provides functionality of use to reacting hydrodynamics CFD codes. The initial release includes an interface to reaction rate mechanism evaluation, transport coefficient evaluation, and a generalized equation of state (EOS) facility. Both generic evaluators and interfaces to code from externally available tools (Fuego for chemical rates, EGLib for transport coefficients) are provided.

Paths to leisure physical activity among adults with intellectual disabilities: self-efficacy and social support.

PubMed

Peterson, Jana J; Lowe, John B; Peterson, N Andrew; Nothwehr, Faryle K; Janz, Kathleen F; Lobas, Jeffrey G

2008-01-01

This study tested a path model that included perceptions of social support and self-efficacy for leisure physical activity and leisure physical activity participation among adults with intellectual disabilities. A cross-sectional design was used. Data was collected via oral interview. Community-based group, supported-living settings in one Midwestern state. A total of 152 adults with mild to moderate intellectual disabilities, which provided a 39% response rate. Self-efficacy and social support (from family, residential staff and peers with disabilities) for leisure physical activity were assessed using self-reported scales. Leisure physical activity participation was measured with a self-reported checklist of the frequency of leisure physical activity participation. Path analysis was conducted for the entire sample and was repeated for younger and older age groups. The hypothesized model fit the data from each group. Social support and self-efficacy predicted physical activity participation, and self-efficacy served as a mediator between social support and physical activity. Significant sources of social support differed between groups; among younger participants, social support from family predicted physical activity, whereas, for the older group, social support from staff and peers predicted physical activity. Self-efficacy and social support for leisure physical activity are related to leisure physical activity participation among adults with intellectual disabilities who are receiving supported-living services. The results provide information to guide health promotion programs for this group.

The Structure of Co-Occurring Bullying Experiences and Associations with Suicidal Behaviors in Korean Adolescents.

PubMed

Roh, Beop-Rae; Yoon, Yoewon; Kwon, Ahye; Oh, Seunga; Lee, Soyoung Irene; Ha, Kyunghee; Shin, Yun Mi; Song, Jungeun; Park, Eun Jin; Yoo, Heejung; Hong, Hyun Ju

2015-01-01

This study had two main goals: to examine the structure of co-occurring peer bullying experiences among adolescents in South Korea from the perspective of victims and to determine the effects of bullying on suicidal behavior, including suicidal ideation and suicide attempts, among adolescents. This study used data gathered from 4,410 treatment-seeking adolescents at their initial visits to 31 local mental health centers in Gyeonggi Province, South Korea. The structure of peer bullying was examined using latent class analysis (LCA) to classify participants' relevant experiences. Then, a binomial logistic regression adjusted by propensity scores was conducted to identify relationships between experiences of being bullied and suicidal behaviors. The LCA of experiences with bullying revealed two distinct classes of bullying: physical and non-physical. Adolescents who experienced physical bullying were 3.05 times more likely to attempt suicide than those who were not bullied. Victims of (non-physical) cyber bullying were 2.94 times more likely to attempt suicide than were those who were not bullied. Both physical and non-physical bullying were associated with suicide attempts, with similar effect sizes. Schools and mental health professionals should be more attentive than they currently are to non-physical bullying.

Tritium protective clothing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fuller, T. P.; Easterly, C. E.

Occupational exposures to radiation from tritium received at present nuclear facilities and potential exposures at future fusion reactor facilities demonstrate the need for improved protective clothing. Important areas relating to increased protection factors of tritium protective ventilation suits are discussed. These areas include permeation processes of tritium through materials, various tests of film permeability, selection and availability of suit materials, suit designs, and administrative procedures. The phenomenological nature of film permeability calls for more standardized and universal test methods, which would increase the amount of directly useful information on impermeable materials. Improvements in suit designs could be expedited and bettermore » communicated to the health physics community by centralizing devlopmental equipment, manpower, and expertise in the field of tritium protection to one or two authoritative institutions.« less

plasmaFoam: An OpenFOAM framework for computational plasma physics and chemistry

NASA Astrophysics Data System (ADS)

Venkattraman, Ayyaswamy; Verma, Abhishek Kumar

2016-09-01

As emphasized in the 2012 Roadmap for low temperature plasmas (LTP), scientific computing has emerged as an essential tool for the investigation and prediction of the fundamental physical and chemical processes associated with these systems. While several in-house and commercial codes exist, with each having its own advantages and disadvantages, a common framework that can be developed by researchers from all over the world will likely accelerate the impact of computational studies on advances in low-temperature plasma physics and chemistry. In this regard, we present a finite volume computational toolbox to perform high-fidelity simulations of LTP systems. This framework, primarily based on the OpenFOAM solver suite, allows us to enhance our understanding of multiscale plasma phenomenon by performing massively parallel, three-dimensional simulations on unstructured meshes using well-established high performance computing tools that are widely used in the computational fluid dynamics community. In this talk, we will present preliminary results obtained using the OpenFOAM-based solver suite with benchmark three-dimensional simulations of microplasma devices including both dielectric and plasma regions. We will also discuss the future outlook for the solver suite.

