National Physical Education Standards: Level of Physical Fitness Male Student Primary School in Malaysia

OpenAIRE

Ahmad Hashim; Mohd. Sani Madon; Nur Haziyanti Mohd Khalid; Nelfianty binti Mohd Rashid; Sadzali bin Hassan; Yusop bin Ahmad

2014-01-01

This study aims to analyze the level of physical fitness in the development of the National Standards of Physical Education. The study was conducted on 279 primary school boys age 10 years (n = 79), 11 years (n = 94) and 12 years (n = 106) in five randomly selected schools in the state of Perak. FITNESSGRAM was used to test the level of physical fitness among subjects. This includes trunk lift, 90 degree push-ups, modified pull-up, back saver sit and reach and PACER. ANOVA analysis showed a s...

Associations of subjective social status with accelerometer-based physical activity and sedentary time among adolescents.

Science.gov (United States)

Rajala, Katja; Kankaanpää, Anna; Laine, Kaarlo; Itkonen, Hannu; Goodman, Elizabeth; Tammelin, Tuija

2018-06-11

This study examined the associations of subjective social status (SSS) with physical activity (PA) and sedentary time (ST) among adolescents. The study population consisted of 420 Finnish adolescents aged 13 to 14 years. The adolescents reported their own SSS within their school (school SSS) and their family's social position within society (society SSS) based on the youth version of the Subjective Social Status Scale. Adolescents' moderate- to vigorous-intensity physical activity (MVPA) and ST were measured objectively by accelerometers and analyzed separately for the whole day and the school day. The associations between SSS and MVPA and ST outcomes were analyzed using multilevel modeling. School SSS was positively associated with whole-day MVPA and negatively associated with school-time ST. Society SSS was not significantly associated with objectively measured MVPA or ST. Both MVPA and ST are important behavioral determinants of health. As an important correlate of MVPA and ST, school SSS should be addressed by providers when discussing obesity risk and healthy behaviors with adolescents.

4. Mexican School of Nuclear Physics

International Nuclear Information System (INIS)

Aguilera, E.F.; Hernandez, E.; Hirsch, J.G. -mail: svp@nuclear.inin.mx

2005-01-01

The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, taken place from June 27 to July 8, 2005 in the Institute of Nuclear Sciences and the Institute of Physics of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided to the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the subject to whom we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University of Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to those 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Institute of Nuclear Sciences, UNAM, Institute of Physics, UNAM, Coordination of the Scientific Research, UNAM, National Institute of Nuclear Research, Nuclear

Preparing prospective physics teachers to teach integrated science in junior high school

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Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Cross-sectional and longitudinal associations of screen time and physical activity with school performance at different types of secondary school.

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Poulain, Tanja; Peschel, Thomas; Vogel, Mandy; Jurkutat, Anne; Kiess, Wieland

2018-04-27

Previous studies have already reported associations of media consumption and/or physical activity with school achievement. However, longitudinal studies investigating independent effects of physical activity and media consumption on school performance are sparse. The present study fills this research gap and, furthermore, assesses relationships of the type of secondary school with media consumption and physical activity. The consumption of screen-based media (TV/video, game console, PC/internet, and mobile phone) and leisure physical activity (organized and non-organized) of 10 - to 17-year old adolescents participating in the LIFE Child study in Germany were related to their school grades in two major school subjects (Mathematics and German) and in Physical Education. In addition to a cross-sectional analysis at baseline (N = 850), a longitudinal analysis (N = 512) investigated the independent effects of these activities on the school grades achieved 12 months later. All associations were adjusted for age, gender, socio-economic status, year of data assessment, body-mass-index, and school grades at baseline. A further analysis investigated differences in the consumption of screen-based media and physical activity as a function of the type of secondary school (highest vs. lower secondary school). Adolescents of lower secondary schools reported a significantly higher consumption of TV/video and game consoles than adolescents attending the highest secondary school. Independently of the type of school, a better school performance in Mathematics was predicted by a lower consumption of computers/internet, and a better performance in Physical Education was predicted by a lower consumption of TV/video and a higher frequency of non-organized physical activity. However, the association between non-organized physical activity and subsequent grades in Physical Education was significant in girls only. The present results suggest that media consumption has a negative effect on

Relations between the school physical environment and school social capital with student physical activity levels.

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Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

1994 European school of high-energy physics. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ellis, N [ed.; Gavela, B [ed.

1995-06-30

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.).

1994 European school of high-energy physics. Proceedings

International Nuclear Information System (INIS)

Ellis, N.; Gavela, B.

1995-01-01

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain lectures on field theory, the Standard Model, physics beyond the Standard Model, Quantum Chromodynamics and CP violation, as well as reports on the search for gravitational waves, stellar death and accounts of particle physics at CERN and JINR. Two local subjects are also treated: Pompeii and Mount Vesuvius. (orig.)

1995 European school of high-energy physics. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ellis, N; Neubert, M [eds.

1996-06-11

The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.).

1995 European school of high-energy physics. Proceedings

International Nuclear Information System (INIS)

Ellis, N.; Neubert, M.

1996-01-01

The European School of High-Energy Physics is intended to give young experimentalists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Physics beyond the Standard Model, Quantum Chromodynamics and Deep Inelastic Scattering, B-Physics and CP Violation, Neutrino Oscillations, Dark Matter, Experimental Techniques, as well as reports on Heavy Ions and Collider Physics and an account of particle physics at JINR. Two local subjects are also treated: Conditions for Science in Russia, and Search for Heavy Elements. (orig.)

Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities

Science.gov (United States)

Jammula, Diane Crenshaw

Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or

Physical Education and School Sport in Denmark: New pathways and possibilities

DEFF Research Database (Denmark)

Johansen, Danielle Louise Nørager; Skovgaard, Thomas

Education (PE) and school sport in Denmark. The presentation focuses on the policy formulation and implementation stages of a given policy-making process in which key issues are identified, made the subject of opinion-forming and dealt with through the formulation of political objectives and, finally, put......-being and to support motivation and learning in school subjects. Thus, the most recent political debates and national decision-making in relation to the Danish school-system indicates that, from the beginning of the 2000s to the present, physical activity has gone from occupying a stable, but relatively peripheral...... position in the school curriculum to emerge as one of the key elements in the work to promote children’s health, well-being and learning. Methods: Building on theories of public policy, the presentation analyzes core aspects of political decision-making processes from the most recent history of Physical...

Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits?

Science.gov (United States)

Hayek, Samah; Tessler, Riki; Bord, Shiran; Endevelt, Ronit; Satran, Carmit; Livne, Irit; Khatib, Mohammed; Harel-Fisch, Yosi; Baron-Epel, Orna

2017-10-04

The Israeli Health Promoting School Network (HPSN) is actively committed to enhancing a healthy lifestyle for the entire school population. This study aimed to explore the contribution of school participation in the HPSN and students' individual characteristics to healthy eating and physical activity habits among Israeli school children aged 10-12 years. A cross-sectional survey was conducted among 4166 students in grades 4-6 from 28 schools. The schools were selected from a sample of HPSN affiliated and non-HPSN schools. The contribution of individual characteristics (grade, gender and subjective self-reported health education activities at school) and school characteristics (school type, population group, deprivation score) to healthy eating and physical activity habits was analyzed using multi-level hierarchical models. Multi-level analysis indicated that student's individual characteristic was significantly associated with healthy eating and physical activity habits. The subjective self-reported health education received at school was statistically significant factor associated with students' health behaviors. The school's affiliation with the HPSN was not associated with higher healthy eating and physical activity scores after adjusting for individual factors. These findings suggest that Israeli HPSN schools do not contribute to children's health behaviors more than other schools. Therefore, health promoting activities in HPSN schools need to be improved to justify their recognition as members of the HPS network and to fulfill their mission. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

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Demirci, Neset

2015-01-01

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

Are Autonomous and Controlled Motivations School-Subjects-Specific?

Science.gov (United States)

Chanal, Julien; Guay, Frédéric

2015-01-01

This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects. PMID:26247788

Design Steps for Physic STEM Education Learning in Secondary School

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Teevasuthonsakul, C.; Yuvanatheeme, V.; Sriput, V.; Suwandecha, S.

2017-09-01

This study aimed to develop the process of STEM Education activity design used in Physics subjects in the Thai secondary schools. The researchers have conducted the study by reviewing the literature and related works, interviewing Physics experts, designing and revising the process accordingly, and experimenting the designed process in actual classrooms. This brought about the five-step process of STEM Education activity design which Physics teachers applied to their actual teaching context. The results from the after-class evaluation revealed that the students’ satisfaction level toward Physics subject and critical thinking skill was found higher statistically significant at p technology, and engineering design process as the foundation when creating case study of problems and solutions.

Asthma & Physical Activity in the School

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Asthma & Physical Activity in the School MAKING A DIFFERENCE Asthma & Physical Activity in the School MAKING A DIFFERENCE Min: 5/ ... D. Chair, NAEPP School Subcommittee Working Group on Physical Activity and School American Medical Association Karen Huss, Ph. ...

Physical Activity During School

DEFF Research Database (Denmark)

Østergaard, Lars Domino

It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students...... to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students...... during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities...

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

Science.gov (United States)

Guay, Frédéric; Chanal, Julien; Ratelle, Catherine F; Marsh, Herbert W; Larose, Simon; Boivin, Michel

2010-12-01

There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.

Outside-school physical activity participation and motivation in physical education.

Science.gov (United States)

Shen, Bo

2014-03-01

Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

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Kai-Yang Lo

2017-01-01

Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed

Association of School Environment and After-School Physical Activity with Health-Related Physical Fitness among Junior High School Students in Taiwan

Science.gov (United States)

Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang

2017-01-01

The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in

Nuclear Physics in High School: what are the previous knowledge?

Science.gov (United States)

Pombo, F. de O.

2017-11-01

Nuclear physics is a branch of physics that about a century occupies an important space in the theoretical, experimental and scientific fields. Currently, its relevance in application is concentrated in several areas such as energy production, diagnostic processes and medical treatment and nuclear bombs, high destructive power. Whereas, according to legal regulations, the teaching of physics must make the student competent in the understanding of the world and assuming the perspective of Paulo Freire (2011) that education is not done on the subject, but together with him, in dialogue with his point of departure, his prior knowledge, we established the general objective of raising students prior knowledge of the third year of high School at Nair Ferreira Neves school, in São Sebastião-SP, about nuclear physics. We concluded that the school has not fulfilled its role in relation to nuclear physics, because students have information from other means of information and these knowledge are stereotyped and mistaken, damaging the world's reading and exercising full citizenship.

The education of Physics in elementary school: conceptions of the teaching staff practice

Directory of Open Access Journals (Sweden)

Cleci Werner da Rosa

2007-12-01

Full Text Available This present study sought to investigate the Sciences education developed in the Elementary school, emphasizing the identification of the physical presence in the curricular subjects at this school level. For this reason, interviews were accomplished with thirty four teachers in order to allow a mapping about the current science education before the sample selected for the research. Besides the identification of the subjects approached in Sciences, the research made the investigation, in such a more specific way, of physics in the curricular programs of elementary classes possible, as well as the way this subject was present during the graduation process of the teachers were being investigated. The results of the investigation pointed to the following issues: the contents of the curricular subject of Sciences, for the level being investigated, include fairly exclusive Biology topics; the lack of experimental activities; an education linked to the concepts and methodologies presented in graduation courses of the teaching staff; the conscientiousness of these teaching staff that the national legislation gives them freedom in curricular planning and organizing, even so, they feel themselves stuck into programs previously established by Education Secretariats or by educational books; and moreover, that the difficulties to discuss Physics in Elementary school are related to its graduating process.

Methodology for the development of teaching vocational guidance from physics classes in high school

Directory of Open Access Journals (Sweden)

Yamila García-Carrión

2016-11-01

Full Text Available Pre-university education has as one of its aims to achieve the polytechnic and vocational training of students, which is why it is necessary, vocational guidance thereof, to professions requiring the country, giving priority to teaching, hence this, which is a priority in the education system. The scientific research problem is expressed in the shortcomings revealed in the conception and development of the process of teaching vocational career orientation Physics, from the classes of this subject in high school. As an object the process of learning of physics in high school is required. the development of a methodology for the development of professional orientation of physics teaching career, from the classes of this subject in high school, based on an educational model that theoretically systematize the research and pre-professional approaches are proposed.

Active Living: development and quasi-experimental evaluation of a school-centered physical activity intervention for primary school children.

Science.gov (United States)

Van Kann, Dave H H; Jansen, M W J; de Vries, S I; de Vries, N K; Kremers, S P J

2015-12-29

The worldwide increase in the rates of childhood overweight and physical inactivity requires successful prevention and intervention programs for children. The aim of the Active Living project is to increase physical activity and decrease sedentary behavior of Dutch primary school children by developing and implementing tailored, multicomponent interventions at and around schools. In this project, school-centered interventions have been developed at 10 schools in the south of the Netherlands, using a combined top-down and bottom-up approach in which a research unit and a practice unit continuously interact. The interventions consist of a combination of physical and social interventions tailored to local needs of intervention schools. The process and short- and long-term effectiveness of the interventions will be evaluated using a quasi-experimental study design in which 10 intervention schools are matched with 10 control schools. Baseline and follow-up measurements (after 12 and 24 months) have been conducted in grades 6 and 7 and included accelerometry, GPS, and questionnaires. Primary outcome of the Active Living study is the change in physical activity levels, i.e. sedentary behavior (SB), light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and counts-per-minute (CPM). Multilevel regression analyses will be used to assess the effectiveness of isolated and combined physical and social interventions on children's PA levels. The current intervention study is unique in its combined approach of physical and social environmental PA interventions both at school(yard)s as well as in the local neighborhood around the schools. The strength of the study lies in the quasi-experimental design including objective measurement techniques, i.e. accelerometry and GPS, combined with more subjective techniques, i.e. questionnaires, implementation logbooks, and neighborhood observations. Current Controlled Trials ISRCTN25497687 (registration date 21

Outside-School Physical Activity Participation and Motivation in Physical Education

Science.gov (United States)

Shen, Bo

2014-01-01

Background: Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has…

Physical Education and Health Education for Wyoming Elementary Schools, Grades Kindergarten-Six.

Science.gov (United States)

Woods, John B., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Physical education and health education. ORGANIZATION AND PHYSICAL APPEARANCE: There are 10 main sections--1) the elementary school program--organization and administration; 2) movement exploration and education; 3) rhythmic activities; 4) games; 5) stunts, tumbling, trampoline, and apparatus; 6) individual,…

A Useful Demonstration of Calculus in a Physics High School Laboratory

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Alvarez, Gustavo; Schulte, Jurgen; Stockton, Geoffrey; Wheeler, David

2018-01-01

The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an…

Introduction 2013:1 Globalization and School Subjects

DEFF Research Database (Denmark)

Hobel, Peter; Christensen, Torben Spanget; Broman, Anders

2013-01-01

Oversigt over og gennemgang af indholdet i Nordidactica 2013:1 med artikler publiceret i forlængelse af konferencen Globalization and School Subjects, afholdt på Karlstad Universitet, december 2012......Oversigt over og gennemgang af indholdet i Nordidactica 2013:1 med artikler publiceret i forlængelse af konferencen Globalization and School Subjects, afholdt på Karlstad Universitet, december 2012...

Evaluation in Physical Education: an analysis in state and municipal schools in Maringá-PR

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Saray Giovana dos Santos

2008-06-01

Full Text Available Problems related to evaluation deal with many issues that Physical Education, as a pedagogical subject, has been facing. In order to investigate these aspects, this study has as its aim to analyse how and with purpose, the professionals from the area of Physical Education are evaluating studentes from the 5th to the 8th forms in state and municipal schools in Maringá. A questionnaire was used. The sample was formed by 30 teachers from 12 schools: 15 teachers from state schools and 15 from municipal schools. Descriptive statistics at simple frequency level and non-parametric test (χ2 were used. Results show that evaluation in the subject Physical Education is performed only to follow the norms, without planning and consequently without pre-defined educational objectives showing, thus, the contradictions and confusions inherent to evaluation modalities by the professionals of this area. These professionals demonstrated the precaroiusness of the understanding of evaluation role in teaching-learning process.

