Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups;key nutrients provided by each food group, The Australian Guide to Healthy Eating;food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%);“sharing information about food labels with your family” (52.4%);“reading food labels when you go shopping” (50.0%);“changing what is on your dinner plate each night” (44.2%);“vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

Knowledge of Cervical Cancer and Practice of Pap Smear Testing among Secondary School Teachers in Nnewi North Local Government Area of Anambra State, South Eastern Nigeria

Introduction: Cervical cancer is one of the commonest cancers of the female genital tract and accounts for about a hundred and ninety thousand deaths each year, most of which occur in developing countries. Early cervical screening methods have contributed to the fall of cervical cancer deaths in the developed world. This is different in developing countries where people have limited knowledge about this disease condition and the screening methods for prevention. This study determined the knowledge and practice of cervical cancer screening among female secondary school teachers in Nnewi North Local Government Area of Anambra State. Method: This was a cross-sectional descriptive study in which self-administered questionnaires were returned by 142 respondents and results were analyzed using Statistical Package for Social Sciences version 17. Results: The mean age of the respondents was 35.6 ± 1.76 years. A high proportion of the respondents were aware of cervical cancer 106 (74.6%). About 44 (41.5%) knew of cervical cancer screening by Pap smear, out of which only 20.5% had done a pap smear. The most common reasons given for not doing the test were;not deeming the test necessary, not knowing where the test could be done and feeling of not being at risk of developing cervical cancer. Conclusion/Recommendation: Though the level of awareness of cervical cancer screening was high, the level of uptake of Pap smear was still very low. A national cervical cancer Pap smear campaign should be intensified to change the negative perception towards Pap smear test.

Educational Probation Under the Tutorial System and the Construction of English Student Teachers’ Knowledge

This paper attempts to explore effective ways of educational probation to promote the professional development of English student teachers. An empirical study is carried out to compare the teachers’ knowledge level of 91 normal students under three different educational probation modes: tutorial system, non-tutorial system, and routine system. Quantitative analysis shows that except English knowledge, the tutorial system is more conducive to promoting normal students’ mastery of educational theory knowledge, general curriculum knowledge, English curriculum knowledge, English teaching knowledge, and students’ knowledge, and the development of these kinds of knowledge is relatively balanced. This study is helpful for teacher educators to provide guidance and help for pre-service English teachers to maximize the benefits of educational probation.

The Effect of Language Proficiency on the Teaching Knowledge Acquisition of English Student Teachers——Comparison of Three Repetitive Lessons

Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repetitive lessons in senior high school by two English student teachers. After quantitative and qualitative analysis, it was found that the higher the level of language, the greater the improvement of teaching knowledge;the student with high language level has made rapid progress in teaching design, slow progress in teaching management and student learning, while the progress of the student with low language level is slow in all aspects. This study has important reference value for pre-service foreign language teacher education.

Exploring Teachers' Personal Practical Knowledge through Narrative Inquiry——A Case Study on a College English Teacher

Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.

Challenges and Strategies for Teachers'Knowledge Management in the"Internet Plus"Era

In the"Internet Plus"era,teachers use Internet platforms and tools for knowledge management.The Internet has triggered‘knowledge explosion’.This phenomenon has brought a series of challenges to knowledge management,such as information overload,knowledge fragmentation,knowledge inertia and so on.In view of the above challenges,we should adopt the strategies,such as,establishing a knowledge database for teachers,giving offline knowledge management media a networked label information,creating a network atmosphere for knowledge sharing,and building a networked knowledge management environment,so as to promote the healthy development of"Internet plus education".

Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

基于CiteSpace的高校教师信息素养研究的可视化分析

信息化时代对高校教师信息素养有了更高的要求。以发文单位共现、关键词共现等为切入点,运用CiteSpace软件对高校教师信息素养文献进行可视化分析,发现教师信息素养研究经历了信息意识觉醒、信息意识发展和信息意识形成三个阶段,慕课、翻转课堂等热点主题契合当前信息化时代发展要求,研究机构较为分散且缺少研究合作,研究团队间缺乏交流合作,只有少数学者选择小范围合作研究,多数独立研究。因此,要进一步完善研究体系,强化机构间、团队间和学者间研究合作。

Prioritizing sustainable development goals and linking them to ecosystem services:A global expert’s knowledge evaluation