[Physical activity, physical fitness, and overweight in children and adolescents: evidence from epidemiologic studies].

PubMed

Ortega, Francisco B; Ruiz, Jonatan R; Castillo, Manuel J

2013-10-01

Physical activity and fitness play a significant role in prevention of overweight and obesity in children and adolescents. Current understanding and evidence from epidemiologic studies provide useful insights to better understand how they relate to each other and how to develop future intervention strategies. This paper summarizes the most relevant information from cross-sectional and longitudinal studies on the relationships between physical activity, physical fitness, and overweight in early life. According to current scientific evidence: (i) High levels of physical activity during childhood and adolescence, particularly vigorous physical activity, are associated to lower total and central adiposity at this age and later in life; (ii) the level of physical fitness, especially aerobic fitness, is inversely related to current and future adiposity levels; (iii) overweight children and adolescents with a high fitness level have a healthier cardiovascular profile than their overweight, low fit peers and a similar profile to their normal weight, low fit peers. This suggests that high fitness levels may counteract the negative consequences attributed to body fat. These findings suggest that increasing physical fitness in overweight children and adolescents may have many positive effects on health, including lower body fat levels. Copyright © 2012 SEEN. Published by Elsevier Espana. All rights reserved.

Physical and Visual Accessibilities in Intensive Care Units: A Comparative Study of Open-Plan and Racetrack Units.

PubMed

Rashid, Mahbub; Khan, Nayma; Jones, Belinda

2016-01-01

This study compared physical and visual accessibilities and their associations with staff perception and interaction behaviors in 2 intensive care units (ICUs) with open-plan and racetrack layouts. For the study, physical and visual accessibilities were measured using the spatial analysis techniques of Space Syntax. Data on staff perception were collected from 81 clinicians using a questionnaire survey. The locations of 2233 interactions, and the location and length of another 339 interactions in these units were collected using systematic field observation techniques. According to the study, physical and visual accessibilities were different in the 2 ICUs, and clinicians' primary workspaces were physically and visually more accessible in the open-plan ICU. Physical and visual accessibilities affected how well clinicians' knew their peers and where their peers were located in these units. Physical and visual accessibilities also affected clinicians' perception of interaction and communication and of teamwork and collaboration in these units. Additionally, physical and visual accessibilities showed significant positive associations with interaction behaviors in these units, with the open-plan ICU showing stronger associations. However, physical accessibilities were less important than visual accessibilities in relation to interaction behaviors in these ICUs. The implications of these findings for ICU design are discussed.

Self-Disclosure in Friendships as the Moderator of the Association between Peer Victimization and Depressive Symptoms in Overweight Adolescents

ERIC Educational Resources Information Center

Adams, Ryan E.; Cantin, Stephane

2013-01-01

The objective of the study was to examine the effects of self-disclosure in best friendships on the pathway from peer victimization to depressive symptoms as mediated by self-esteem for physical appearance (SEPA) in overweight adolescents. Utilizing data from 610 French-speaking Canadian adolescents in Grades 7 and 8, the current study examined…

Physical Activity Play and Preschool Children's Peer Acceptance: Distinctions between Rough-and-Tumble and Exercise Play

ERIC Educational Resources Information Center

Lindsey, Eric W.

2014-01-01

Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The…

Reciprocal Peer Assessment as a Learning Tool for Secondary School Students in Modeling-Based Learning

ERIC Educational Resources Information Center

Tsivitanidou, Olia E.; Constantinou, Costas P.; Labudde, Peter; Rönnebeck, Silke; Ropohl, Mathias

2018-01-01

The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two,…

Using Plickers Cooperate with Peer Instruction to Promote Students' Discussion in Introductory Physics Course

ERIC Educational Resources Information Center

Wuttiprom, Sura; Toeddhanya, Khanti; Buachoom, Aakapong; Wuttisela, Karntarat

2017-01-01

In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which is required for gathering students' answer, to enhance the learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided…

Effect of Frequent Peer-Monitored Testing and Personal Goal Setting on Fitnessgram Scores of Hispanic Middle School Students

ERIC Educational Resources Information Center

Hill, Grant; Downing, Aaron

2015-01-01

The purpose of this study was to determine the effects of frequent peer-monitored Fitnessgram testing, with student goal setting, on the PACER and push-up performance of middle school students. Subjects were 176 females and 189 males in 10 physical education classes at a middle school with an 83.7% Hispanic student population. Students were…

Effects of Awareness Interventions on Children's Attitudes toward Peers with a Visual Impairment

ERIC Educational Resources Information Center

Reina, Raul; Lopez, Victor; Jimenez, Mario; Garcia-Calvo, Tomas; Hutzler, Yeshayahu

2011-01-01

The purpose of this study was to explore the effect of two awareness programs (6-day vs. 1-day programs) on children's attitudes toward peers with a visual impairment. Three hundred and forty-four Spanish physical education students (164 girls and 180 boys) aged 10-15 years, took part in the study. A modified version of the Attitudes Toward…