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

Science.gov (United States)

López, Verónica; Oyanedel, Juan C.; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations.

Science.gov (United States)

López, Verónica; Oyanedel, Juan C; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after

Teaching RLC Parallel Circuits in High-School Physics Class

Science.gov (United States)

Simon, Alpár

2015-01-01

This paper will try to give an alternative treatment of the subject "parallel RLC circuits" and "resonance in parallel RLC circuits" from the Physics curricula for the XIth grade from Romanian high-schools, with an emphasis on practical type circuits and their possible applications, and intends to be an aid for both Physics…

Perceptions, views and opinions of university students about physics learning during practical work at school

International Nuclear Information System (INIS)

Sneddon, P H; Reid, N; Slaughter, K A

2009-01-01

The teaching of physics through practical experiments has long been an established practice. It forms a key component of teaching of that subject at both school and university levels. As such, students have strong views of this method of teaching. This paper reports on the view of undergraduate physics students in relation to their experiences of practical physics at school. 500 students across three Higher Education Institutions in the UK were surveyed to determine their perceptions, views and opinions in this area. This paper initially presents the overall views of the students, and then looks in more detail at the effect the different levels to which students took the subject at school affected those views. Specifically, students who took Advanced Higher versus Higher are compared, as well as those who took Advanced Higher versus A-level. Comparison was also made between the responses of female and male students. The general picture is very encouraging, with students broadly appreciating the practical side of physics.

Perceptions, views and opinions of university students about physics learning during practical work at school

Science.gov (United States)

Sneddon, P. H.; Slaughter, K. A.; Reid, N.

2009-09-01

The teaching of physics through practical experiments has long been an established practice. It forms a key component of teaching of that subject at both school and university levels. As such, students have strong views of this method of teaching. This paper reports on the view of undergraduate physics students in relation to their experiences of practical physics at school. 500 students across three Higher Education Institutions in the UK were surveyed to determine their perceptions, views and opinions in this area. This paper initially presents the overall views of the students, and then looks in more detail at the effect the different levels to which students took the subject at school affected those views. Specifically, students who took Advanced Higher versus Higher are compared, as well as those who took Advanced Higher versus A-level. Comparison was also made between the responses of female and male students. The general picture is very encouraging, with students broadly appreciating the practical side of physics.

The rainbow school of physics

CERN Document Server

CERN Bulletin

2010-01-01

Students from 17 African countries took part in the first African School of Fundamental Physics and its Applications (ASP2010), which took place this month in South Africa. The school, organized by several physics laboratories including CERN, not only met but in some cases far exceeded the students’ expectations. Their enthusiasm made the organizers’ efforts worthwhile.   The participants to the first African School of Fundamental Physics and its Applications photographed with some of the school's organizers. The first ASP received a great deal of interest in the African community and the organizers had a hard time selecting between the very motivated applicants. “The participating students were selected to come from various backgrounds and education levels”, says the head organizer, Christine Darve. “At the school the students, lecturers and organizers shared the same dynamism and this allowed everybody to build durable networks in a physics worl...

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

Directory of Open Access Journals (Sweden)

Verónica López

2017-07-01

Full Text Available School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a school achievement, and (b school performance. School achievement was computed as a product of (a the probability of passing the school year, and (b the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate. However, for school performance, no significant mediations were found. We conclude that, on the

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

Science.gov (United States)

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

How academic career and habits related to the school environment influence on academic performance in the physical education subject

Directory of Open Access Journals (Sweden)

Vizuete Carrizosa, Manuel

2012-01-01

Full Text Available The main objective of this study was to analyze the degree of influence of some school habits and scholar trayectory on academic achievement in physical education (PE students in secondary education (ESO in the city of Badajoz. A total sample of 1197 students in compulsory secondary education 49.9% men, and 50.1% women, participated in the study. They spent a questionnaire filled out by the river questions about major school habits, of which eight variables were analyzed also included the final course in the subject of EF as a variable for analysis of academic performance. Through statistical analysis with ANOVA, Mann-Whitney U, and Kruskal Wallis H, there are significant differences in PE scores in all variables analyzed (p d».001, among which being repetitive, being truant, the time to read and study daily. In the variable environment perceived in class, there is a degree of significance (p d».05. Pupils who were repeaters, missing more classes or were delayed more times than read and studied less and earned a worse environment in their classes, are those who obtained poorer performance on EF.

Promoting physical activity among children and adolescents: the strengths and limitations of school-based approaches.

Science.gov (United States)

Booth, Michael; Okely, Anthony

2005-04-01

Paediatric overweight and obesity is recognised as one of Australia's most significant health problems and effective approaches to increasing physical activity and reducing energy consumption are being sought urgently. Every potential approach and setting should be subjected to critical review in an attempt to maximise the impact of policy and program initiatives. This paper identifies the strengths and limitations of schools as a setting for promoting physical activity. The strengths are: most children and adolescents attend school; most young people are likely to see teachers as credible sources of information; schools provide access to the facilities, infrastructure and support required for physical activity; and schools are the workplace of skilled educators. Potential limitations are: those students who like school the least are the most likely to engage in health-compromising behaviours and the least likely to be influenced by school-based programs; there are about 20 more hours per week available for physical activity outside schools hours than during school hours; enormous demands are already being made on schools; many primary school teachers have low levels of perceived competence in teaching physical education and fundamental movement skills; and opportunities for being active at school may not be consistent with how and when students prefer to be active.

High school physics teacher forms of thought about simple electric circuits

International Nuclear Information System (INIS)

Kucukozer, H.

2005-01-01

According to some researches on students and on science teachers, they have same conceptual difficulties about simple electric circuits and these affect their further learning or/and teaching. [2], [5], [8], [9], [11], [13]. The main aim of this study was to investigate in-service high school physics teachers form of thought about simple electric circuits. In this purpose a test that was developed by Kucukozer [7], contains eight questions related to simple electric circuits was applied to in-service physics teachers (25 subjects) in various Anatolian Teacher High School in Turkey. After analyzing and evaluating of their data, it was found that, the physics teachers have conceptual difficulties about simple electric circuits, especially the concepts about source of stationary current and current usage

Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

Science.gov (United States)

Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

2018-01-01

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

The interrelationship between subject matter and school gardens

DEFF Research Database (Denmark)

Christensen, Jacob Højgaard; Wistoft, Karen

2018-01-01

This article maps out existing research regarding the effectiveness of integrated teaching in school gardens, i.e. including the math, languages and science subjects with their related objectives and curricula in school garden teaching and vice versa. The article is based on a literature review...... that concludes that school gardens have a predominantly positive influence on students’ learning outcome. However, there are a few school garden programmes that have the same or even a less beneficial influence on students’ learning outcome than traditional teaching. Thus, school gardens do not have...... an unequivocally positive academic learning effect. The review extracts and discusses some of the factors that are consistently emphasized in the research literature as central to ensuring successful subject integration in school gardens. Taking these as a point of departure, it is concluded that developing...

Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children

Science.gov (United States)

Guay, Frederic; Chanal, Julien; Ratelle, Catherine F.; Marsh, Herbert W.; Larose, Simon; Boivin, Michel

2010-01-01

Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school…

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

Science.gov (United States)

Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Physical Activity Design Guidelines for School Architecture.

Science.gov (United States)

Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

2015-01-01

Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

Qualifications of Subject Teachers in Special Education Schools

Science.gov (United States)

Rasmussen, Meryem Uçar; Kis, Arzu

2018-01-01

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey…

Summer School on Particle Physics

CERN Document Server

2015-01-01

The goal of the school is to give a detailed overview of particle physics and cover the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, with lectures covering the physics relevant for the next LHC run, future hadron colliders, direct and indirect probes of dark sectors and early universe physics.

Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

Science.gov (United States)

Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

2016-01-01

Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

Physical Activity Design Guidelines for School Architecture.

Directory of Open Access Journals (Sweden)

Jeri Brittin

Full Text Available Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

CERN School of Physics travels to Romania

CERN Multimedia

Katarina Anthony

2011-01-01

From 7-20 September, students at the European School of High-Energy Physics brought their enthusiasm for physics to Cheile Gradistei, Romania. This was the school’s first time in Romania, which is set to become a CERN Member State in 2015.   Students from the 2011 CERN School of High-Energy Physics. Every year, the School of High-Energy Physics hosts students from around the world to learn from the best in the HEP field. The Schools began in the 1960s as a CERN initiative and, since 1971, schools have been jointly organised by CERN and the Joint Institute for Nuclear Research (JINR) in Russia. “This year, we hosted almost 100 participants from 31 countries,” says Nick Ellis, director of the CERN Schools of Physics. “The Schools have always been a fantastic opportunity for the next generation of particle physicists to learn and to network with their future colleagues.” Students attended a comprehensive programme of lectures and discussion ses...

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

Science.gov (United States)

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

The Entrance test of physics and Workbook in teaching of physics at secondary vocational school within long-term pedagogical research

Science.gov (United States)

Kerlínová, Věra

2017-01-01

Within the long-term pedagogical research ongoing since the school year 2008/2009 to 2015/2016 at the secondary vocational school in Bohumín was through of Entrance test of physics, which included curriculum of the sixth to ninth year of elementary school, regularly finding out, in which parts of Entrance test - Unit conversions, International System of Units, Properties of matter, Mechanics, Thermodynamics, Electricity and Magnetism, Optics, Atoms and Universe - pupils of the 1st years of secondary vocational school, technical and non-technical, reach a higher number of correct answers, in which dominates the wrong answers and which parts of the test pupils are better left out completely. It turned out that the results of these tests are very informative not only for theoretical and practical teaching, but also technical and other science subjects. The results of the Entrance tests are also a valuable source of information for continuous innovation Workbook of Physics - Mechanics for the 1st year of secondary vocational schools [1] - whose the first version began during the school year 2007/2008 and which was tested within pre-research in school years 2008/2009, 2009/2010 and within research in school year 2010/2011. On the basis of feedbacks getting from research the Workbook is regularly expanded, innovated and updated. The Workbook consists of parts dedicated to physical concepts, physical tasks, proposals to physical experiments, pupils comments from viewed video projection and documentary films, examples from the world of science and technology, examples from practice and real life, physical terminology in English, quizzes, competitions, interesting things and links related to discussed curriculum. The Workbook is divided into thematic sections, chapters and subchapters similar as physics textbooks for pupils of the 1st years of Secondary Schools in the Czech Republic. In the Workbook there are included tasks on fill in the words, polynomial tasks with

Physical activity energy expenditure in Dutch adolescents: contribution of active transport to school, physical education, and leisure time activities.

Science.gov (United States)

Slingerland, Menno; Borghouts, Lars B; Hesselink, Matthijs K C

2012-05-01

Detailed knowledge about physical activity energy expenditure (PAEE) can guide the development of school interventions aimed at reducing overweight in adolescents. However, relevant components of PAEE have never been objectively quantified in this population. This study investigated the contribution of active transport to and from school, physical education (PE), and leisure time activities to total PAEE during a regular school week in adolescents. Seventy-three adolescents (mean age: 15.7 years) wore an individually calibrated combined heart rate-acceleration monitor and kept an activity diary during a regular school week. Branched equation modeling was used to calculate PAEE of the specific activity categories, and their relative contribution to total PAEE was determined. Active transport and PE contributed 30.0% and 17.4%, respectively, to school-related PAEE. Active transport to and from school contributed 15% to total PAEE. Youth with a high physical activity level (PAL) spent 4 hours less in sedentary behavior than subjects with a medium or low PAL (F = 77.415 (2.70), p activities (F = 10.583 (2.70), p Active transport and PE contribute significantly to PAEE during school hours in adolescents. To achieve an increase in total PAEE in the least active group of adolescents, promising strategies might be to reduce inactive behavior, increase participation in leisure time sports, and possibly to replace inactive for active jobs. © 2012, American School Health Association.

Can a school physical activity intervention improve physical self-perception and enjoyment?

DEFF Research Database (Denmark)

Lund-Cramer, Pernille; Christiansen, Lars Breum Skov; Smedegaard, Søren

Purpose Physical activity at school can improve mental health of all children – especially if it is targeted to children’s needs and executed in a positive social climate. The purpose of the present study was to examine the effect of a multicomponent school-based physical activity intervention...... activity in recess. Using a cluster-randomized design, 24 Danish schools were randomized to either intervention or control. Study population included 3.136 children aged 10-13 years at baseline. Survey data (socio-demographics, physical activity, self-efficacy, physical enjoyment, physical self...... on physical self-perception and enjoyment of physical activity among children aged 10-13 years. Methods An intervention based on Self-Determination Theory was developed and pilot tested in close co-operation with schools and targeted 1) physical education lessons, 2) in-class activity, and 3) physical...

Engaging Middle School Students in Physical Education and Physical Activity Programs

Science.gov (United States)

Doolittle, Sarah

2016-01-01

With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

Physical Therapists' Perceptions of School-Based Practices.

Science.gov (United States)

Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

2015-01-01

Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

Association between Subjective School Adaptation and Life Skills in Elementary School Children with Chronic Diseases.

Science.gov (United States)

Aoji, Yurina; Miyai, Nobuyuki

2016-01-01

In this study, we investigated the association between subjective school adaptation and life skills in elementary school children with chronic diseases. A cross-sectional sample of children with chronic diseases (n=76), who were being treated as pediatric outpatients and who were in the 4th to 6th grade of public elementary schools, was selected. The subjects completed a self-administered questionnaire that comprised an Adaptation Scale for School Environments on Six Spheres (ASSESS) and life skills scales for self-management and stress coping strategies. Structural equation modeling was conducted to identify the inter-relationship between subjective school adaptation and life skills. Compared with the gender- and schoolyear-matched healthy controls (n=380), a large number of children with chronic diseases had low scores on the measure of interpersonal relationship in school. From the structural equation modeling, the subscales "friend's support" and "victimized relationship" in interpersonal relationship were two of the factors closely related to subjective adaptation of learning as well as school satisfaction in the children with chronic diseases. Furthermore, the "decision-making" and "goal-setting" components of self-management skills demonstrated positive contributions to the adaptation of learning and interpersonal relationship either directly affected by the skills themselves or through the affirmative effects of stress coping strategies. These results suggest that life skills education, focusing on self-management and stress coping strategies along with support to improve interpersonal relationships, is effective in promoting subjective school adaptation and leads to increased school satisfaction in children with chronic diseases.

Partners in Physics with Colorado School of Mines' Society of Physics Students

Science.gov (United States)

Moore, Shirley; Stilwell, Matthew; Boerner, Zach

2011-04-01

The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

A Link between Subjective Perceptions of Memory and Physical Function: Implications for Subjective Cognitive Decline.

Science.gov (United States)

Cosentino, Stephanie; Devanand, Davangere; Gurland, Barry

2018-01-01

Subjective impairment in memory is a frequently defining feature of subjective cognitive decline (SCD), a state hypothesized to precede objectively apparent cognitive symptoms of Alzheimer's disease (AD) and to hold promise as a non-invasive, inexpensive, preclinical indicator of AD. However, a full model of the factors that contribute to subjective memory (SM), and therefore to SCD, has yet to be articulated. While SM impairment is widely known to be associated with negative affect, the extent to which SM functioning may also reflect other factors, particularly subjective beliefs or perceptions about one's health, is not known. To examine the extent to which SM is associated with subjective perceptions of health more broadly, the current study investigated the link between SM and subjective physical functioning (independent of depressive affect, and objective cognitive and physical function) in an ethnically diverse sample of 471 older adults enrolled in the population-based Northern Manhattan Aging Project. 199 (42%) participants endorsed no difficulty on a 5-point SM index while 272 (58%) endorsed some degree of difficulty. As hypothesized, SM correlated with both depression and subjective physical function, but not with age, education, global cognition, or objective physical function. When objective and subjective physical function were entered in two separate, adjusted linear regressions predicting SM, only subjective physical function and depressive affect independently predicted SM. Subjective perceptions of memory appear to reflect individuals' broader health perceptions in part. Articulating the various correlates of SM will improve identification of SCD specific to preclinical AD.

