Global prevalence and gender inequalities in at least 60 min of self-reported moderate-to-vigorous physical activity 1 or more days per week:An analysis with 707,616 adolescents

Background:Guidelines recommend that adolescents should accumulate an average of 60 min per day of moderate-to-vigorous physical activity(MVPA).However,using only this cut-off could hide important information.For instance,from a population-level point of view,increasing physical activity for those with no or low physical activity could provide more health benefits than increasing physical activity for those with intermediate levels.Also,including a more sensitive cut-point of≥1 days per week could be an additional strategy for identifying those with low access/opportunities for physical activity practice.Thus,the current study aims to estimate the prevalence of≥60 min of MVPA≥1 days per week among adolescents globally,and to describe any relevant gender inequalities.Methods:We used representative datasets from 146 countries/territories collected between 2003 and 2019.MVPA was self-reported.Participants were grouped into younger(≤14 years old)and older(>14 years old)adolescents.Crude Poisson regression models were used to identify the relative differences in≥60 min of MVPA≥1 days per week between boys and girls,and random-effects meta-analysis models were used to identify the pooled estimates.Analyses were stratified by country and region.Results:Approximately 80%of both younger and older adolescents reported≥60 min of MVPA≥1 days per week.This prevalence was≥94%in Europe and Central Asia and North America,while the estimates for the other regions were<77%.The prevalence of≥60 min of MVPA≥1 days per week was higher among boys than girls,with the largest differences occurring among the oldest adolescents(Prevalence ratio_(≤14y)=1.04(95%confidence interval(95%CI)):1.03-1.04)vs.Prevalence ratio_(>14y)=1.09(95%CI:1.08-1.10)).Conclusion:Approximately 8 out of 10 adolescents reported accumulating≥60 min of MVPA≥1 days per week,with notable differences between regions.Gender differences were observed in several countries,especially among the oldest adolescents.Priorities for physical activity promotion among adolescents should include increasing access/opportunities for physical activity among those who do not achieve≥60 min of MVPA≥1 days per week and reducing gender inequalities.

Mechanisms Influencing Learning Gains Under Information Security: Structural Equation Modeling with Mediating Effect

With the expanding enrollments in higher education,the quality of col-lege education and the learning gains of students have attracted much attention.It is important to study the influencing factors and mechanisms of individual stu-dents’acquisition of learning gains to improve the quality of talent cultivation in colleges.However,in the context of information security,the original data of learning situation surveys in various universities involve the security of educa-tional evaluation data and daily privacy of teachers and students.To protect the original data,data feature mining and correlation analyses were performed at the model level.This study selected 12,181 pieces of data from X University,which participated in the Chinese College Student Survey(CCSS)from 2018 to 2021.A confirmatory factor analysis was conducted and a structural equation modeling was conducted using AMOS 24.0.Through hypothesis testing,this study explored the mechanisms that influence learning gains from the per-spectives of student involvement,teacher involvement,and school support.The results indicated that the quality of student involvement has an important mediat-ing effect on learning gains and that a supportive campus environment has the greatest influence on learning gains.Establishing positive emotional communica-tions between teachers and students is a more direct and effective method than improving the teaching level to improve the quality of student involvement.This study discusses the implications of these results on the research and practice of connotative development in higher education.

Using Social Interaction to Invert the Professional Competencies of Future Architects

The article analyzes the results of a sociological study of the role of public and interdisciplinary communications for formation and inversion of architect’s competences.The study was carried out in 2021-2022 among students of architecture departments in Russia.About 3,000 students of the Moscow Architectural Institute(State Academy)and the Orel State University took part in the study.As a result of processing the data of the written questionnaire with correlation relationships,the potential of“external”educational communications was identified for acquisition of new professional knowledge and competencies in architecture;popularization of socially important ideas in architecture and spatial development;raising a sense of pride and respect for urban historical and cultural heritage;enhancing the prestige of the architectural profession and the status of architectural education;understanding social expectations of architectural activities and factors limiting implementation of projects;identifying factors influencing formation of strategies for the development of architectural education.Four stages of formation and inversion of professional competences in the educational process were singled out:1st-2nd years of training-an“orientation period”;3rd-4th years-the level of Bachelor of Science in Architecture,at which the groundwork of the professional thinking basics is laid-a stage of mastering the basic system-design skills;5th year(diploma thesis)-a stage of entry into creative practice;training at the level of Master of Science in Architecture-scientific-design practice in architecture.Issues concerning underrating the importance of future architects’involvement in joint activities with community and engineering professions representatives to realize the goals of sustainable development were identified;late awareness of the value of participation in volunteer programs.