Enhanced Verification Test Suite for Physics Simulation Codes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kamm, J R; Brock, J S; Brandon, S T

2008-10-10

This document discusses problems with which to augment, in quantity and in quality, the existing tri-laboratory suite of verification problems used by Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratories (SNL). The purpose of verification analysis is demonstrate whether the numerical results of the discretization algorithms in physics and engineering simulation codes provide correct solutions of the corresponding continuum equations. The key points of this document are: (1) Verification deals with mathematical correctness of the numerical algorithms in a code, while validation deals with physical correctness of a simulation in a regime of interest.more » This document is about verification. (2) The current seven-problem Tri-Laboratory Verification Test Suite, which has been used for approximately five years at the DOE WP laboratories, is limited. (3) Both the methodology for and technology used in verification analysis have evolved and been improved since the original test suite was proposed. (4) The proposed test problems are in three basic areas: (a) Hydrodynamics; (b) Transport processes; and (c) Dynamic strength-of-materials. (5) For several of the proposed problems we provide a 'strong sense verification benchmark', consisting of (i) a clear mathematical statement of the problem with sufficient information to run a computer simulation, (ii) an explanation of how the code result and benchmark solution are to be evaluated, and (iii) a description of the acceptance criterion for simulation code results. (6) It is proposed that the set of verification test problems with which any particular code be evaluated include some of the problems described in this document. Analysis of the proposed verification test problems constitutes part of a necessary--but not sufficient--step that builds confidence in physics and engineering simulation codes. More complicated test cases, including physics models of greater sophistication or other physics regimes (e.g., energetic material response, magneto-hydrodynamics), would represent a scientifically desirable complement to the fundamental test cases discussed in this report. The authors believe that this document can be used to enhance the verification analyses undertaken at the DOE WP Laboratories and, thus, to improve the quality, credibility, and usefulness of the simulation codes that are analyzed with these problems.« less

The Influence of Aggressors' Characteristics on Teachers' Responses to Physical and Relational Aggression

ERIC Educational Resources Information Center

Rogowicz, Samantha T.; Del Vecchio, Tamara; Dwyer-Masin, Tanya; Hughes, Elizabeth M.

2014-01-01

In the present study, middle school teachers responded to written vignettes describing physical and relational aggressive incidents. The aggressors were male or female children committing an aggressive act against same-sex peers, who were also described as good or bad. Among the results, teachers rated female physical aggression as more serious…

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

ERIC Educational Resources Information Center

Beni, Stephanie; Fletcher, Tim; Ní Chróinín, Déirdre

2017-01-01

The purpose of this research is to review the literature about young people's meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people's meaningful experiences in physical education and sport:…

Graduate Students' Practicum Experiences Instructing Students with Severe and Profound Disabilities in Physical Education

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin A.

2017-01-01

Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is…

Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review

ERIC Educational Resources Information Center

Gragson, Derek E.; Hagen, John P.

2010-01-01

Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…

Exploration of Factors that Affect the Comparative Effectiveness of Physical and Virtual Manipulatives in an Undergraduate Laboratory

ERIC Educational Resources Information Center

Chini, Jacquelyn J.; Madsen, Adrian; Gire, Elizabeth; Rebello, N. Sanjay; Puntambekar, Sadhana

2012-01-01

Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures of conceptual understanding than their peers who…

Motor Coordination and Health-Related Physical Fitness of Children with Developmental Coordination Disorder: A Three-Year Follow-up Study

ERIC Educational Resources Information Center

Li, Yao-Chuen; Wu, Sheng K.; Cairney, John; Hsieh, Chiu-Yun

2011-01-01

Health-related physical fitness is an important risk factor of cardiovascular disease. While previous studies have identified children with developmental coordination disorder (DCD) to be less physically fit than typically developing (TD) peers, there is limited longitudinal research in this area. This study was undertaken to evaluate concomitant…

Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Haegele, Justin A.; Park, Seung Yeon

2016-01-01

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…

Effects of traditional and cyber homophobic bullying in childhood on depression, anxiety, and physical pain in emerging adulthood and the moderating effects of social support among gay and bisexual men in Taiwan

PubMed Central

Wang, Chien-Chuan; Lin, Huang-Chi; Chen, Mu-Hong; Ko, Nai-Ying; Chang, Yu-Ping; Lin, I-Mei; Yen, Cheng-Fang

2018-01-01

Objective This study examined the differences in the current levels of depression, anxiety, and physical pain in emerging adulthood among gay and bisexual men with various experiences of traditional and cyber homophobic bullying based on gender role nonconformity and sexual orientation and the moderating effects of family and peer support. Methods A total of 500 gay or bisexual men (age 20–25 years) in Taiwan were recruited from August 2015 to July 2017. The levels of depression, anxiety, and physical pain among gay or bisexual men who had experienced both traditional and cyber homophobic bullying (n=109), only traditional or cyber bullying (n=173), and neither traditional nor cyber bullying during childhood (n=218) were compared. The moderating effects of family and peer support on the effects of homophobic bullying victimization on depression, anxiety, and physical pain were also examined. Results Victims of any type of homophobic bullying in childhood had more severe depression, anxiety, and physical pain in emerging adulthood than nonvictims. Victims of both traditional and cyber homophobic bullying had more severe anxiety in adulthood than victims of only traditional or cyber homophobic bullying. Family but not peer support in childhood moderated the effects of homophobic bullying victimization on current levels of anxiety and physical pain in emerging adulthood among gay and bisexual men. Conclusion The results of the present study support that early prevention and intervention for homophobic bullying and enhancement of family support are essential to reduce mental health problems in emergent adults among gay and bisexual men. PMID:29872298