Students' Changing Attitudes and Aspirations Towards Physics During Secondary School

Science.gov (United States)

Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J.

2017-11-01

Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students' intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students' subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students' intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students' intentions varied across the clusters, and at year 10 even varied when accounting for the students' underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students' attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible.

School-related social support and subjective well-being in school among adolescents: The role of self-system factors.

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Tian, Lili; Zhao, Jie; Huebner, E Scott

2015-12-01

This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

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White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

The physical activity climate in Minnesota middle and high schools.

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Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

2010-11-01

This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

Job Satisfaction of a Physical Education Teacher as Seen by School Community

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Rutkowska Katarzyna

2015-12-01

Full Text Available In A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22, teachers of other subjects (n=22 and students (n=22. The results obtained from these respondents (n=66 were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS prepared by Juczyński (2001 was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.

Effectiveness of School-Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

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Gråstén, Arto; Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo

2015-01-01

Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…

179th International School of Physics "Enrico Fermi" : Laser-Plasma Acceleration

CERN Document Server

Gizzi, L A; Faccini, R

2012-01-01

Impressive progress has been made in the field of laser-plasma acceleration in the last decade, with outstanding achievements from both experimental and theoretical viewpoints. Closely exploiting the development of ultra-intense, ultrashort pulse lasers, laser-plasma acceleration has developed rapidly, achieving accelerating gradients of the order of tens of GeV/m, and making the prospect of miniature accelerators a more realistic possibility. This book presents the lectures delivered at the Enrico Fermi International School of Physics and summer school: "Laser-Plasma Acceleration" , held in Varenna, Italy, in June 2011. The school provided an opportunity for young scientists to experience the best from the worlds of laser-plasma and accelerator physics, with intensive training and hands-on opportunities related to key aspects of laser-plasma acceleration. Subjects covered include: the secrets of lasers; the power of numerical simulations; beam dynamics; and the elusive world of laboratory plasmas. The object...

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

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Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

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Yerdelen-Damar, Sevda; Elby, Andrew

2016-01-01

This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to…

Physical activity school intervention: context matters.

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Guldager, J D; Andersen, P T; von Seelen, J; Leppin, A

2018-06-01

School-based interventions for increasing physical activity among children are widespread, however there is still a lack of knowledge about how school context factors are linked to implementation quality and effectiveness of programmes. The aim of this paper is to examine teacher-perceived effectiveness of a Danish national classroom-based health programme 'Active Around Denmark' and in particular, to investigate whether perceptions vary as a function of school social context factors. After completion of the programme all teachers (N = 5.892) received an electronic questionnaire. 2.097 completed the questionnaire (response rate 36%) and 1.781 datasets could be used for analysis. The teachers were asked about their perceptions of changes in children's attitudes towards and levels of physical activity after the competition. Our results indicated that certain contextual factors, such as schools' prioritization of health promotion, teachers' support by their school principal in implementation as well as teacher's satisfaction with the school' physical environment made a significant difference in teacher-perceived effectiveness. To conclude, teacher-perceived effectiveness of the health programme does vary as a function of school social context factors.

Relationship between motivation and learning in physical education and after-school physical activity.

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Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

2014-12-01

A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

175th International School of Physics "Enrico Fermi" : Radiation and Particle Detectors

CERN Document Server

Bottigli, U; Oliva, P

2010-01-01

High energy physics (HEP) has a crucial role in the context of fundamental physics. HEP experiments make use of a massive array of sophisticated detectors to analyze the particles produced in high-energy scattering events. This book contains the papers from the workshop 'Radiation and Particle Detectors', organized by the International School of Physics, and held in Varenna in July 2009. Its subject is the use of detectors for research in fundamental physics, astro-particle physics and applied physics. Subjects covered include the measurement of: the position and length of ionization trails, time of flight velocity, radius of curvature after bending the paths of charged particles with magnetic fields, coherent transition radiation, synchrotron radiation, electro-magnetic showers produced by calorimetric methods and nuclear cascades produced by hadrons in massive steel detectors using calorimetry. Detecting muons and the detection of Cherenkov radiation are also covered, as is the detection of neutrinos by ste...

CERN-Fermilab Hadron Collider Physics Summer School

CERN Multimedia

2007-01-01

Applications are now open for the 2nd CERN-Fermilab Hadron Collider Physics Summer School, which will take place at CERN from 6 to 15 June 2007. The school web site is http://cern.ch/hcpss with links to the academic program and application procedure. The application deadline is 9 March 2007. The results of the selection process will be announced shortly thereafter. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The first school in the series, held last summer at Fermilab, covered extensively the physics at the Tevatron collider experiments. The second school to be held at CERN, will focus on the technology and physics of the LHC experiments. Emphasis will be given on the first years of data-taking at the LHC and on the discovery potential of the programme. The series of lectures will be  supported by in-depth discussion sess...

School on Laser Physics & Technology

CERN Document Server

Khare, Rajeev

2015-01-01

The book, ‘Laser Physics and Technology’, addresses fundamentals of laser physics, representative laser systems and techniques, and some important applications of lasers. The present volume is a collection of articles based on some of the lectures delivered at the School on ‘Laser Physics and Technology’ organized at Raja Ramanna Centre for Advanced Technology during March, 12-30, 2012. The objective of the School was to provide an in-depth knowledge of the important aspects of laser physics and technology to doctoral students and young researchers and motivate them for further work in this area. In keeping with this objective, the fourteen chapters, written by leading Indian experts, based on the lectures delivered by them at the School, provide along with class room type coverage of the fundamentals of the field, a brief review of the current status of the field. The book will be useful for doctoral students and young scientists who are embarking on a research in this area as well as to professional...

Change in physical education motivation and physical activity behavior during middle school.

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Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

Physical activity patterns of college students with and without high school physical education.

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Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

2005-06-01

The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

A useful demonstration of calculus in a physics high school laboratory

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Alvarez, Gustavo; Schulte, Jurgen; Stockton, Geoffrey; Wheeler, David

2018-01-01

The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an experiment of a falling magnet in a column of self-induced eddy currents. The presented method combines multiple physics concepts such as 1D kinematics, classical mechanics, electromagnetism and non-trivial mathematics. It offers the opportunity for lateral as well as project-based learning.

Compensation for Adolescents' School Mental Load by Physical Activity on Weekend Days.

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Kudláček, Michal; Frömel, Karel; Jakubec, Lukáš; Groffik, Dorota

2016-03-09

Increasing mental load and inadequate stress management significantly affect the efficiency, success and safety of the educational/working process in adolescents. The objective of this study is to determine the extent that adolescents compensate for their school mental load by physical activity (PA) on weekend days and, thus, to contribute to the objective measurement of mental load in natural working conditions. A cross-sectional study was conducted between September 2013 and April 2014. A set of different methods was employed-self-administered questionnaire (IPAQ-long questionnaire), objective measurements-pedometers, and accelerometers (ActiTrainers). They was distributed to 548 students from 17 high schools. Participants' mental load was assessed based on the difference between PA intensity and/or physical inactivity and heart rate range. The participants with the highest mental load during school lessons do not compensate for this load by PA on weekend days. Adolescents need to be encouraged to be aware of their subjective mental load and to intentionally compensate for this load by PA on weekend days. It is necessary to support the process of adopting habits by sufficient physical literacy of students, as well as teachers, and by changes in the school program.

The Language of Schooling: A Challenge to Subject Learning

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Eli Moe

2017-09-01

Full Text Available This article focuses on the importance of language as a means to acquire knowledge in traditional content subjects at school. The article's aim is threefold: to introduce the term language of schooling; to point to some recent research findings in the field; to discuss what a focus on language in subject classes could mean in a school context. This article builds on findings from the project Language descriptors for migrant and minority students’ success in compulsory education hosted by the European Centre for Modern Languages (ECML in Graz in 2012 and 2013 ( Moe et al. 2015 and materials collected in connection with an ECML think tank on the language of schooling in September 2016 (ECML 2016.

Subjectivity in Education and Health: Research Notes on School Learning Area and Physical Education in Mental Health

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Bezerra, Marilia; da Costa, Jonatas Maia

2016-01-01

This paper presents the results of two studies researching the theory of subjectivity from a cultural-historical perspective. The studies are situated in the fields of education and health and are conducted using Qualitative Epistemology. The first study discusses the pathological movement problems of learning disabilities in Brazilian schools and…

Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

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Brooks, Caroline; DinanThompson, Maree

2013-01-01

This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

Physical activity, screen time, and school absenteeism: self-reports from NHANES 2005-2008.

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Hansen, Andrew R; Pritchard, Tony; Melnic, Irina; Zhang, Jian

2016-01-01

The purpose of this study was to examine how lifestyle behaviors in the context of physical activity levels and screen time are associated with school absenteeism. We analyzed 2005-2008 NHANES data of proxy interviews for 1048 children aged 6-11 years and in-person self-reports of 1117 adolescents aged 12-18 years. Missing 10% of school days during the past school year was defined as severe school absenteeism (SSA). Watching TV ≥2 hours a day was significantly associated with SSA among both children (OR = 3.51 [1.03-12.0]) and adolescents (OR = 3.96 [1.84-8.52]) compared with their peers watching Absenteeism was not validated with report cards. Unable to account for the absence type or frequency of illness or injury. No psychometric properties provided for subjective measures regarding participants' attitudes and characteristic traits towards physical activity, TV viewing, and school attendance. Excessive TV watching among children and adolescents, and inactivity and high activity levels (≥7 times per week) among children are independently associated with severe school absenteeism.

Who's Teaching What in High School Physics?

Science.gov (United States)

White, Susan; Tyler, John

2015-01-01

During the 2012-13 school year, approximately 27,000 teachers taught at least one physics course in a U.S. high school. About one-third of those teachers have earned a degree in physics or physics education; the vast majority of the others have earned degrees in a variety of other science fields. About 53,000 physics classes were taught, ranging…

Students' attitudes to learning physics at school and university levels in Scotland

Science.gov (United States)

Skryabina, Elena

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course

Physical environmental characteristics and individual interests as correlates of physical activity in Norwegian secondary schools: The health behaviour in school-aged children study

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Samdal Oddrun

2008-09-01

Full Text Available Abstract Background The school has been identified as a key arena for physical activity promotion for young people. Effective change of physical activity behaviour requires identification of consistent and modifiable correlates. The study explores students' interests in school physical activity and facilities in the school environment and examines their associations with students' participation in physical activity during recess and their cross-level interaction effect. Methods This cross-sectional study was based on a national representative sample of Norwegian secondary schools and grade 8 students who participated in the Health Behaviour in School-aged Children (HBSC 2005/06 study. The final sample comprised 68 schools and 1347 students. Physical environment characteristics were assessed through questionnaires completed by the principals, and students' physical activity and interests in physical activity were assessed through student self-completion questionnaires. Results Most students were interested in more opportunities for physical activity in school. Multilevel logistic regression models demonstrated that students attending schools with many facilities had 4.49 times (95% Confidence Interval (CI = 1.93–10.44 higher odds of being physically active compared to students in schools with fewer facilities when adjusting for socio-economic status, sex and interests in school physical activity. Also open fields (Odds Ratio (OR = 4.31, 95% CI = 1.65–11.28, outdoor obstacle course (OR = 1.78, 95% CI = 1.32–2.40, playground equipment (OR = 1.73, 95% CI = 1.24–2.42 and room with cardio and weightlifting equipment (OR = 1.58, 95%CI = 1.18–2.10 were associated with increased participation in physical activity. Both students' overall interests and the physical facilitation of the school environment significantly contributed to the prediction of recess physical activity. The interaction term demonstrated that students' interests might

Mental health and physical activity levels of school children

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Gabrielle Cerqueira da Silva

2017-03-01

Full Text Available Introduction: The regular practice of physical activity is fundamental to the health of children, it has been cited as factor of protection for mental disorders in school age. Objective: To verify the relation between mental health and physical activity levels in schoolchildren of the city Jacobina, Bahia. Method: Sample composed of 55 students between the ages 08 to 10 and their parents, who participated as secondary informants in this study. The Child Behavior Checklist (CBCL was used for evaluation of mental health problems of the schoolchildren, Physical Activity Questionnaire for Older Children (PAQ-C, for evaluation of the physical activity levels of the subject, and a social-demographic questionnaire. Results: Most children were classified as sedentary (80% and only 7.3% of the sample showed positive for trace of mental disorder. No significant association was found between mental disorders and physical activity levels among the group, or between these variables and socio-demographic characteristics of children. It was observed that the girls were more sedentary than boys, with significant difference (p < 0.01. Conclusion: Despite the low prevalence of mental health problems among schoolchildren and the non-association with physical activity levels, special attention is necessary with this audience, aiming to strengthen physical activity as a protective factor for children’s mental health, with investments in actions aimed at the encouragement of regular practice of physical activity, combining family and school. Studies with a larger number of samples need to be conducted and its findings must be thoroughly analyzed.

A school-based intervention program in promoting leisure-time physical activity: trial protocol.

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Kawabata, Masato; Chua, Khai Leng; Chatzisarantis, Nikos L D

2018-04-02

Regular participation in moderate-to-vigorous physical activity (MVPA) is important to manage obesity. Physical education (PE) is considered to play an important role in promoting lifelong participation in physical activity (PA) because it provides an existing network where cost-effective interventions can be implemented to produce sustainable change in health behavior. However, the association between compulsory school PA (e.g., PE lessons) and body composition levels has received mixed support in the literature. Therefore, the present study aimed to investigate whether a school-based intervention targeting salient PA benefits and barriers grounded on the theory of planned behavior would promote young people's participation in MVPA during leisure time and reduce body mass index (BMI) of overweight students. A total of 171 students from 3 secondary schools in Singapore underwent the control condition followed by the intervention condition. Both the conditions consisted of PE lessons twice per week over 4 weeks. In the control condition, PE teachers encouraged students to participate in PA during leisure time without providing persuasive message. While in the intervention condition, PE teachers delivered persuasive messages that targeted the salient benefits and barriers associated with PA to the students at the last 5 to 10 min of each PE lesson. PA levels over a week were measured objectively with wrist-mounted GENEActiv Original accelerometers and subjectively with self-reporting questionnaires three times (Baseline, Post 1, and Post 2) in each condition. Student's self-reported PA level was measured using the Leisure-Time Physical Activity Participation Questionnaire and the International Physical Activity Questionnaire, and their attitudes, intentions, subjective norms and perceived behavior control towards leisure-time PA were measured with a questionnaire based on the theory of planned behavior. Furthermore, students' intention, determination and

Effects of Increased Physical Activity on Motor Skills and Marks in Physical Education: An Intervention Study in School Years 1 through 9 in Sweden

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Ericsson, Ingegerd

2011-01-01

Background: Studies have shown that some children do not participate in sport or exercise because they did not establish early coordination and basic motor skills while at school. Basic motor skills form significant parts of the goals for students to achieve in the Swedish school subject Physical Education and Health (PEH). Aims: The aim was to…

CLIL in physics lessons at grammar school

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Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland.