The implementation of strategies to achieve the Sustainable Development Goals(SDGs)is frequently hindered by potential trade-offs between priorities for either environmental protection or human well-being.However,ecosystem services(ES)-based solutions can offer possible co-benefits for SDGs implementation that are often overlooked or underexploited.In this study,we cover this gap and investigate how experts from different countries value the SDGs and relate them with ES.A total of 66 countries participated to the survey,and answers were grouped into three macro-regions:Asia;Europe,North America,and Oceania(ENO);Latin America,Caribbean and Africa(LA).Results show that the most prioritized SDGs in the three macro-regions are usually those related to essential material needs and environmental conditions,such as SDG2(Zero Hunger),SDG1(No Poverty),and SDG6(Clean Water).At a global scale,the number of prioritized synergies between SDGs and ES largely exceeded trade-offs.The highest amount of synergies was observed for SDG1(No Poverty),mainly with SDG2,SDG3(Good Health),SDG5(Gender Equality),and SDG8(Economic Growth).Other major synergies among SDGs include SDG14-15(Life below water-Life on land),SDG5-10(Gender Equity-Reduced Inequality),and SDG1-2(No poverty-Zero Hunger).At a global scale,SDG15,SDG13,SDG14,and SDG6 were closely related to ES like climate regulation,freshwater,food,water purification,biodiversity,and education.SDG11(Sustainable Cities)and SDG3 were also relevant in Asia and in LA,respectively.Overall,this study shows the potential to couple future policies that can implement SDGs’strategies while adopting ES-based solutions in different regions of the world.

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher (Ⅰ)

Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language(L2)pronunciation in learners.Although recent research has indicated that nonnative-speaking teachers(NNSTs)can be as effective as native-speaking teachers(NSTs)in pronunciation instruction,and that their training needs resemble those of NSTs,the way NNSTs implement L2 pronunciation instruction has not been studied extensively.This is important to understand given the number of NNsTs of English worldwide at present,and because of the potential benefits of nonnative-speaking pronunciation teaching models in general.In this study,I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language(EFL)to understand both his actual teaching practices and the rationale behind such practices.Using a framework of knowledge base of language teaching,this study demonstrates how factors such as previous teaching and learning experiences,teaching context,and L2 learner characteristics shaped and guided the techniques the teacher implemented in class.These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.

Research on knowledge acquisition method about the IF/THEN rules based on rough set theory

The basic principles of IF/THEN rules in rough set theory are analyzed first, and then the automatic process of knowledge acquisition is given. The numerical data is qualitatively processed by the classification of membership functions and membership degrees to get the normative decision table. The regular method of relations and the reduction algorithm of attributes are studied. The reduced relations are presented by the multi-representvalue method and its algorithm is offered. The whole knowledge acquisition process has high degree of automation and the extracted knowledge is true and reliable.

Security transmission and recognition of F-knowledge

The concept of F-knowledge is presented by employing S-rough sets. By engrafting and penetrating between the F-knowledge generated by S-rough sets and the RSA algorithm, the security transmission and recognition of multi-agent F-knowledge are proposed, which includes the security transmission of multi-agent F-knowledge with positive direction secret key and the security transmission of multi-agent F-knowledge with reverse direction secret key. Finally, the recognition criterion and the applications of F-knowledge are presented. The security of F-knowledge is a new application research direction of S-rough sets in information systems.

S-rough sets and knowledge separation

The conceptions of the knowledge screen generated by S-rough sets are given: f- screen and - screen , and then puts forward - filter theorem, - filter theorem of knowledge. At last, the applications of knowledge separation are given according to - screen and - screen.

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

Mothers’ Knowledge of Health Caring for Premature Infants after Discharge from Neonatal Intensive Care Units in the Gaza Strip, Palestine

Background: Preterm labor is one of the most public health problems related to neonates admitted to Neonatal Intensive Care Unit (NICU). Poor knowledge among mothers about the care requirements of a preterm neonate is immediate cause for post-discharge medical problems in premature and neonates readmission to NICU. Hence, this study aims to evaluate mothers’ knowledge of caring for premature infants post-discharge from Neonatal Intensive Care Units in the Gaza strip. Methods: A Quantitative-based cross-sectional designs study was used to survey 120 mothers of preterm neonates at the time of preterm neonates discharge by face-to-face interview at Al-Shifa medical complex and Nasser hospital between February and June 2018. Results: The results showed that only about 58.4% of mothers of premature babies had good knowledge about health care needed for premature infants after discharge from NICU. Furthermore, there was no statistically significant difference between the level of knowledge and mother’s sociodemographic characteristics (P-values > 0.05). Conclusion: Mothers’ knowledge of premature infants care was not at the optimal level, which might put the newborns at risk. Therefore, the study emphasizes the necessity of thoughtful exchange of health information between team members and mothers and establishing pre- and post-discharge plans with mothers to start their healthy transition of preterm neonate to home and to ameliorate family concerns.