Effects of traditional and cyber homophobic bullying in childhood on depression, anxiety, and physical pain in emerging adulthood and the moderating effects of social support among gay and bisexual men in Taiwan.

PubMed

Wang, Chien-Chuan; Lin, Huang-Chi; Chen, Mu-Hong; Ko, Nai-Ying; Chang, Yu-Ping; Lin, I-Mei; Yen, Cheng-Fang

2018-01-01

This study examined the differences in the current levels of depression, anxiety, and physical pain in emerging adulthood among gay and bisexual men with various experiences of traditional and cyber homophobic bullying based on gender role nonconformity and sexual orientation and the moderating effects of family and peer support. A total of 500 gay or bisexual men (age 20-25 years) in Taiwan were recruited from August 2015 to July 2017. The levels of depression, anxiety, and physical pain among gay or bisexual men who had experienced both traditional and cyber homophobic bullying (n=109), only traditional or cyber bullying (n=173), and neither traditional nor cyber bullying during childhood (n=218) were compared. The moderating effects of family and peer support on the effects of homophobic bullying victimization on depression, anxiety, and physical pain were also examined. Victims of any type of homophobic bullying in childhood had more severe depression, anxiety, and physical pain in emerging adulthood than nonvictims. Victims of both traditional and cyber homophobic bullying had more severe anxiety in adulthood than victims of only traditional or cyber homophobic bullying. Family but not peer support in childhood moderated the effects of homophobic bullying victimization on current levels of anxiety and physical pain in emerging adulthood among gay and bisexual men. The results of the present study support that early prevention and intervention for homophobic bullying and enhancement of family support are essential to reduce mental health problems in emergent adults among gay and bisexual men.

SPICA and the Chemical Evolution of Galaxies: The Rise of Metals and Dust

NASA Astrophysics Data System (ADS)

Fernández-Ontiveros, J. A.; Armus, L.; Baes, M.; Bernard-Salas, J.; Bolatto, A. D.; Braine, J.; Ciesla, L.; De Looze, I.; Egami, E.; Fischer, J.; Giard, M.; González-Alfonso, E.; Granato, G. L.; Gruppioni, C.; Imanishi, M.; Ishihara, D.; Kaneda, H.; Madden, S.; Malkan, M.; Matsuhara, H.; Matsuura, M.; Nagao, T.; Najarro, F.; Nakagawa, T.; Onaka, T.; Oyabu, S.; Pereira-Santaella, M.; Pérez Fournon, I.; Roelfsema, P.; Santini, P.; Silva, L.; Smith, J.-D. T.; Spinoglio, L.; van der Tak, F.; Wada, T.; Wu, R.

2017-11-01

The physical processes driving the chemical evolution of galaxies in the last 11Gyr cannot be understood without directly probing the dust-obscured phase of star-forming galaxies and active galactic nuclei. This phase, hidden to optical tracers, represents the bulk of the star formation and black hole accretion activity in galaxies at 1 < z < 3. Spectroscopic observations with a cryogenic infrared observatory like SPICA, will be sensitive enough to peer through the dust-obscured regions of galaxies and access the rest-frame mid- to far-infrared range in galaxies at high-z. This wavelength range contains a unique suite of spectral lines and dust features that serve as proxies for the abundances of heavy elements and the dust composition, providing tracers with a feeble response to both extinction and temperature. In this work, we investigate how SPICA observations could be exploited to understand key aspects in the chemical evolution of galaxies: the assembly of nearby galaxies based on the spatial distribution of heavy element abundances, the global content of metals in galaxies reaching the knee of the luminosity function up to z 3, and the dust composition of galaxies at high-z. Possible synergies with facilities available in the late 2020s are also discussed.