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Chow, Angela; Eccles, Jacquelynne S; Salmela-Aro, Katariina

2012-11-01

Two independent studies were conducted to extend previous research by examining the associations between task value priority patterns across school subjects and aspirations toward the physical and information technology- (IT-) related sciences. Study 1 measured task values of a sample of 10th graders in the United States (N = 249) across (a) physics and chemistry, (b) math, and (c) English. Study 2 measured task values of a sample of students in the second year of high school in Finland (N = 351) across (a) math and science, (b) Finnish, and (c) the arts and physical education. In both studies, students were classified into groups according to how they ranked math and science in relation to the other subjects. Regression analyses indicated that task value group membership significantly predicted subsequent aspirations toward physical and IT-related sciences measured 1-2 years later. The task value groups who placed the highest priority on math and science were significantly more likely to aspire to physical and IT-related sciences than were the other groups. These findings provide support for the theoretical assumption regarding the predictive role of intraindividual hierarchical patterns of task values for subsequent preferences and choices suggested by the Eccles [Parsons] (1983) expectancy-value model.

Differences in Physical Activity during School Recess

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Ridgers, Nicola D.; Saint-Maurice, Pedro F.; Welk, Gregory J.; Siahpush, Mohammad; Huberty, Jennifer

2011-01-01

Background: School recess provides a daily opportunity for physical activity engagement. The purpose of this study was to examine physical activity levels during recess by gender, ethnicity, and grade, and establish the contribution of recess to daily school physical activity levels. Methods: Two hundred and ten children (45% boys) from grades 3…

Objective physical activity of filipino youth stratified for commuting mode to school.

Science.gov (United States)

Tudor-Locke, Catrine; Ainsworth, Barbara E; Adair, Linda S; Popkin, Barry M

2003-03-01

The Cebu Longitudinal Health and Nutrition Survey included self-report measures and objective measures (Caltrac accelerometer) of Filipino adolescent (ages 14-16) physical activity (PA) in 1998-99. The purpose of this subanalysis was to compare objectively monitored PA of adolescents who differed by their self-reported habitual commuting mode to school, specifically commuting by walking, motorized transport, or a combination of the two. Descriptive analysis included the proportion of adolescents who reported commuting to school by the different modes, participating in sport/exercise during or after school, or currently working. ANCOVA was used to estimate and compare adjusted mean Caltrac-derived energy expenditure (kcal.d ) by commuting mode for each gender. Covariates were age, weight, and height. The analysis sample of 1518 Filipino adolescents included 691 male (BMI = 18.5 +/- 2.5) and 827 female subjects (BMI = 18.7 +/- 2.3). A total of 323 male subjects (46.8% of all male subjects) walked to school, 160 (23.2%) took motorized transport, and 208 (30.0%) used a combination of the two modes. The corresponding values for female subjects were 303 (36.6%), 177 (21.4%), and 347 (42.0%). The absolute difference in Caltrac-derived energy expenditure that appeared to be due to active commuting was 44.2 kcal.d for Filipino male adolescents and 33.2 kcal.d for female adolescents. These differences between commuting modes could not be explained by participation in sport/exercise or by current employment. Assuming 200 school days in a year, the difference in energy expended due to active commuting translates to a 8840 kcal and 6640 kcal in male and female subjects, respectively. For those youth who commute to school by motorized transport a yearly positive energy balance (i.e., weight gain) of 2-3 lb would be anticipated, all other things being held constant.

Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

Science.gov (United States)

Quinto Romani, A.; Klausen, T. B.

2017-01-01

It has been claimed that physical activity has a positive effect on not only health but also on school performance. Using data from a randomised school-intervention study, this paper investigates whether different interventions promoting physical activity affect school performance in primary school children. The results indicate that on average,…

Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

Science.gov (United States)

Jenkinson, Kate A.; Benson, Amanda C.

2010-01-01

An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

Cultural Components of Physically Active Schools

Science.gov (United States)

Rickwood, Greg

2015-01-01

It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to…

The Adopt-a-School Service-Learning Program: Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

Science.gov (United States)

Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

2018-01-01

Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…

Digital Inclusion of Secondary Schools' Subject Teachers in Bolivia

Science.gov (United States)

Popova, Iskra; Fabre, Gabriela

2017-01-01

The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The…

Compensation for Adolescents’ School Mental Load by Physical Activity on Weekend Days

Directory of Open Access Journals (Sweden)

Michal Kudláček

2016-03-01

Full Text Available Introduction and objective: Increasing mental load and inadequate stress management significantly affect the efficiency, success and safety of the educational/working process in adolescents. The objective of this study is to determine the extent that adolescents compensate for their school mental load by physical activity (PA on weekend days and, thus, to contribute to the objective measurement of mental load in natural working conditions. Methods: A cross-sectional study was conducted between September 2013 and April 2014. A set of different methods was employed—self-administered questionnaire (IPAQ-long questionnaire, objective measurements—pedometers, and accelerometers (ActiTrainers. They was distributed to 548 students from 17 high schools. Participants’ mental load was assessed based on the difference between PA intensity and/or physical inactivity and heart rate range. Results: The participants with the highest mental load during school lessons do not compensate for this load by PA on weekend days. Conclusions: Adolescents need to be encouraged to be aware of their subjective mental load and to intentionally compensate for this load by PA on weekend days. It is necessary to support the process of adopting habits by sufficient physical literacy of students, as well as teachers, and by changes in the school program.

12th CERN-Fermilab Hadron Collider Physics Summer School

CERN Document Server

2017-01-01

CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the twelfth edition, from 28th August to 6th September 2017. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school targeted particularly at young postdocs and senior PhD students working towards the completion of their thesis project, in both Experimental High Energy Physics (HEP) and phenomenology. Other schools, such as the CERN European School of High Energy Physics, may provide more appropriate training for students in experimental HEP who are still working towards their PhDs. Mark your calendar for 28 August - 6 September 2017, when CERN will welcome students to the twelfth CERN-Fermilab Hadron Collider Physics Summer School. The School will include nine days of lectures and discussions, and one free day in the middle of the period. Limited scholarship ...

PREFACE: XVIII International School on Nuclear Physics, Neutron Physics and Applications

Science.gov (United States)

Stoyanov, Chavdar; Janeva, Natalia

2010-11-01

This volume contains the lectures and short talks given at the XVIII International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 21 to 27 September 2009 in Hotel 'Lilia' located on 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by Institute for Nuclear Research and Nuclear Energy of Bulgarian Academy of Sciences. Co-organizer of the School was Bulgarian Nuclear Regulatory Agency. The event was sponsored by National Science Fund of Bulgaria. According to the long-standing tradition the School has taken place every second year since 1973. The School content has been restructured according to our new enlarged international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts a lot of young scientists and students from many countries. This year - 2009, we had the pleasure to welcome more than 50 distinguished scientists as lecturers. Additionally, 14 young colleagues received the opportunity to present a short contribution. The program ranges from recent achievements in nuclear structure and reactions to the hot problems of the application of nuclear methods, reactor physics and nuclear safety. The 94 participants enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and the pleasant evenings. The main topics were the following: Nuclear excitations at various energies. Nuclei at high angular moments and temperature. Structure and reactions far from stability Symmetries and collective phenomena Methods for lifetime measurements Astrophysical aspects of nuclear structure Neutron nuclear physics Nuclear data Advanced methods in nuclear waste treatment Nuclear methods for applications Several colleagues contributed to the organization of the School. We would like to thank to them and especially to the Scientific Secretary of the School Dr

Comparison of physical activities of female football players in junior high school and high school.

Science.gov (United States)

Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi

2017-08-01

[Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.

Improving children's physical self-perception through a school-based physical activity intervention

DEFF Research Database (Denmark)

Christiansen, Lars B.; Lund-Cramer, Pernille; Brondeel, Ruben

2018-01-01

Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing......) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior...... on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1...

School-based health promotion and physical activity during and after school hours.

Science.gov (United States)

Vander Ploeg, Kerry A; McGavock, Jonathan; Maximova, Katerina; Veugelers, Paul J

2014-02-01

Comprehensive school health (CSH) is a multifaceted approach to health promotion. A key objective of CSH is to foster positive health behaviors outside of school. This study examined the 2-year change in physical activity during and after school among students participating in a CSH intervention in Edmonton, Alberta, Canada. This was a quasi-experimental, pre-post trial with a parallel, nonequivalent control group. Intervention schools had to be located in socioeconomically disadvantaged neighborhoods. In the spring of 2009 and 2011, pedometer recordings (7 full days) and demographic data were collected from cross-sectional samples of fifth grade students from 10 intervention schools and 20 comparison schools. A total of 1157 students participated in the study. Analyses were adjusted for potential confounders and the clustered design. Relative to 2009, children in 2011 were more active on schools days (1172 steps per day; P affect children's physical activity during and outside of school. Results of this study justify broader implementation of effective CSH interventions for physical activity promotion and obesity prevention in the long term.

Second Mexican School of Nuclear Physics: Notes

International Nuclear Information System (INIS)

Aguilera, E.F.; Chavez L, E.R.; Hess, P.O.

2001-01-01

The II Mexican School of Nuclear Physics which is directed to those last semesters students of the Physics career or post-graduate was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at April 16-27, 2001 in the installations of the Institute of Physics and the Institute of Nuclear Sciences, both in the UNAM, and the National Institute of Nuclear Research (ININ). A first school of a similar level in Nuclear Physics, was carried out in Mexico at 1977 as Latin american School of Physics. This book treats about the following themes: Interactions of radiation with matter, Evaluation of uncertainty in experimental data, Particle accelerators, Notions of radiological protection and dosimetry, Cosmic rays, Basis radiation (environmental), Measurement of excitation functions with thick targets and inverse kinematics, Gamma ray technique for to measure the nuclear fusion, Neutron detection with Bonner spectrometer, Energy losses of alpha particles in nickel. It was held the practice Radiation detectors. (Author)

Supporting public health priorities: recommendations for physical education and physical activity promotion in schools.

Science.gov (United States)

Hills, Andrew P; Dengel, Donald R; Lubans, David R

2015-01-01

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward. Copyright © 2014. Published by Elsevier Inc.

3rd Asia-Europe-Pacific School of High-Energy Physics

CERN Document Server

2016-01-01

AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...

182th International School of Physics "Enrico Fermi" : Neutrino Physics and Astrophysics

CERN Document Server

Ludhova, L

2012-01-01

This book contains chapters based on 9 of the lectures delivered at the Enrico Fermi School of Physics "Neutrino Physics and Astrophysics", held from 25 of July to 5 August 2011. The event was organized by the Italian Physical Society (SIF) jointly with the International School of Astro-particle Physics (ISAPP), a network whose aim is to build up an astro-particle community of both astrophysicists and particle physicists. Included are chapters on Neutrino oscillation physics (B. Kayser); Double-beta decay (E. Fiorini); Light neutrinos in cosmology (S. Pastor); Neutrinos and the stars (G.G. Raffelt); High energy neutrinos and cosmic rays (G. Sigl); Methods and problems in low-energy neutrino experiments (G. Ranucci); Methods and problems in neutrino observatories (M. Ribordy); New technologies in neutrino physics (L. Oberauer); and Perspectives of underground physics (A. Bettini). These are a followed by a section on the results presented in the form of posters by the Ph.D. students attending the school. The b...

SCHOOL AND OUT-OF-SCHOOL PHYSICAL ACTIVITY OF CHILDREN IN RURAL AREAS

Directory of Open Access Journals (Sweden)

Robert Podstawski

2014-08-01

Full Text Available Purpose : The aim of the study was to assess the level of school and out-of-school physical activity of children living in rural area at the early stage of their education. Material : The research was conducted in 2009 at primary school in Świętajno (a village. The study group consisted of 42 girls and 44 boys from the 1 st, 2 nd and 3 rd grade of primary school, aged 7-10. The children were chosen by means of a purposeful selection and surveyed by a questionnaire consisting of five open-ended and five closed-ended questions. Results : The research showed that the children living in the rural area at the early stage of their education eagerly participated in the classes of physical education held at school. The most popular physical activities among the children included: games and plays with the ball and other equipment, running, gymnastics (among girls and matches and competitions (among boys. The outdoor physical activities in which the children were involved outside of school were spontaneous and unorganized including mainly cycling, roller-skating, skating or skiing. Conclusions : A marginal percentage of children participated in out-of-school sports trainings or other physical education-oriented classes (e.g. swimming lessons. A relatively high percentage of children devoted a great deal of their free time to watching television, DVDs or playing on the computer.

Physical Education as a territory to possible gender establishment: school experiences of transvestites, transexuals and transgender people

Directory of Open Access Journals (Sweden)

Neil Franco

2016-05-01

Full Text Available The Physical Education class at school interpreted through the experiences of the people who go beyond and/or live on the borders of gender is the focus of this study. It highlights considerations triggered by the analysis of the folder “A travesti e [o/a] educador[/a]” – about the insertion of these subjects in the Physical Education class –, correlated to bibliographic sources, interviews and questionnaires given to transvestite, transexuals and transgender brazilian teachers. It was concluded that, not unlike the school as a whole, Physical Education is also a space that exalts the incoherence between the reality of the educational routine and the norms that determine the school as a manager of inclusion.

An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

Science.gov (United States)

Çetin, Ali

2016-01-01

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

The first African School of Physics

CERN Multimedia

Carolyn Lee

2010-01-01

The first African School of Physics (ASP2010), a new physics school that will combine scientific learning and technology transfer, is to be organized in South Africa with the support of various institutes and laboratories from Europe and the US. Christine Darve, the head organizer and an accelerator engineer from Fermilab currently working in CERN's Technology Department, provides some insight into the programme's mission.   Christine Darve was previously the secretary of a ‘Physics Without Borders’ meeting in Sarajevo, an experience that fuelled her passion to help the less fortunate to benefit from developments in science. After meeting Steve Muanza, a physicist of Congolese descent who visited Fermilab in 2004, she initiated steps to organize a physics school that would bring scientific learning and technology transfer from European and American institutes to Africa. A physicist at IN2P3, the Centre de Physique des Particules in Marseilles, Muanza is the director of this fi...

Split School of High Energy Physics 2015

CERN Document Server

2015-01-01

Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.

HISTORY OF THE SCHOOL SUBJECTS: FOUR HISTORIOGRAPHICAL APPROACHES

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Juarez José Tuchinski dos Anjos

2013-04-01

Full Text Available The present article aims at presenting a discussion on some historiographical approaches in the field of History of School Subjects, as deployed by the readings that were object of discussion in seminar conducted in the area of History and Historiography of Education, in the Post-graduation Program in Education of the Federal University of Paraná, during the first half of 2009. We investigate the approaches practiced by the Anglo-Saxon, French, Spanish and Latin American historiography, seeking to understand how each one of them, in their particular manners and from their own questions, contribute to the production of knowledge on the historicity of the school subjects.

A provincial study of opportunities for school-based physical activity in secondary schools.

Science.gov (United States)

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

Directory of Open Access Journals (Sweden)

Arto Gråstén

2012-06-01

Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

Factors affecting physical therapists' job satisfaction: questionnaire survey targeting first-year physical therapists.

Science.gov (United States)

Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

2018-04-01

[Purpose] The survey aimed to clarify the factors that affect physiotherapists' job satisfaction. [Subjects and Methods] To examine factors affecting physical therapists' job satisfaction using a cross-sectional study with a questionnaire survey. Subjects were 193 first-year physical therapists who participated in a newcomer orientation at Hiroshima Prefectural Physical Therapy Association. The questionnaire comprised items concerning physical therapists' satisfaction with their work, motives for becoming physical therapists, education in school, internships, the workplace, and comfort in the workplace. [Results] Subjects were divided into two groups according to their satisfaction with their occupation. The "high satisfaction" group included 157 subjects, and the group "low satisfaction" group included 36 subjects. Using logistic regression analysis, items concerning comfort in the workplace, motives for becoming physical therapists, and learning in school were analysed. [Conclusion] Factors affecting physical therapists' job satisfaction were primarily influenced by previous experience and working conditions.

Subjective Sleepiness and Sleep Quality in Adolescents are Related to Objective and Subjective Measures of School Performance.