Parent, Sibling and Peer Associations with Subtypes of Psychiatric and Substance Use Disorder Comorbidity in Offspring

PubMed Central

McCutcheon, Vivia V.; Scherrer, Jeffrey F.; Grant, Julia D.; Xian, Hong; Haber, Jon Randolph; Jacob, Theodore; Bucholz, Kathleen K

2012-01-01

BACKGROUND Parental substance use disorder (SUD) is associated with a range of negative offspring outcomes and psychopathology, but the clustering of these outcomes into subtypes has seldom been examined, nor have the familial and environmental contexts of these subtypes been reported. The present study examines the clustering of offspring lifetime substance use and psychiatric disorders into subtypes and characterizes them in terms of familial and non-familial influences using an offspring-of-twins design. METHOD Telephone-administered diagnostic interviews were used to collect data on psychiatric disorders and SUD from 488 twin fathers, 420 biological mothers and 831 offspring. Latent class analysis (LCA) was used to derive subtypes of lifetime comorbidity in offspring. Familial risk and environmental variables associated with each subtype (i.e. parenting, childhood physical or sexual abuse, perceived sibling and peer substance use) were identified using multinomial logistic regression. RESULTS Four classes identified by LCA were characterized as 1) unaffected, 2) alcohol abuse/dependence, 3) alcohol abuse/dependence comorbid with anxiety and depression, and 4) alcohol, cannabis abuse/dependence and nicotine dependence comorbid with conduct disorder. Inconsistent parenting, childhood physical/sexual abuse, and perceived sibling and peer substance use were significantly associated with profiles of offspring comorbidity after adjusting for familial vulnerability. Some associations were specific (i.e. perceived peer alcohol use to the AUD class), while others were general (peer smoking to all 3 comorbidity classes). CONCLUSIONS We observed distinct subtypes of psychiatric and SUD comorbidity in adolescents and young adults. Subtypes of offspring psychopathology have varied associations with parental psychopathology, family environment, and sibling and peer behaviors. PMID:22921146

Suits reflectance models for wheat and cotton - Theoretical and experimental tests

NASA Technical Reports Server (NTRS)

Chance, J. E.; Lemaster, E. W.

1977-01-01

Plant canopy reflectance models developed by Suits are tested for cotton and Penjamo winter wheat. Properties of the models are discussed, and the concept of model depth is developed. The models' predicted exchange symmetry for specular irradiance with respect to sun polar angle and observer polar angle agreed with field data for cotton and wheat. Model calculations and experimental data for wheat reflectance vs sun angle disagreed. Specular reflectance from 0.50 to 1.10 micron shows fair agreement between the model and wheat measurements. An Appendix includes the physical and optical parameters for wheat necessary to apply Suits' models.

Longitudinal Examination of Peer and Partner Influences on Gender-specific Pathways From Child Abuse to Adult Crime

PubMed Central

Lee, Jungeun Olivia; Herrenkohl, Todd I.; Jung, Hyunzee; Skinner, Martie L.; Klika, J. Bart

2015-01-01

Research provides increasing evidence of the association of child abuse with adult antisocial behavior. However, less is known about the developmental pathways that underlie this association. Building on the life course model of antisocial behavior, the present study examined possible developmental pathways linking various forms of child abuse (physical, emotional, sexual) to adult antisocial behavior. These pathways include child and adolescent antisocial behavior, as well as adulthood measures of partner risk taking, warmth, and antisocial peer influences. Data are from the Lehigh Longitudinal Study, a prospective longitudinal study examining long-term developmental outcomes subsequent to child maltreatment. Participant families in the Lehigh Longitudinal Study were followed from preschool age into adulthood. Analyses of gender differences addressed the consistency of path coefficients across genders. Results for 297 adult participants followed from early childhood showed that, for both genders, physical and emotional child abuse predicted adult crime indirectly through child and adolescent antisocial behavior, as well as adult partner and antisocial peer influences. However, for females, having an antisocial partner predicted an affiliation with antisocial peers, and that in turn predicted adult crime. For males, having an antisocial partner was associated with less partner warmth, which in turn predicted an affiliation with antisocial peers, itself a proximal predictor of adult crime. Sexual abuse also predicted adolescent antisocial behavior, but only for males, supporting what some have called “a delayed-onset pathway” for females, whereby the exposure to early risks produce much later developmental outcomes. PMID:26271556

A Youth-Led, Social Marketing Intervention Run by Adolescents to Encourage Healthy Lifestyles among Younger School Peers (EYTO-Kids Project): A Protocol for Pilot Cluster Randomized Controlled Trial (Spain)

PubMed Central

Aceves-Martins, Magaly; Papell-Garcia, Ignasi; Arola, Lluís; Giralt, Montse; Solà, Rosa

2017-01-01

Introduction: The EYTO-kids (European Youth Tackling Obesity in Adolescents and Children) study aims to increase fruit and/or vegetable consumption and physical activity, decrease sedentary lifestyles, and reduce the intake of sugary drinks and fast food using an innovative methodology based on social marketing and youth involvement. Methods: This study is a pilot school-based cluster randomized controlled 10-month intervention spanning two academic years (2015–2016 and 2016–2017), with eight primary schools and three high schools randomized into and designated the control group and eight primary schools and four high schools designated the intervention group in Reus, Spain. At least 301 younger school peers per group should be included. At the intervention high schools, the adolescent creators (ACs) receive an initial 16-h training session. In total, 26–32 high school ACs (12–14 years) from the four high schools will design and implement four health-promotion activities (1 h/each) for their younger (8–10 years), primary school peers. The control group will not receive any intervention. The outcomes (fruit, vegetable, fast food and sugary drink consumption; physical activity; and sedentary behaviors) of the control and intervention groups will be measured pre- and post-intervention. Conclusion: This study describes a protocol for pilot, peer-led, social marketing and youth-involved intervention, where adolescents design and implement activities for their younger peers to promote healthy lifestyles.

Emotional Maltreatment, Peer Victimization, and Depressive versus Anxiety Symptoms During Adolescence: Hopelessness as a Mediator

PubMed Central

Hamilton, Jessica L.; Shapero, Benjamin G.; Stange, Jonathan P.; Hamlat, Elissa J.; Abramson, Lyn Y.; Alloy, Lauren B.

2013-01-01

Objective Extensive comorbidity between depression and anxiety has driven research to identify unique and shared risk factors. This study prospectively examined the specificity of three interpersonal stressors (emotional abuse, emotional neglect, and relationally-oriented peer victimization) as predictors of depressive versus anxiety symptoms in a racially-diverse community sample of adolescents. We expanded on past research by examining hopelessness as a mediator of the relationships between these interpersonal stressors and symptoms. Method Participants included 225 adolescents (55% African-American; 59% female; Mean age = 12.84 years) who completed measures at baseline (Time 1) and two follow-up assessments (Times 2 and 3). Symptoms of depression and anxiety (social, physical, total) were assessed at Time 1 and Time 3, while intervening emotional maltreatment, peer victimization, and hopelessness were assessed at Time 2. Results Hierarchical linear regressions indicated that emotional abuse was a nonspecific predictor of increases in both depressive symptoms and symptoms of social, physical, and total anxiety, whereas relationally-oriented peer victimization predicted depressive symptoms specifically. Emotional neglect did not predict increases in depressive or anxiety symptoms. In addition, hopelessness mediated the relationships between emotional abuse and increases in symptoms of depression and social anxiety. Conclusions These findings suggest that emotional abuse and relationally-oriented peer victimization are interpersonal stressors that are relevant to the development of internalizing symptoms in adolescence, and that hopelessness may be one mechanism through which emotional abuse contributes to an increased risk of depression and social anxiety. PMID:23534812

EMU Suit Performance Simulation

NASA Technical Reports Server (NTRS)

Cowley, Matthew S.; Benson, Elizabeth; Harvill, Lauren; Rajulu, Sudhakar

2014-01-01

Introduction: Designing a planetary suit is very complex and often requires difficult trade-offs between performance, cost, mass, and system complexity. To verify that new suit designs meet requirements, full prototypes must be built and tested with human subjects. However, numerous design iterations will occur before the hardware meets those requirements. Traditional draw-prototype-test paradigms for research and development are prohibitively expensive with today's shrinking Government budgets. Personnel at NASA are developing modern simulation techniques that focus on a human-centric design paradigm. These new techniques make use of virtual prototype simulations and fully adjustable physical prototypes of suit hardware. This is extremely advantageous and enables comprehensive design down-selections to be made early in the design process. Objectives: The primary objective was to test modern simulation techniques for evaluating the human performance component of two EMU suit concepts, pivoted and planar style hard upper torso (HUT). Methods: This project simulated variations in EVA suit shoulder joint design and subject anthropometry and then measured the differences in shoulder mobility caused by the modifications. These estimations were compared to human-in-the-loop test data gathered during past suited testing using four subjects (two large males, two small females). Results: Results demonstrated that EVA suit modeling and simulation are feasible design tools for evaluating and optimizing suit design based on simulated performance. The suit simulation model was found to be advantageous in its ability to visually represent complex motions and volumetric reach zones in three dimensions, giving designers a faster and deeper comprehension of suit component performance vs. human performance. Suit models were able to discern differing movement capabilities between EMU HUT configurations, generic suit fit concerns, and specific suit fit concerns for crewmembers based on individual anthropometry

A digital peer-to-peer learning platform for clinical skills development.

PubMed

Basnak, Jesse; Ortynski, Jennifer; Chow, Meghan; Nzekwu, Emeka

2017-02-01

Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs). A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience. Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use. Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

Association between peer relationship problems and childhood overweight/obesity.

PubMed

Boneberger, Anja; von Kries, Rüdiger; Milde-Busch, Astrid; Bolte, Gabriele; Rochat, Mascha K; Rückinger, Simon

2009-12-01

To assess the association between peer relationship problems and childhood overweight and obesity. Data on 4718 preschool children were obtained at the obligatory school entry health examination in Bavaria. Parentally reported peer relationship problems ('normal', 'borderline' or 'abnormal') were assessed from the Strengths and Difficulties Questionnaire. Overweight and obesity were defined according to age- and gender-specific BMI cut-off points. Multivariate logistic regression analysis was performed to control potential confounders. The prevalence of overweight and obesity was higher among children with 'borderline' or 'abnormal' peer relationship problems compared to 'normal' children. The association of 'abnormal' peer relationship problems was still significant in the final logistic regression model for girls [odds ratio (OR) for overweight 2.0; 95% confidence interval (CI): 1.4-3.0; OR for obesity 2.6; 95% CI: 1.3-5.0]. Among boys the adjusted odds ratio were lower and no longer significant. The significantly increased prevalence of overweight and obesity among preschool children with peer relationship problems could not be explained by confounding. It seems evident that there is a relevant co-morbidity of peer relationship problems and obesity in pre-school children pointing to the need of interventions focusing on both physical as well as psychosocial health.