NARCIS (Netherlands)

Boschloo, A.; Krabbendam, L.; Dekker, S.; Lee, N.; Groot, R. de; Jolles, J.

2013-01-01

This study investigated the relation between sleep and school performance in a large sample of 561 adolescents aged 11-18 years. Three subjective measures of sleep were used: sleepiness, sleep quality, and sleep duration. They were compared to three measures of school performance: objective school

School Culture and Physical Activity: A Systematic Review

Science.gov (United States)

Rickwood, Greg

2013-01-01

This review examines literature on aspects of school culture and students' physical activity participation. The following questions were addressed: (1) what aspects of school culture have been examined in relation to physical activity, (2) what is the weight of evidence concerning the relationships between school culture factors and physical…

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

Science.gov (United States)

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

Knowledge Organization and its Representation in Teaching Physics : Magnetostatics in University and Upper Secondary School Levels

OpenAIRE

Majidi, Sharareh

2013-01-01

Physics has been always one of the most challenging subjects to learn for university and school students. It is also considered a demanding topic for teachers who aim to teach it efficiently. Therefore, one of the most important notions in physics is to find suitable ways to maximize productive learning and teaching outcomes. One of the most important factors that influence physics learning and teaching is the organization of physics knowledge and the ability to arrange its concepts properly....

Subjective sleepiness and sleep quality in adolescents are related to objective and subjective measures of school performance

NARCIS (Netherlands)

Boschloo, Annemarie; Krabbendam, Lydia; Dekker, Sanne; Lee, Nikki; De Groot, Renate; Jolles, Jelle

2016-01-01

This study investigated the relation between sleep and school performance in a large sample of 561 adolescents aged 11–18 years. Three subjective measures of sleep were used: sleepiness, sleep quality, and sleep duration. They were compared to three measures of school performance: objective school

Subjective sleepiness and sleep quality in adolescents are related to objective and subjective measures of school performance

NARCIS (Netherlands)

Boschloo, Annemarie; Krabbendam, Lydia; Dekker, Sanne; Lee, Nikki; De Groot, Renate; Jolles, Jelle

2018-01-01

This study investigated the relation between sleep and school performance in a large sam- ple of 561 adolescents aged 11–18 years. Three subjective measures of sleep were used: sleepiness, sleep quality, and sleep duration. They were compared to three measures of school performance: objective school

A Study on school experiences of physics department students

International Nuclear Information System (INIS)

Cerit, N.

2005-01-01

Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

High School Physics, Two-Year Colleges, and Physics Majors

Science.gov (United States)

White, Susan C.

2013-01-01

We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

Subjective Happiness Optimizes Educational Outcomes: Evidence from Filipino High School Students.

Science.gov (United States)

Datu, Jesus Alfonso D; Valdez, Jana Patricia; Cabrera, Ian Kenneth; Salanga, Maria Guadalupe

2017-10-30

Subjective happiness has been found to be associated with key psychological outcomes. However, there is paucity of research that assessed how subjective happiness is related to a number of positive student outcomes in the educational setting. The objective of the study was to assess the associations of subjective happiness with academic engagement, flourishing, and school resilience among 606 Filipino high school students (m age = 13.87; n boys = 300, n girls = 305, n missing = 1) in the Philippine context. Results of path analysis demonstrated that subjective happiness positively predicted behavioral engagement (β = .08, p < .01), emotional engagement (β = .08, p < .01), flourishing (β = .17, p < .01), and school resilience (β = .18, p < .01) even after controlling for gender. The theoretical and practical implications of the findings are discussed.

ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

OpenAIRE

Himanshu Tripathi

2017-01-01

There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt...

The Status of Physical Activity Opportunities in Idaho Schools

Science.gov (United States)

Berei, Catherine P.; Karp, Grace Goc; Kauffman, Katie

2018-01-01

Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators' perceptions and…

4. Mexican School of Nuclear Physics. Papers

International Nuclear Information System (INIS)

Aguilera, E.F.; Hernandez, E.; Hirsch, J.

2005-01-01

The IV Mexican School of Nuclear Physics, organized by the Nuclear Physics Division of the Mexican Physics Society, takes place from June 27 to July 8, 2005 in the Nuclear Sciences and of Physics Institutes of the UNAM and in the National Institute of Nuclear Research (ININ). This school, as the previous ones, it was guided the students of the last semesters of the career of Physics, of the Post grade of the same specialty, and of other adjacent careers. To give the students a current vision of some of the topics more important of the nuclear physics and their relationship with other near areas of the physics it was the objective of this School. The School covered a wide range of theoretical and experimental courses, imparted in its majority by Mexican expert professor-investigators in the matter to who we thank them the one effort and the quality of their presentations, reflected in the content of this document. The answer of the students to the convocation was excellent, 31 students presented application for admission coming from the following institutions: Meritorious Autonomous University de Puebla, National Institute of Nuclear Research, Technological Institute of Orizaba, National Polytechnic Institute, The University of Texas at Brownsville, Autonomous University of the State de Mexico, Autonomous University of the State of Morelos, Autonomous University of Baja California, Autonomous University of San Luis Potosi, University of Guadalajara, University of Guanajuato, National Autonomous University of Mexico, University of Texas, at El Paso and University Veracruzana. They were admitted to the 22 students with the higher averages qualifications of the list of applicants. The organizers of this school thank the financial support granted by the following sponsor institutions: Nuclear Sciences Institute, UNAM, Physics Institute of UNAM, Coordination of the Scientific Research UNAM, National Institute of Nuclear Research, Nuclear Physics Division of the Mexican

High School Physics Students' Personal Epistemologies and School Science Practice

Science.gov (United States)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

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

Science.gov (United States)

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.

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

Science.gov (United States)

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

9th CERN - Latin-American School of High-Energy Physics

CERN Document Server

2017-01-01

The CERN – Latin-American School of High-Energy Physics is targeted particularly at students in experimental HEP who are in the final years of work towards their PhDs. However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses.

3rd Joint Dutch-Brazil School on Theoretical Physics

CERN Document Server

2015-01-01

The Joint Dutch-Brazil School on Theoretical Physics is now in its third edition with previous schools in 2007 and 2011. This edition of the school will feature minicourses by Nima Arkani-Hamed (IAS Princeton), Jan de Boer (University of Amsterdam) and Cumrun Vafa (Harvard University), as well as student presentations. The school is jointly organized with the Dutch Research School of Theoretical Physics (DRSTP) and is intended for graduate students and researchers in the field of high-energy theoretical physics. There is no registration fee and limited funds are available for local and travel support of participants. This school in São Paulo will be preceded by the XVIII J. A. Swieca School in Campos de Jordão.

Summer School on Particle Physics

CERN Document Server

2013-01-01

The goal of the school is to give a detailed overview of particle physics and cover the most important and perspective areas where significant progress has been achieved recently. In 2013, the main focus will be on the LHC results, their interpretation and implications for Physics Beyond the Standard model. Lectures will also cover progress in neutrino physics, dark matter searches and the study of cosmic radiation.

1990 CERN School of Physics

International Nuclear Information System (INIS)

1992-01-01

The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lectures on the following topics: Field theory, electroweak theory, physics beyond the Standard Model, QCD, heavy flavours and CP violation, results from LEP experiments, particle accelerator technology, tau charm factories, and the Large Hadron Collider project. (orig.)

1986 CERN school of physics

International Nuclear Information System (INIS)

1987-01-01

The CERN school of physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain reports of lecture series on the following topics: introduction to symmetries and gauge theories, quark dynamics, experimental tests of gauge theories, proton antiproton collider results and detectors, physics at LEP, superphysics, and quantum black holes. (orig.)

2015 European School of High-Energy Physics

CERN Multimedia

2015-01-01

Dear colleagues, I would like to draw your attention to the 2015 European School of High-Energy Physics. Details can be found at: http://physicschool.web.cern.ch/PhysicSchool/ESHEP/ESHEP2015/default.html The School will be held in Bulgaria from 2-15 September 2015. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 8 May 2015. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries may be considered for the award of financial support. Nick Ellis (On behalf of the Organising Committee)

Prediction of enjoyment in school physical education.

Science.gov (United States)

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE

Comparative Effectiveness of After-School Programs to Increase Physical Activity

Directory of Open Access Journals (Sweden)

Sabina B. Gesell

2013-01-01

Full Text Available Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7. Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P<.001. Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program.

Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

Science.gov (United States)

Hazari, Zahra

2006-12-01

The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

Hungarian Dimensions of Physical Activity Based on Studies at School Ages

Directory of Open Access Journals (Sweden)

Cselik Bence

2015-05-01

Full Text Available It is an old pursuit to find the balance between nature and society (within the individual and the sum of people. In order to talk about a healthy society, it is necessarry to have the people making up the society healthy too. The health condition of the individuals affects the society, creating a close connection amoing individuals and society. Health, mental and physical well-beings of members of society affects the economy, since a healthy workforce leads to developing economy, which hence can provide the requirements and conditions that ensure a mentally and physically healthy way of living for the society. Sport, everyday exercise, therefore regular training can also play an important social role, and can greatly contribute to social well-being. Decreased physical activity, sitting lifestyle are both specific traits of economically developed countres, and turns into a more and more threatening public health problem world-wide, which contribute to the development or aggravation of such chronic diseases and health damages, like morbid obesity, heart diseases, diabetes, hypertension, locomotor diseases, malignant tumors, depression. The topic of our research is related to mainly the subject of primary school healthcare programs. The measurements have been taken in 12 different educational institutions, which included primary, secondary, vocational schools, and a 6-grade school. The actuality of the topic is proven by the increased obesity appearing at more younger ages, and we intend to shed some light on the fact, that with a good healhcare strategy and short-term goals we can achieve positive results shortly on the fields of school healthcare.

3rd CERN-Fermilab Hadron Collider Physics Summer School

CERN Multimedia

2008-01-01

August 12-22, 2008, Fermilab The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 29 FEBRUARY 2008. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high-energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The third session of the summer school will focus on exposing young post-docs and advanced graduate students to broader theories and real data beyond what they’ve learned at their home institutions. Experts from across the globe will lecture on the theoretical and experimental foundations of hadron collider physics, host parallel discussion sessions and answer students’ questions. This year’s school will also have a greater focus on physics beyond the Standard Model, as well as more time for questions at the end of each lecture. The 2008 School will be held at ...

3rd CERN-Fermilab HadronCollider Physics Summer School

CERN Multimedia

EP Department

2008-01-01

August 12-22, 2008, Fermilab The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 29 FEBRUARY 2008. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high-energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The third session of the summer school will focus on exposing young post-docs and advanced graduate students to broader theories and real data beyond what they’ve learned at their home institutions. Experts from across the globe will lecture on the theoretical and experimental foundations of hadron collider physics, host parallel discussion sessions and answer students’ questions. This year’s school will also have a greater focus on physics beyond the Standard Model, as well as more time for questions at the end of each lecture. The 2008 School will be held at Fermilab. Further enquiries should ...

Relationship between diet and physical activity level in adolescents from post-grammar schools.

Science.gov (United States)

Dmitruk, Agnieszka; Kunicka, Izabela; Popławska, Helena; Hołub, Wojciech

2016-01-01

Appropriate diet and physical activity are vital determinants of psychophysical development in children and adolescents. The aim of the study was to analyse an association between dietary habits and physical activity levels of adolescents from post-grammar schools. The study included 110 girls and 65 boys between 16 and 19 years of age from two post-grammar schools in Biała Podlaska in Poland. They were subjected to a diagnostic survey providing information on their diet (number of meals a day, their regularity, frequency of bread, dairy, meat, fish, sweet, fruit, vegetable and fast food consumption, preferred ways of food processing). Physical activity levels were determined with the International Physical Activity Questionnaire--Short Form (IPAQ-SF). Based on these data, the respondents were stratified to high, moderate and low physical activity groups. Due to small number of participants presenting with low physical activity levels, we did not include this group in further analyses. The significance of differences in the dietary habits of adolescents presenting with high and moderate physical activity levels was verified with the χ2 test. Most girls and boys presented with high levels of physical activity. However, we did not find an evident relationship between dietary habits and physical activity levels. Girls from high and moderate physical activity groups differed solely in terms of the number of daily meals, frequency of meat and sweet consumption, and significant intergroup differences observed among boys pertained to the frequencies of whole-wheat bread, meat and fast food consumption. The abovementioned food products were consumed more often by girls and boys presenting with high physical activity levels. The dietary mistakes observed in physically active adolescents from post-secondary schools justify intensification of their dietary education programs.

DETERMINATION OF PHYSICAL ACTIVITY DURING SCHOOL RECESS COMBINING MEASUREMENTS OF PHYSICAL ACTIVITY AND CHILDREN’S PERSPECTIVE

Directory of Open Access Journals (Sweden)

Carlos Álvarez Bogantes

2018-01-01

Full Text Available The aim of this study was to determine physical activity levels of children during school recess, taking into account children’s perceptions as well as observations during recess. A mixed method was used, including the System for Observing Play and Leisure Activity in Youth (SOPLAY and focus groups. Participants included students from 3 public schools with regular and alternating schedules, who were observed during their school breaks. In addition, focus groups were held and descriptive statistics were used.  A factorial variance test (2x2 was also used to determine if there were differences between levels of moderate-vigorous physical activity among school types. Results of focus groups were organized into categories. Students exhibited 47.98 sedentary activity and 52.02 moderate-vigorous physical activity during school recess, with girls being more sedentary than boys. Students with an alternating schedule are more active than those with a regular schedule. Participants perceived reduced space to play and little support from teachers as barriers to do physical activity. In conclusion, this study showed that a little over 50% of students perform physical activity during school recess, with children in alternating schedules being more active than those with a regular schedule. Participants perceive that school environment does not favor physical activity, due to environmental barriers. Based on the results of this study, physical activity should be promoted during school recess, taking into consideration barriers in natural, social, physical, and organizational environments.

2015 European School of High-Energy Physics

CERN Multimedia

2015-01-01

Dear colleagues, I would like to draw your attention to the 2015 European School of High-Energy Physics. Details can be found at:    http://physicschool.web.cern.ch/PhysicSchool/ESHEP/ESHEP2015/default.html   The School will be held in Bulgaria from 2-15 September 2015. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 8 May 2015 The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics.  Note that, as indicated on the website, one or two students from developing countries may be considered for the award of financial support.   Nick Ellis (On behalf of the Organising Committee)

Physical education in schools, sport activity and total physical activity in adolescents

Directory of Open Access Journals (Sweden)

Priscila Missaki Nakamura

2013-07-01

Full Text Available Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics

Directory of Open Access Journals (Sweden)

Ru Li

2017-06-01

Full Text Available The purpose of this study was to assess the physical activity (PA of children with physical disabilities (PD in school and home settings and to simultaneously examine selected contextual characteristics in relation to PA in those settings. Children with PD (N = 35; Mean age = 15.67 ± 4.30 years; 26 boys were systematically observed using BEACHES (Behaviors of Eating and Activity for Children’s Health: Evaluation System at school (before school, recess, lunch break, after class and at home (before dinner during four normal school days. The children spent most of their time in all five settings being physically inactive, but had slightly more PA during recess and lunch break periods. Hierarchical multiple regression revealed that selected contextual characteristics explained 18.9–56.0% (p < 0.01 of the variance predicting moderate-to-vigorous physical activity (MVPA after controlling for demographic variables. Prompts to be active were positively associated with MVPA at school and the presence of fathers and fathers being motivators at home. This study highlights how little PA that children with PD receive and identifies the importance of the provision of prompts for PA at both school and home with this special population.