Just a tweet away.

PubMed

Gamble, Kate Huvane

2009-05-01

Hospitals and health systems are utilizing Web 2.0 tools to improve staff communication, recruit for research, facilitate networking and build the hospital's brand. A number of hospitals are reporting that tools like YouTube (for Webcasts) can significantly increase traffic to the hospital's site. Mobile CIOs can stay in touch with IT staffs from the road by sending and receiving Twitter updates. Social media can break down hierarchal boundaries by making C-suite executives more easily accessible to others in the organization. Sites like LinkedIn and Plaxo can be a valuable tool for CIOs looking to fill positions or network with peers.

Peer discussions in lecture-based tutorials in introductory physics

NASA Astrophysics Data System (ADS)

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2017-06-01

This study analyzes the types of peer discussion that occur during lecture-based tutorial sessions. It focuses in particular on whether discussions of this kind have certain characteristics that might indicate success in the post-testing phase. The data were collected during an introductory physics course. The main data set was gathered with the aid of audio recordings. Data-driven content analysis was applied in the analysis to facilitate the placement of students' discussions in particular categories related to different types of discussions. Four major discussion types were found: discussions related to the content knowledge, metalevel discussions including metaconceptual and metacognitive elements, discussions related to practical issues, and creating a base for discussion, seen here in the order of their prevalence. These categories were found to possess individual substructures that involved, for example, asking and answering questions, participating in a dialogue, or disagreeing with a peer. Analyzing the substructures of the categories revealed that there were evident differences between the groups, some of them related to the group size. With regard to the characteristics of discussions considered to be connected to a better learning outcome, it was observed that a great number of lines uttered related to the physics content or metalevel discussions seemed to have a direct bearing on success in the post test at the group level. For individual students, answering content-related questions posed by their peers might also indicate success in the post test. We would encourage researchers to continue this type of research in order to discover the essential characteristics of students' discussions that facilitate learning.

Young Adults Victimized as Children or Adolescents: Relationships Between Perpetrator Patterns, Poly-Victimization, and Mental Health Problems.

PubMed

Källström, Åsa; Hellfeldt, Karin; Howell, Kathryn H; Miller-Graff, Laura E; Graham-Bermann, Sandra A

2017-04-01

Child and adolescent victims of violence are often exposed to more than one kind of physical, sexual, or emotional maltreatment. Both individually and cumulatively, such victimizations have significant ramifications on mental health. Yet little is known about the relationships in which these different kinds of victimizations occur and how the relationship between the victim and perpetrators may influence later mental health. This retrospective, self-report study of a nationally representative sample of 2,500 young adults in Sweden examines associations between different types of victimization (including poly-victimization), the victim's relationship to the perpetrator, and how these factors are related to current mental health. Results indicate differential patterns of abuse based on the perpetrator; parents were most likely to use physical aggression, whereas siblings typically perpetrated property crimes and partners committed sexual assault. Peers were the most likely perpetrator of both physical and verbal victimizations and also most often committed poly-victimization by subjecting youth to multiple forms of violence. While males were more likely to be victimized by peers, females were more likely to be victimized by parents, siblings, and partners. Significant positive relations were found for the amount of victimization by peers and mental health problems among both males and females. In addition, for females, higher amounts of youth victimization by parents and partners related to higher levels of mental health problems during young adulthood. Taken together, these results suggest that peer victimization presents the greatest risk for males, whereas dysfunctional family relationships are most detrimental to victimized females.

Shy, but funny? Examining peer-valued characteristics as moderators of the associations between anxious-withdrawal and peer outcomes during early adolescence.

PubMed

Markovic, Andrea; Bowker, Julie C

2015-04-01

Research has revealed significant heterogeneity in the group-level peer outcomes associated with anxious-withdrawal, but little is known about possible sources of this heterogeneity during early adolescence. This study of 271 young adolescents (49 % female; M age = 11.54 years) examined whether the concurrent and short-term longitudinal (3 month period) associations between peer-nominated anxious-withdrawn behaviors and three group-level peer outcomes (overt victimization, peer acceptance, popularity) varied as a function of peer-valued characteristics (humor, prosocial behavior, physical attractiveness, athletic ability) and gender, after accounting for the effects of involvement in mutual friendships. Regression analyses revealed that the associations between anxious-withdrawal and peer outcomes were moderated by peer-valued characteristics and, in many cases, gender. For example, anxious-withdrawal was related positively to overt victimization for all adolescents who were high in prosocial behavior. But, anxious-withdrawal was related negatively to popularity for adolescent boys who were high in prosocial behavior and adolescent girls who were low in prosocial behavior. Anxious-withdrawal also predicted increases in acceptance for adolescent girls who were high in humor, but decreases in acceptance for adolescent boys who were high in humor. Several additional moderator effects were found for boys only. The findings highlight the importance of considering the unique constellation of characteristics displayed by anxious-withdrawn young adolescents in studies on peer experiences at the group-level of social complexity.

A Meta-Analysis of Risk and Protective Factors for Dating Violence Victimization: The Role of Family and Peer Interpersonal Context.

PubMed

Hébert, Martine; Daspe, Marie-Ève; Lapierre, Andréanne; Godbout, Natacha; Blais, Martin; Fernet, Mylène; Lavoie, Francine

2017-01-01

Dating violence (DV) is a widespread social issue that has numerous deleterious repercussions on youths' health. Family and peer risk factors for DV have been widely studied, but with inconsistent methodologies, which complicates global comprehension of the phenomenon. Protective factors, although understudied, constitutes a promising line of research for prevention. To date, there is no comprehensive quantitative review attempting to summarize knowledge on both family and peer factors that increase or decrease the risk for adolescents and emerging adults DV victimization. The current meta-analysis draws on 87 studies with a total sample of 278,712 adolescents and young adults to examine effect sizes of the association between various family and peer correlates of DV victimization. Results suggest small, significant effect sizes for all the family (various forms of child maltreatment, parental support, and parental monitoring) and peer factors (peer victimization, sexual harassment, affiliation with deviant peers, and supportive/prosocial peers) in the prediction of DV. With few exceptions, forms of DV (psychological, physical, and sexual), gender, and age did not moderate the strength of these associations. In addition, no difference was found between the magnitude of family and peer factors' effect sizes, suggesting that these determinants are equally important in predicting DV. The current results provide future directions for examining relations between risk and protective factors for DV and indicate that both peers and family should be part of the development of efficient prevention options.

Impact of physical maltreatment on the regulation of negative affect and aggression.

PubMed

Shackman, Jessica E; Pollak, Seth D

2014-11-01

Physically maltreated children are at risk for developing externalizing behavioral problems characterized by reactive aggression. The current experiment tested the relationships between individual differences in a neural index of social information processing, histories of child maltreatment, child negative affect, and aggressive behavior. Fifty boys (17 maltreated) performed an emotion recognition task while the P3b component of the event-related potential was recorded to index attention allocation to angry faces. Children then participated in a peer-directed aggression task. Negative affect was measured by recording facial electromyography, and aggression was indexed by the feedback that children provided to a putative peer. Physically maltreated children exhibited greater negative affect and more aggressive behavior, compared to nonmaltreated children, and this relationship was mediated by children's allocation of attention to angry faces. These data suggest that physical maltreatment leads to inappropriate regulation of both negative affect and aggression, which likely place maltreated children at increased risk for the development and maintenance of externalizing behavior disorders.

Rank acquisition in rhesus macaque yearlings following permanent maternal separation: The importance of the social and physical environment.

PubMed

Wooddell, Lauren J; Kaburu, Stefano S K; Murphy, Ashley M; Suomi, Stephen J; Dettmer, Amanda M

2017-11-01

Rank acquisition is a developmental milestone for young primates, but the processes by which primate yearlings attain social rank in the absence of the mother remain unclear. We studied 18 maternally reared yearling rhesus macaques (Macaca mulatta) that differed in their social and physical rearing environments. We found that early social experience and maternal rank, but not individual traits (weight, sex, age), predicted dominance acquisition in the new peer-only social group. Yearlings also used coalitions to reinforce the hierarchy, and social affiliation (play and grooming) was likely a product, rather than a determinant, of rank acquisition. Following relocation to a familiar environment, significant rank changes occurred indicating that familiarity with a physical environment was salient in rank acquisition. Our results add to the growing body of literature emphasizing the role of the social and physical environment on behavioral development, namely social asymmetries among peers. © 2017 Wiley Periodicals, Inc.

Impact of physical maltreatment on the regulation of negative affect and aggression

PubMed Central

SHACKMAN, JESSICA E.; POLLAK, SETH D.

2015-01-01

Physically maltreated children are at risk for developing externalizing behavioral problems characterized by reactive aggression. The current experiment tested the relationships between individual differences in a neural index of social information processing, histories of child maltreatment, child negative affect, and aggressive behavior. Fifty boys (17 maltreated) performed an emotion recognition task while the P3b component of the event-related potential was recorded to index attention allocation to angry faces. Children then participated in a peer-directed aggression task. Negative affect was measured by recording facial electromyography, and aggression was indexed by the feedback that children provided to a putative peer. Physically maltreated children exhibited greater negative affect and more aggressive behavior, compared to nonmaltreated children, and this relationship was mediated by children’s allocation of attention to angry faces. These data suggest that physical maltreatment leads to inappropriate regulation of both negative affect and aggression, which likely place maltreated children at increased risk for the development and maintenance of externalizing behavior disorders. PMID:24914736

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

Using a Disciplinary Literacy Framework to Teach High School Physics: An Action Research Study

ERIC Educational Resources Information Center

Hurley, Brian P.; Henry, Michael P.

2015-01-01

This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by…