Change at the top for the CERN physics schools

CERN Multimedia

2009-01-01

After directing the CERN physics schools since 1993, Egil Lillestøl has handed over to Nick Ellis. At the same time, Hélène Haller has taken over from Danielle Métral as the schools’ administrator. From left to right: Nick Ellis, Hélène Haller, Danielle Métral and Egil Lillestøl.The CERN physics schools for young experimentalists date back to the 1960s and as early as 1971 collaboration with the Joint Institute for Nuclear Research (JINR) in Dubna led to the Joint CERN-JINR schools, which reached beyond CERN’s Member States every two years. Then, in 1993, CERN and JINR agreed to organize the schools jointly every year, as the European School for High-Energy Physics. Egil Lillestøl, has not only run this school very successfully since then, but also created the CERN Latin American School of High-Energy Physics, beginning in 2001. Danielle Métral has been responsible for the schools’ administration since 2001, both for t...

Summer School on Particle Physics

CERN Document Server

2017-01-01

The goal of the school is to give a detailed overview of particle physics from the basics of Standard Model phenomenology to the most important areas where significant progress has been achieved recently. This year the school will cover both the energy and the intensity frontiers, including lectures on experimental techniques for small scale experiments and on formal developments in quantum field theory.

FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

Directory of Open Access Journals (Sweden)

Петро Джуринський

2014-12-01

Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

Science.gov (United States)

Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

2016-09-01

To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

Newton in the Big Apple: Issues of equity in physics access and enrollment in New York City public high schools

Science.gov (United States)

Kelly, Angela Marian

High school physics is a gateway course for post-secondary study in science, medicine, and engineering, as well as an essential component in the formation of students' scientific literacy. However, physics is widely considered appropriate only for an academic elite. The existence of policies that restrict science opportunities for secondary students results in diminished outcomes in terms of scientific proficiency. Although the national trend in physics enrollment has shown an increase in recent years, the rate of participation is much lower for students in urban schools. This study examines the availability of physics in New York City, and whether access is related to organizational and school-level variables. The statistical distribution of physics students throughout the city is compiled and analyzed. High schools that successfully offer physics are compared with those that do not. Other factors are explored to determine their relationship to physics access, such as the presence of science magnet schools, the availability of Advanced Placement Physics and Non-Regents Physics, the science curricular sequence, and teacher certification. The results show that physics is not widely available to students in New York City, with 55% of high schools simply not offering the subject. Only 27% of schools with fewer than 600 students offer physics. The science magnet schools enroll a significant proportion of physics students when compared with larger, economically depressed neighborhood schools. The causes of these disparities are complex, and the implications serious for those students who do not have equal access to physics. The implications of these findings are important. By highlighting descriptive variables, as well as statistical evidence of systemic discrimination and inequities, urban districts may formulate effective models for the promotion of physics study. School policies and structures need to target better rates of physics participation among all students

Physics teaching in the medical schools of Taiwan.

Science.gov (United States)

Hsu, Jiann-wien; Hsu, Roy

2012-02-01

We describe and analyze the statistics of general physics and laboratory courses in the medical schools of Taiwan. We explore the development of the general physics curriculum for medical students of Taiwan. Also, an approach to designing a general physics course in combination with its application to medical sciences is proposed. We hope this preliminary study can provide a useful reference for physics colleagues in the medical schools of Taiwan to revolutionize the dynamics of teaching physics to the medical students of Taiwan. Copyright © 2011. Published by Elsevier B.V.

Non-Overweight and Overweight Children's Physical Activity during School Recess

Science.gov (United States)

Ridgers, Nicola D.; Saint-Maurice, Pedro F.; Welk, Gregory J.; Siahpush, Mohammad; Huberty, Jennifer L.

2014-01-01

Objective: Little research has investigated children's physical activity levels during school recess and the contribution of recess to school day physical activity levels by weight status. The aims of this study were to examine non-overweight and overweight children's physical activity levels during school recess, and examine the contribution of…

The Origins of Physical Education in State Schools.

Science.gov (United States)

Thomson, Ian

1978-01-01

A large number of potential army recruits were rejected during the Boer War as physically unfit. The health of school children became a matter of wide public concern, and out of this debate a new role emerged for physical education in State schools. (Author/SJL)

Student notes as a mediating tool for learning in school subjects

DEFF Research Database (Denmark)

Christensen, Torben Spanget

2016-01-01

-writing function as a tool for a shift in identity from school child to student?. Perceptions of note-writing by two male students and students notes from the school subject bussines economics are analysed. It is concluded that note-writing can function as a tool for learning. Writing notes often allow students...... discource language which must be considered learning subjects. It is concluded that.note writing can mediate between subject discourse language and everyday language, and thereby also function as a tool to identity shift....

Contextualizing physical literacy in the school environment: The challenges

Directory of Open Access Journals (Sweden)

Darla M. Castelli

2015-06-01

Full Text Available The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a whole of school approach, (b effective, differentiated pedagogy, (c integration of technology for individualized tracking of progress, (d supportive school climate, and (e alignment of local efforts with national initiatives.

High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

Interests in School Subjects and Vocational Preference.

Science.gov (United States)

Sjoberg, Lennart; Drottz, Britt-Marie

1983-01-01

Reports a study in which Swedish high school students' academic interests were related to perceived effort, ability, and perceived vocational job prospects. Notes that academic interests were based on subjects' logical appeal and practical value. Notes that vocational preferences correlated strongly with individual job prospects but weakly with…

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

Energy Technology Data Exchange (ETDEWEB)

Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

2016-06-15

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

International Nuclear Information System (INIS)

Buckley, L

2016-01-01

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

Children with Physical Disabilities at School and Home: Physical Activity and Contextual Characteristics.

Science.gov (United States)

Li, Ru; Sit, Cindy Hui-Ping; Yu, Jane Jie; Sum, Raymond Kim-Wai; Wong, Stephen Heung-Sang; Cheng, Kenneth Chik-Chi; McKenzie, Thomas L

2017-06-25

The purpose of this study was to assess the physical activity (PA) of children with physical disabilities (PD) in school and home settings and to simultaneously examine selected contextual characteristics in relation to PA in those settings. Children with PD (N = 35; Mean age = 15.67 ± 4.30 years; 26 boys) were systematically observed using BEACHES (Behaviors of Eating and Activity for Children's Health: Evaluation System) at school (before school, recess, lunch break, after class) and at home (before dinner) during four normal school days. The children spent most of their time in all five settings being physically inactive, but had slightly more PA during recess and lunch break periods. Hierarchical multiple regression revealed that selected contextual characteristics explained 18.9-56.0% ( p motivators at home. This study highlights how little PA that children with PD receive and identifies the importance of the provision of prompts for PA at both school and home with this special population.

A lecture on nuclear physics in primary school

International Nuclear Information System (INIS)

Arh, S.

2004-01-01

I am going to propose the contents of a lecture on nuclear physics and radioactivity in primary school. Contemporary technology, medicine and science exploit intensively the discovered knowledge about processes in atoms and in a nucleus. Mankind has gained huge profit from peaceful applications of nuclear reactions and ionizing radiation. We use the products of nuclear industry every day. But about half of the school population never hears a professional explanation about what is going on in nuclear power plants. Only on some secondary schools students learn about nuclear physics. The lack of knowledge about nuclear processes is the main reason why people show great fear when hearing the words: radiation, radioactivity, nuclear, etc. At last it is now time to give some fundamental lessons on nuclear physics and radioactivity also to pupils in primary school. From my four-year teaching experience in primary school I am suggesting a programme of lectures on nuclear physics and radioactivity. At the end of the lessons we would visit the Krsko Nuclear Power Plant or the Nuclear Training Centre Milan Copic. This could be included in the so called natural science day. Pupils come from the eight class (14 years old) of primary school and have no problems following the explanation. (author)

2nd CERN-Fermilab Hadron Collider Physics Summer School

CERN Document Server

2007-01-01

June 6-15, 2007, CERN The school web site is http://cern.ch/hcpss with links to the academic programme and the application procedure. The APPLICATION DEADLINE IS 9 MARCH 2007 The results of the selection process will be announced shortly thereafter. The goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers in high energy physics a concentrated syllabus on the theory and experimental challenges of hadron collider physics. The first school in the series, held last summer at Fermilab, extensively covered the physics at the Tevatron collider experiments. The second school, to be held at CERN, will focus on the technology and physics of the LHC experiments. Emphasis will be placed on the first years of data-taking at the LHC and on the discovery potential of the programme. The series of lectures will be supported by in-depth discussion sessions and will include the theory and phenomenology of hadron collisions, discovery physics topics, detector and analysis t...

2012 European School of High-Energy Physics

CERN Document Server

Mulders, M; ESHEP 2012

2014-01-01

The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, physics beyond the Standard Model, neutrino physics, and cosmology.

PREFACE: XIX International School on Nuclear Physics, Neutron Physics and Applications (VARNA 2011)

Science.gov (United States)

Stoyanov, Chavdar; Dimitrova, Sevdalina; Voronov, Victor

2012-05-01

This volume contains the lectures and short talks given at the XIX International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 19-25 September 2011 in 'Club Hotel Bolero' located in the 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by the Institute for Nuclear Research and Nuclear Energy of the Bulgarian Academy of Sciences. The co-organizer of the School was the Bulgarian Nuclear Regulatory Agency and the Bogoliubov Laboratory of Theoretical Physics of the Joint Institute for Nuclear Research - Dubna. According to long-standing tradition the School has been held every second year since 1973. The School's program has been restructured according to our enlarged new international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts many young scientists and students from around the world. This year - 2011, we had the pleasure of welcoming more than 50 distinguished scientists as lecturers. Additionally, 14 young colleagues received the opportunity to each present a short contribution. The program ranged from recent achievements in areas such as nuclear structure and reactions to the hot topics of the application of nuclear methods, reactor physics and nuclear safety. The 94 participants enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and during the pleasant evenings. The main topics were as follows: Nuclear excitations at various energies Nuclei at high angular moments and temperature Structure and reactions far from stability Symmetries and collective phenomena Methods for lifetime measurements Astrophysical aspects of nuclear structure Neutron nuclear physics Nuclear data Advanced methods in nuclear waste treatment Nuclear methods for applications Several colleagues helped with the organization of the School. We would like

Are Korean secondary school girls physically active during leisure time?

Science.gov (United States)

Cho, Minhaeng; Kwon, Wook-Dong; Jeon, Yong-Bae

2010-03-01

Our aims in this study were to identify the types of physical activity during leisure time and to determine if Korean secondary school girls participate in enough physical activity during leisure time to promote health. Of the 1,088 girls randomly selected by a multistaged cluster sampling technique, 705 girls completed questionnaires. Seventy-five percent of Korean secondary school girls spent time on individualized or noncompetitive activities, and 88.3% of them were classified into underactive and inactive levels with no gained health benefits during leisure time. No significant differences were observed in the physical activity levels between middle school girls and high school girls. The results of this study may be explained by the lack of perceived appropriateness for secondary school girls' participation in physical activity, which traditionally did not favor them participating in dynamic physical activities and sufficient physical activity level to gain health benefits.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

Science.gov (United States)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

AN INNOVATIVE APPROACH TO TEACHING THE SUBJECT «TECHNOLOGY» IN THE SECONDARY SCHOOL

Directory of Open Access Journals (Sweden)

Marina Viktorovna Sleptsova

2015-02-01

Full Text Available The article describes the author approach to the teaching of the subject «Technology» in a secondary school. Feature of the proposed approach is its focus on innovation behavior of students in the context of continuous technological education, aimed at the continuous creation of new or modification of existing technical and social systems, reducing the cost of resources, the achievement of high commercial effect. Shows an example of an innovative approach to teaching the subject «Technology of cooking» section of the «Cooking» of the Federal model programme «Technology». The role and place of the subject «Technology» in the psychological preparation of students for entrepreneurship, the formation of «habits of success», even at school age to play the «role model» entrepreneur in the field of industrial production, innovation and agriculture. Demonstrated an innovative approach to teaching the subject «Techno-logy» for productive socialization and social adaptation of graduates of secondary schools.Summary: identify ways and methods of performing teaching staff in secondary schools social order to prepare students for entrepreneurial activity.Methodology: theoretical analysis of the literature, scientific methods of comparison, ge-neralization, systematic approach.Results: the proposed innovative approach to the teaching of the subject «Technology» in a secondary school leads to increased interest in academic subject in grades 9-11 secondary schools, the development of students in sustainable entrepreneurial skills, increase the number of high school graduates, focusing on entrepreneurial activities in the fields of innovation and industrial production, craft activities and agriculture.Practical implication: pedagogy of secondary school.

1984 CERN school of physics

International Nuclear Information System (INIS)

1985-01-01

The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: proton antiproton physics, experimental tests of gauge theories, QCD, phenomenology of Higgs particles, the electroweak model, unification and supersymmetry. In addition, there is a report of a special lecture on elementary supersymmetry. See hints under the relevant topics. (orig./HSI)

Physical education in schools, sport activity and total physical activity in adolescents

Directory of Open Access Journals (Sweden)

Priscila Missaki Nakamura

2013-06-01

Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n5p517 Less than half of adolescents reach the recommended300 minutes per week of physical activity (PA. Physical educationclasses and sports participation provideopportunities for adolescents to accumulate moretime for PA practice; however, littleis known about the influence of these variables onthe level of total physical activity ofadolescents. The aim of this study was toinvestigate the association between the practiceof physical education (PE in schools and sportsactivities (SA with the practice oftotal PA of adolescents. The study wascross-sectional and involved 467 adolescents ofhigh school (15.8 ± 0.9 years-old from the city ofRio Claro, in the State of São Paulo. Participants completed the Physical ActivityQuestionnaire to Older Children (PAQ-Cand questions related to the practice of PE and SAin schools. We performed a logisticregression with p<0.05 using SPSS. Girls hadlower prevalence of PA than boys, 9.4% and26.8%, respectively. Boys who did not participateof PE classes (OR=0.25, CI95%=0.09-0.66 and SA in schools (OR=0.34, CI95%=0.12-0.95were less likely to be active in PAthan boys who practiced these activities. Theparticipation in PE classes or engagementin some SA were positively associated with thepractice of total PA in boys.

Language Genre Transitions in a Secondary School Physics Classroom

Science.gov (United States)

Bower, M. W.; Ellerton, N. F.

2007-01-01

The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

Between-school variation in physical activity, aerobic fitness, and organized sports participation

DEFF Research Database (Denmark)

Kristensen, Peter L; Olesen, Line G; Ried-Larsen, Mathias

2013-01-01

Abstract A large proportion of a child's day is spent at school interacting with certain physical surroundings, teachers, and school friends. Thus, schools could have a marked impact on establishing physical activity habits. The aim of the present study was to assess between-school variation...... between-school variation in physical activity provides information about the extent to which children adjust their physical activity habits according to the social and environmental circumstances that they share, and helps to plan future school-based physical activity studies, especially in terms...... of sample size and power calculation....

2014 Asia-Europe-Pacific School of High-Energy Physics

CERN Multimedia

Nick Ellis, on behalf of the Organising Committee

2014-01-01

Dear Colleagues, I would like to draw your attention to the 2014 Asia-Europe-Pacific School of High-Energy Physics. Details can be found here. The second Asia-Europe-Pacific School of High-Energy Physics, AEPSHEP2014, to be held in Puri, India, from 4 to 17 November 2014, is now open for applications (deadline 11 April 2014). AEPSHEP is held every second year, hosted in countries in the Asia-Pacific region. The first School in the series was held in Fukuoka, Japan in 2012. Applications to attend the School are invited particularly from students from countries in the Asia-Pacific region and from Europe, although applications from other regions will also be considered. The programme of the school will be at a level appropriate for PhD students in experimental particle physics. It is anticipated that students working on phenomenology (if not too far from experimental particle-physics) will also be accepted. The School is open to junior post-docs (typically less than two years after completing their PhD), an...

Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students

Directory of Open Access Journals (Sweden)

Ntwanano Alliance Kubayi

2015-12-01

Full Text Available The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.

School on QCD and LHC Physics

CERN Document Server

2015-01-01

With the start of Run II of the LHC, 2015 will be an exciting year for high-energy physics. The higher energies and larger luminosity will open new vistas for discovering physics beyond the Standard Model, through direct searches and through precision measurements of Standard-Model observables. Besides a poster session, attendants will be also invited to give short talks about their research activity. This school is aimed at preparing graduate students for theoretical research in quantum chromodynamics as applied to the future research program at the LHC. Aspects of the school will also be valuable to younger postdoctoral fellows and graduate students in experimental high-energy physics. There is no registration fee and limited funds are available for travel and local expenses

Comprehensive School-Based Physical Activity Promotion: A Review

Science.gov (United States)

Erwin, Heather; Beighle, Aaron; Carson, Russell L.; Castelli, Darla M.

2013-01-01

Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to…

Teacher-Led Change in Secondary School Physical Education

Science.gov (United States)

Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

2016-01-01

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

Associations of school violence with physical activity among U.S. high school students.

Science.gov (United States)

Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M

2014-05-01

This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.

The Validity of the School Assessment in the Craft Subject

Directory of Open Access Journals (Sweden)

Antti Hilmola

2016-06-01

Full Text Available In this research project, the validity of the school assessment is examined in the craft subject in Finland’s basic education. The criteria for the school assessment are based on the Finnish Na-tional Core Curriculum (FNCC in which the idea of the Entire Craft (EC is highlighted. How-ever, the discussion as to whether or not the school practice is based on the idea of EC, or whether the teachers are still focused on the technical details of products in reflecting on the pupils’ tool-handling skills, is still an ongoing debate. Learner-centred learning is implicated in EC since the pupils are expected to set goals for the implementation of their own ideating, plan-ning and constructing. And, finally, in such a process, the self-reflection of the implemented out-comes against the goals will take place.  Altogether 73 craft teachers from 59 upper level schools participated in this research project. The pupils’ (N = 982 success was assessed during an EC period using the indicator validated by the previous nation-wide evaluation by the Finn-ish National Board of Education (FNBE. Since the valid school assessment was expected to reflect the success in the Entire Craft Assessment Period (ECAP, the outcomes were assessed against the criteria of the FNCC and compared to the pupils’ school scores. The data was ana-lysed using the Linear Regression Analysis (Enter Method. The central observation was that the pupils’ success in the criteria of the EC do not reflect the 7th grade school scores, in all re-spects. Moreover, the pupils’ success does not reflect the 6th grade school scores. The instruc-tions and supplementary education of the FNCC criteria are needed for craft teachers, especial-ly for class teachers at the lower level. In Finland, also the craft subject is taught by the class teachers at the lower level while, at the upper level, the subject teachers take their place. Ac-cording to the new FNCC, the number of class lessons will be

School-based physical therapy services and student functional performance at school.

Science.gov (United States)

Mccoy, Sarah Westcott; Effgen, Susan K; Chiarello, Lisa A; Jeffries, Lynn M; Villasante Tezanos, Alejandro G

2018-03-30

We explored relationships of school-based physical therapy to standardized outcomes of students receiving physical therapy. Using a practice-based evidence research design, School Function Assessment (SFA) outcomes of 296 students with disabilities (mean age 7y 4mo [standard deviation 2y]; 166 males, 130 females), served by 109 physical therapists, were explored. After training, therapists completed 10 SFA scales on students at the beginning and end of the school year. Therapists collected detailed weekly data on services (activities, interventions, types, student participation) using the School-Physical Therapy Interventions for Pediatrics (S-PTIP) system. Stepwise linear regressions were used to investigate S-PTIP predictors of SFA outcomes. Predictors of SFA section outcomes varied in strength, with the coefficient of determination (R 2 ) for each outcome ranging from 0.107 to 0.326. Services that correlated positively with the SFA outcomes included mobility, sensory, motor learning, aerobic/conditioning, functional strengthening, playground access interventions, and higher student participation during therapy (standardized β=0.11-0.26). Services that correlated negatively with the SFA outcomes included providing services within student groups, within school activity, with students not in special education, during recreation activities, and with positioning, hands-on facilitation, sensory integration, orthoses, and equipment interventions (standardized β=-0.14 to -0.22). Consideration of outcomes is prudent to focus services. Overall results suggest we should emphasize active mobility practice by using motor learning interventions and engaging students within therapy sessions. No specific interventions predicted positively on all School Function Assessment (SFA) outcomes. Active movement practice seems related to overall better SFA outcomes. Active mobility practice improved SFA participation, mobility, recreation, and activities of daily living. Engaging

1988 CERN school of physics

International Nuclear Information System (INIS)

1991-01-01

The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to field theory and to weak interactions, heavy ion collisions, perturbative QCD, the standard model, proton-antiproton collider results and detectors, cosmology. (orig.)

2016 Asia-Europe-Pacific School of High-Energy Physics

CERN Multimedia

2016-01-01

  Dear colleagues, I would like to draw your attention to the 2016 Asia-Europe-Pacific School of High-Energy Physics. Details can be found here.  The third Asia-Europe-Pacific School of High-Energy Physics, AEPSHEP2016, to be held near Beijing, China, 12-25 October 2016, is open for applications (deadline 1st April 2016). AEPSHEP is held every second year, hosted in countries in the Asia-Pacific region. The first two schools in the series were held in Fukuoka, Japan, in 2012 and Puri, India, in 2014.  Applications to attend the school are invited particularly from students from countries in the Asia-Pacific region and from Europe, although applications from other regions will also be considered. The programme of the school will be at a level appropriate for PhD students in experimental particle physics. It is anticipated that students working on phenomenology (if not too far from experimental particle-physics) will also be accepted. The...

2013 European School of High-Energy Physics

CERN Document Server

Perez, G; ESHEP 2013

2015-01-01

The European School of High-Energy Physics is intended to give young physicists an introduction to the the- oretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, Higgs physics, physics beyond the Standard Model, flavour physics, and practical statistics for particle physicists.

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari

2016-05-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

Physical Education and Sport at School in Europe

Science.gov (United States)

Kerpanova, Viera; Borodankova, Olga

2013-01-01

"Physical Education and Sport at School in Europe" maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of…

Secular Life Philosophy as a Subject in Schools in Norway.

Science.gov (United States)

Horn, Kristian

1981-01-01

In Norway changes in legislation in recent years have loosened the firm hold of Christian philosophy in the schools and given room for alternative secular philosophy. This article presents background information and an outline of the basic plan for life philosophy as a school subject. (Author/SJL)

Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

Directory of Open Access Journals (Sweden)

Timothy A. BRUSSEAU

2015-06-01

Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

Promoting youth physical activity and healthy weight through schools.

Science.gov (United States)

Rye, James A; O'Hara Tompkins, Nancy; Eck, Ronald; Neal, William A

2008-01-01

The prevalence of overweight in youth has increased three- to four-fold in the United States since the 1960s. The school environment can play prominently in the mitigation of this epidemic by increasing physical activity opportunities/ levels, decreasing the availability of food/ beverage with added sugar, and enhancing students' scientific understandings about energy balance. The potential to increase energy expenditure goes beyond the school day to include safe routes for walking and biking to school (active transport) as well as the availability of school facilities as a community resource for physical activity outside of school hours. However, school consolidation and siting decisions have profound effects on active transport as well as the school as a community resource. Teachers and adolescents should not be overlooked as important partners in conceiving and carrying out programming that seeks to increase physical activity levels in youth and the broader community. As leaders and health care providers in their communities, physicians are postured to be effective advocates of, and to leverage in their own practice, school-based policies and practices towards promoting healthy weight in youth.

Information technologies at physics practicums in a subject-oriented school

Directory of Open Access Journals (Sweden)

Tishchenko Lyudmila V.

2016-01-01

Full Text Available The paper suggests a new method of implementing an activity approach in a physicsoriented program. Such method implies the use of a system which comprises three types of practical sessions: a laboratory practicum, a practical training aimed at analyzing physical processes on the basis of computerized modeling and a problem-solving practicum. A methodology used for holding practicums provides for an active use of information technologies. At laboratory sessions we use computerized sensors, tablets with an integrated data recorder, an electronic oscilloscope and process data in Excel tables. At practicums aimed at analyzing physical processes, we develop programs in Visual Basic and Рascal in order to visualize physical processes in the form of motion trajectories, dynamic charts; besides, we conduct computer experiments. At problem-solving practicums we use our own PowerPoint “Study Guide for an Interactive Whiteboard”, which contains a database of graphic and pictorial physics problems for students of 10–11 grades. Knowledge of information technologies facilitates students’ adaptation in modern society, improves education quality.

1989 CERN-JINR school of physics

International Nuclear Information System (INIS)

1991-01-01

The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: Gauge theories and applications, precision tests of the electroweak theory (in two parts), physics beyond the Standard Model, and the experimental programme at the IHEP accelerator. (orig.)

Examination of physical activity in adolescents over the school year.

Science.gov (United States)

Bruner, Mark W; Chad, Karen E; Beattie-Flath, Jodie A; Humbert, M Louise; Verrall, Tanya C; Vu, Lan; Muhajarine, Nazeem

2009-11-01

This study monitored the physical activity behavior of adolescent students over a ten month school year. Physical activity was assessed at two month intervals using self-report and objective (Actical accelerometers) measures. Self-report results (n = 547) indicated a decline in physical activity throughout the school year for all grades and genders. The decline was attributed largely to a decrease in organized activity participation. Objective physical activity results (n = 40) revealed a significant decline in activity in the latter half of the school year (February to June). Declining physical activity was attributed to a decrease in vigorous activity which was consistent across grade and gender. Collectively, the results highlight the importance of promoting consistent opportunities for adolescents to be active throughout the school year.

High school physics enrollments by socioeconomic status and type of class

Science.gov (United States)

White, Susan C.

2016-01-01

Since September, we have been examining the relationship between high school physics enrollments by race/ethnicity and socioeconomic status. We have seen that the number of seniors and the number of physics teachers is roughly evenly divided into each type of school: those where students are typically better off economically than their peers at other schools in the area, those where students' economic status is typical for the area, and those where students are worse off. We have seen that even though the number of seniors and the number of physics teachers is roughly equal, the number of students taking physics is not. As we see in the figure, the enrollments in various types of physics classes are not equivalent either. While the total number of students taking Physics First or conceptual physics is about the same, the number of students in advanced classes—honors, AP, or second-year physics—is heavily skewed toward the better off schools. It is hard to know the direction of any cause and effect, but it is clear the students attending better off schools are more likely to take physics and are more likely to take more advanced physics classes in high school.

Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

Science.gov (United States)

Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

2012-01-01

The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

Science.gov (United States)

Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

2015-01-01

Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

The effect of a school physical activity intervention on physical self-perception and enjoyment

DEFF Research Database (Denmark)

Christiansen, Lars Breum Skov; Lund-Cramer, Pernille; Smedegaard, Søren

Background Physical activity at school can improve mental health of all children – especially if it is tailored to children’s needs and conducted in a positive social climate. The purpose of the present study was to examine the effect of a multicomponent school-based physical activity intervention......) physical activity in recess. Using a cluster-randomized design, 24 Danish schools were randomized to either intervention or control. Study population included 3.136 children aged 10-13 years at baseline. Student survey was carried out prior to intervention and after 9 months. Physical self...... in May 2016 and the study examines the difference at follow-up controlled for baseline values. Discussion There is compelling evidence that physical activity can have a positive effect on emotional well‐being, but unfortunately many children and young people engage insufficiently to reap such positive...

Development of an Attitude Scale towards High School Physics Lessons

Science.gov (United States)

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

The attitudes of technical-school students towards assessments and motivation for studying physics

Directory of Open Access Journals (Sweden)

Stanivuk Ljiljana

2015-01-01

Full Text Available The aim of the research presented in this paper was the analysis of the attitudes of the students of a secondary technical school towards assessments and motivation for studying physics. The research was conducted with the sample of462 first- and second-year students of several four-year course profiles in technical schools in Novi Sad and Subotica. Scaling was the used technique and the instrument was construed according to the five-point Likert scale for attitudes. The results show the following: (! the students have predominantly positive attitudes towards assessments in physics, the majority think that their grades are the result of their engagement, and only few students think that the subject teacher is responsible for their low grades, (2 the students are not sufficiently motivated for studying physics, (3 the attitudes of the students towards their grades affect their motivation for learning if they think that the teacher's assessments are not fair or the lessons are too big and complex. The paper ends with a suggestion that students' motivation for studying physics should be stimulated, and stresses the importance of assessments for motivation.

Subject related teaching in udeskole (outdoor school)

DEFF Research Database (Denmark)

Barfod, Karen Seierøe

Subject related teaching in udeskole In this symposium, subject related teaching on a regular basis in the outdoors, known as udeskole will be described and discussed. Based on recent and ongoing research and development, the education taking the place of teaching into account of the learning...... will identify the necessity of doing research into the field, as 18,4% of all Danish schools is shown to have one or more classes working with udeskole (Barfod et al, 2016). Secondly, the subject related teaching in the outdoors will be exemplified by four research projects. First, the subject ‘Danish...... teaching in the outdoors will be supplemented with recent research upon barriers for using external learning environments ‘the open school’ in Skive Muncipiality. Closing the seminar will be a presentation of the national Danish Network UdeskoleNet and its application. Sources: Barfod, K., Ejbye-Ernst, N...

Racialized Subjects in a Colour Blind School

Science.gov (United States)

Lagermann, Laila Colding

2013-01-01

In this paper I examine processes of racialization in a school in Copenhagen, Denmark. On the basis of the data produced in 2009, which is part of a larger study, I investigate themes of race as a difference-making and constituting category for subjective (human) becoming and racialization as contingent and negotiated processes (Butler, 1997). As…

Evaluation of a school-based physical activity intervention in ...

African Journals Online (AJOL)

Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg.

AAPT/NSTA High School Physics Examination.

Science.gov (United States)

Nelson, James

1983-01-01

Discusses development of the American Association of Physics Teachers and National Science Teachers Association (AAPT/NSTA) high school physics examination. Includes sample examination questions and distribution of topics: mechanics (30 percent), waves/optics/sound (20 percent), heat/kinetic theory (10 percent), electricity/magnetism (25 percent),…

European School of High-Energy Physics

CERN Document Server

2006-01-01

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures notes on field theory and the Standard Model, quantum chromodynamics, flavour physics and CP violation, experimental aspects of CP violation in K and B decays, relativistic heavy-ion physics, and the scientific programme of the Joint Institute for Nuclear Research. These core scientific topics are complemented by a lecture about the physics of ski jumping.

PREFACE: XX International School on Nuclear Physics, Neutron Physics and Applications (Varna2013)

Science.gov (United States)

Stoyanov, Chavdar; Dimitrova, Sevdalina

2014-09-01

The present volume contains the lectures and short talks given at the XX International School on Nuclear Physics, Neutron Physics and Applications. The School was held from 16-22 September 2013 in 'Club Hotel Bolero' located in 'Golden Sands' (Zlatni Pyasaci) Resort Complex on the Black Sea coast, near Varna, Bulgaria. The School was organized by the Institute for Nuclear Research and Nuclear Energy of Bulgarian Academy of Sciences. Co-organizer of the School was the Bulgarian Nuclear Regulatory Agency and the Bogoliubov Laboratory of Theoretical Physics of Joint Institute for Nuclear Research - Dubna. Financial support was also provided by the Bulgarian Ministry of Education and Science. According to the long-standing tradition the School has been held every second year since 1973. The School's program has been restructured according to our enlarged new international links and today it is more similar to an international conference than to a classical nuclear physics school. This new image attracts many young scientists and students from around the world. This year, 2013, we had the pleasure to welcome more than sixty distinguished scientists as lecturers. Additionally, twenty young colleagues received the opportunity to present a short contribution. Ninety-four participants altogether enjoyed the scientific presentations and discussions as well as the relaxing atmosphere at the beach and during the pleasant evenings. The program of the School ranged from latest results in fundamental areas such as nuclear structure and reactions to the hot issues of application of nuclear methods, reactor physics and nuclear safety. The main topics have been the following: Nuclear excitations at various energies. Nuclei at high angular moments and temperature. Structure and reactions far from stability. Symmetries and collective phenomena. Methods for lifetime measurements. Astrophysical aspects of nuclear structure. Neutron nuclear physics. Nuclear data. Advanced methods in

For Information: CERN-Fermilab2006 Hadron Collider Physics Summer School

CERN Multimedia

2006-01-01

Applications are Now Open for the CERN-Fermilab2006 Hadron Collider Physics Summer School August 9-18, 2006 Please go to the school web site http://hcpss.fnal.gov/ and follow the links to the Application process. The APPLICATION DEADLINE IS APRIL 8, 2006. Successful applicants and support awards will be announced shortly thereafter. Also available on the web is the tentative academic program of the school. The main goal of the CERN-Fermilab Hadron Collider Physics Summer Schools is to offer students and young researchers a broad picture of both the theoretical and experimental aspects of hadron collider physics. The emphasis of the first school will be on the physics potential of the first years of data taking at the LHC, and on the experimental and theoretical tools needed to exploit that potential. A series of lectures and informal discussions will include an introduction to the theoretical and phenomenological framework of hadron collisions, and current theoretical models of frontier physics, as...

CERN School of physics

Energy Technology Data Exchange (ETDEWEB)

Anon.

1986-09-15

This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders.

Girls studying physics at post-secondary level in Malta

OpenAIRE

Gatt, Suzanne; Borg Marks, Joan; The Access of Women to Science

2004-01-01

All secondary level students in Malta study, at least, one science subject (Physics, Chemistry and/or Biology) up to school-leaving level. This is due to a pass in one science subject being compulsory for entry into general post-secondary education. On the other hand, Physics, rather than Chemistry or Biology, is compulsory in State Schools. This ensures that a large percentage of girls, in Malta, study Physics. Analysis of Physics exam results at school-leaving level, the Secondary Education...

Healthy eating and physical activity in schools in Europe

DEFF Research Database (Denmark)

Simovska, Venka; Dadaczynski, Kevin; Woynarowska, Barbara

2012-01-01

at developing and implementing an effective tool for supporting the development of national policies on healthy eating and physical activity in schools across Europe. For this purpose, a package of publications (HEPS Toolkit) was produced and disseminated within the Schools for Health in Europe (SHE) network......Purpose: In this paper we introduce the HEPS project (Healthy Eating and Physical Activity in Schools) and discuss initial steps of the project implementation within EU countries. On the basis of the Health Promoting School approach as a conceptual foundation for the project, HEPS aimed...... recommendations are suggested for optimizing the further implementation of this, and other similar projects. Originality/ value: THE HEPS toolkit is the first attempt to support all EU member states in the development and implementation of a national policy on healthy eating and physical activity in schools...

Relations of didactics of physics and projects of education in physics

Science.gov (United States)

Zelenický, Ľubomír; Rakovská, Mária

2017-01-01

Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

CERN School of physics

International Nuclear Information System (INIS)

Anon.

1986-01-01

This year's CERN School of Physics, the 25th, was held from 8-21 June in Sandhamn, near Stockholm. This exotic island in the Stockholm archipelago helped create a friendly atmosphere for the 80 very ambitious students (coming from 20 different countries) and their 20 or so lecturers and discussion leaders

A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

OpenAIRE

Hunter, Stephen; Leatherdale, Scott T.; Storey, Kate; Carson, Valerie

2016-01-01

Background Adolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environmen...

Material resources availability, parent subject perception and school ...

African Journals Online (AJOL)

Students' poor performance in the Yoruba language is being considered a serious problem by researchers and education stakeholders. Despite their efforts, no appreciable improvement is noticeable for hardly are enough researches on the extent to which school material resources availability, parental subject perception ...

Effective Practices for Training and Inspiring High School Physics Teachers

Science.gov (United States)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

[Physical improvements and rising motivation following the "school style" technique in the residents of a nursing home].

Science.gov (United States)

Shiota, Kozue; Goto, Shinichi; Tanenaga, Satoshi; Koyama, Keiko

2014-01-01

After five years of using our unique "school style" technique, we were able to increase the number of home discharges and decrease the number of days spent in the facility. In order to identify the factors underlying these results, a survey was conducted regarding changes of the physical and cognitive function while in the facility. The subjects included 41 patients who newly began using our facility. All subjects participated in both group and individual programs and were evaluated using the Mini Mental State Examination (MMSE), Frontal Assessment Battery at the bedside (FAB), Vitality Index and Functional Independence Measure (FIM) determined monthly starting the first day of entry into our facility. We compared the results using the Friedman test. The rate of participation in the group program was 81.9%. The average duration of participation in functional training as an individual program was 5.94 days, while that for Kumon learning therapy was 3.27 days. Effective improvements were noted in all four evaluation measurements: MMSE・FAB・Vitality Index・FIM. Improvements in the physical and cognitive function were obtained despite the status of the subjects as elderly individuals with chronic disease. Against this background, we applied interventions with rehabilitation using an intensive program for individuals and noted a pleasant experience during all activities in our unique "school style" protocol, which seeks to improve the subject's motivation. These factors are therefore important for improving the physical and cognitive function.

2011 European School of High-Energy Physics

CERN Document Server

Mulders, M; ESHEP2011; ESHEP 2011

2014-01-01

The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

The Association Between the Physical Environment of Primary Schools and Active School Transport

NARCIS (Netherlands)

Kann, D.H.H. van; Kremers, S.P.J.; Gubbels, J.S.; Bartelink, N.H.M.; Vries, S.I. de; Vries, N.K. de; Jansen, M.W.J.

2015-01-01

This study examined the relationship between the physical environment characteristics of primary schools and active school transport among 3,438 5- to 12-year-old primary school children in the Netherlands. The environmental characteristics were categorized into four theory-based clusters (function,

Physical fitness of rural children and adolescents on the example of Polish pupils from the School Complex in Ołdaki

Directory of Open Access Journals (Sweden)

Karolina Dąbrowska

2017-12-01

Full Text Available Aim: The aim of the study was to evaluate physical fitness of rural children and adolescents on the example of pupils of the School Complex in Ołdaki, Poland. Material and method: The study covered 79 pupils of grades IV–VI of the primary school and I–III of the lower secondary school of the School Complex in Ołdaki. The study used K. Zuchora’s Index of Physical Fitness and a diagnostic survey method based on the author-prepared questionnaire. Results: The study conducted among pupils of the School Complex in Ołdaki showed that physical fitness of children and adolescents from the countryside was at a relatively good level. Of the components of the Index of Physical Fitness, the worst results were obtained for abdominal muscle strength. However, the subjects showed very good flexibility, endurance and speed. Girls and boys obtained similar test results. Striking is the fact that the oldest subjects, i.e. pupils in grade III of the lower secondary school, obtained the worst results both in the entire test and in individual exercises. Conclusions: The pupils knew how to take care of their health; they were able to indicate the benefits of being physically active, were eager to take part in physical education classes and actively spent their free time. They mostly believed that they could eat healthy. Only a small percentage of pupils admitted to have had contact with stimulants and fast-foods, which was a confirmation of the fact that they were taking good care of their health. Fitness tests proved that the pupils’ fitness was at a satisfactory level. There was no noticeable difference in the results obtained by girls and boys, which indicated similar performance in all pupils. The evaluation of the pupils’ activity in their free time proved that they were more willing to spend it actively, most often playing football and cycling 2–3 times a week.

The role of physical activity in pre-service teachers’ subjective vitality

Directory of Open Access Journals (Sweden)

Abdullah Bora Özkara

2017-06-01

Full Text Available Background: In the present study, subjective vitality considered to be one of the contributions provided by participation in physical activity is examined on a sample of pre-service teachers. When teachers who are important part of education system are healthy and fit, it will help to build future generations. Materials: The research was conducted in the city of Trabzon, located in the northeastern region of Turkey. The sample of the study is composed of 328 last grade pre-service teachers (133 women, 195 men, age: 23.14 ± 2.62 studying at Karadeniz Technical University in the academic year of 2015-2016. Data was collected through Childhood and Adolescence Physical Activity Levels Questionnaire, Subjective Vitality Scale, and a personal information form asking for information about gender, doing sports as a certified sportsman/woman and department. Results: The research results yielded a significant difference between subjective vitality levels of those who do sports as a certified sportsman/woman and those who do not, and between pre-service teachers of physical education and those of other departments (p<0,01. There was also a positive and low-level significant relationship between subjective vitality and physical activity experiences of pre-service teachers (r= .23; p<0.01. However, subjective vitality did not differ significantly by gender. Conclusions: The research results seem to support other studies that reveal social and psychological contributions provided by participation in physical activity. Therefore, participation in physical activity seems to have positive effects on the subjective vitality of pre-service teachers.

Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

Science.gov (United States)

Ward, Gavin

2013-01-01

A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

Does Teaching English in Saudi Primary Schools Affect Students’ Academic Achievement in Arabic Subjects?

Directory of Open Access Journals (Sweden)

Othman Aljohani

2016-02-01

Full Text Available The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has been based on religious, cultural, and educational arguments. The latter argument consists of claims that learning English at a young age might influence children’s mother tongue development and influence their academic success. This paper investigates the impact of teaching English in Saudi primary schools on students’ achievement in Arabic-language subjects. This quantitative research aims to inform the debate on second language learning in primary schools by studying children’s examination results in the Arabic subject areas of grammar, reading, and writing. The sample consisted of primary school students from years 1 to 6 as well as year 6 students from the last year before (2004 and the first year after (2005 the introduction of English. Student results from four primary schools (two government schools and two private schools were collected and analysed. This study found no indication of a positive or negative impact of learning English on students’ achievement in Arabic subjects. However, private school students who studied English beginning in their first year of school had better results in the Arabic subjects that were the focus of this research. Keywords: second language acquisition, language impact, ESL

International School of Subnuclear Physics 50th Course

CERN Document Server

What we would like LHC to give us; ISSP 2012

2014-01-01

This book is the proceedings of the International School of Subnuclear Physics, ISSP 2012, 50th Course — ERICE, 23 June 2013 — 2 July 2012. This course was devoted to the celebrations of the 50th Anniversary of the Subnuclear Physics School which was started in 1961 by Antonino Zichichi with John Bell at CERN and formally established in 1962 by Bell, Blackett, Weisskopf, Rabi and Zichichi in Geneva (CERN). The lectures covered the latest and most significant achievements in theoretical and in experimental subnuclear physics. Readership: Directed to experts and advanced-level students in the field of Theoretical and Experimental Subnuclear Physics.

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

Science.gov (United States)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

Analysis of foreign physical activity recommendations and guidelines for schools

Directory of Open Access Journals (Sweden)

Jan Pavelka

2014-06-01

Full Text Available Background:An adequate level of physical activity is an important part of children's lifestyle. The school environment plays a significant role in the area of interventions and strategies aiming to increase the level of physical activity in children. Objectives: The aim of this study is to analyse foreign recommendations leading to an increased level of physical activity in children and young people in Czech schools. Methods: A systematic search of studies published between 1988 and 2012 in the English language was completed in library databases Medline, Sport Discus, ProQuest, PsychInfo, ERIC, Wiley InterScience using the following keywords: physical activity, guidelines, recommendations, school and youth. The studies were then classified based on abstract and full-text analyses. Using a content analysis the expert team formulated the final recommendations to increase the level of physical activity for schools in the Czech Republic (CR. Results: Out of the total number of 91 identified foreign studies, 25 met the predetermined criteria and were used as a basis for formulating the recommendations. These foreign studies included 15 papers published in USA, two in Australia, two in Great Britain, two in Canada, one in the European Union, one in New Zealand and one international paper (an international consensus of experts from 34 countries. Based on the interpretation of the evidence, its justification and final consensus of the expert team, the basic areas for the recommendations to increase the level of physical activity in schools in the CR were identified. Conclusions: An analysis of foreign recommendations to increase the level of physical activity designed for schools and school facilities is one of the possible methods of formulating domestic recommendations. This recommendation could contribute to deeper understanding of the issue of the deteriorating lifestyle of school-aged children in the CR and reflects the efforts for improvement.

National Nuclear Physics Summer School

CERN Document Server

2016-01-01

The 2016 National Nuclear Physics Summer School (NNPSS) will be held from Monday July 18 through Friday July 29, 2016, at the Massachusetts Institute of Technology (MIT). The summer school is open to graduate students and postdocs within a few years of their PhD (on either side) with a strong interest in experimental and theoretical nuclear physics. The program will include the following speakers: Accelerators and Detectors - Elke-Caroline Aschenauer, Brookhaven National Laboratory Data Analysis - Michael Williams, MIT Double Beta Decay - Lindley Winslow, MIT Electron-Ion Collider - Abhay Deshpande, Stony Brook University Fundamental Symmetries - Vincenzo Cirigliano, Los Alamos National Laboratory Hadronic Spectroscopy - Matthew Shepherd, Indiana University Hadronic Structure - Jianwei Qiu, Brookhaven National Laboratory Hot Dense Nuclear Matter 1 - Jamie Nagle, Colorado University Hot Dense Nuclear Matter 2 - Wilke van der Schee, MIT Lattice QCD - Sinead Ryan, Trinity College Dublin Neutrino Theory - Cecil...

School Accountability and Youth Obesity: Can Physical Education Mandates Make a Difference?

Directory of Open Access Journals (Sweden)

Helen Schneider

2013-01-01

Full Text Available This paper explores the effect of accountability laws under No Child Left Behind Act (NCLB on obesity rates among school-aged children in the United States. Our results show that pressures due to school closures for poor performance, rewards for good performance, and assistance to schools that lag behind lead to lower levels of vigorous physical activity. This effect is significant for high school children only. We find no significant impact of school accountability laws on children in grades 3 through 8 after state characteristics such as state obesity rate are taken into account. We also find that state physical education mandates increase physical activity for children in grades 3 through 8 and mitigate the negative effect of accountability pressures on physical activity at the high school level where accountability pressures are most effective at decreasing physical activity and increasing obesity. The study shows that physical education mandates play an important role in promoting physical activity for all grades in our sample.

CERN – Latin-American School of High-Energy Physics | Arequipa, Peru | 6-19 March 2013

CERN Multimedia

2012-01-01

The CERN – Latin-American School of High-Energy Physics targets particularly at students in experimental HEP who are in the final years of work towards their PhDs.   However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some Masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses. Demand for admission to the CERN – Latin-American Schools of High-Energy Physics exceeds the number of available places, so a competitive selection is made based on information provided on the application form and the letter of recommendation from the candidate's professor or supervisor. The application deadline is 16 November 2012 More information here.

Proceedings of the X. international school on nuclear physics, neutron physics and nuclear energy

International Nuclear Information System (INIS)

Andrejtscheff, W.; Elenkov, D.

1992-01-01

The history of the International School on Nuclear Physics, Neutron physics and nuclear Energy ('Varna School') goes back to the year 1973. Since that time it has been carried out in the fall of every other year in the Conference Center of the Bulgarian Academy of Sciences at the Black Sea coast near Varna. This volume contains the full texts of the lectures delivered by distinguished scientists from different countries on the Tenth Varna School, 1991. 14 of them are included in INIS separately

New physics schools in Latin America

CERN Multimedia

2001-01-01

From left to right : Professor Luis Masperi, Director of CLAF, John Ellis, Egil Lillestøl, and Professor Roger Cashmore, Director for Collider Programmes. On Monday 29 January, Professor Luis Masperi, Director of CLAF (Centro LatinoAmericano de Fisica), visited CERN to join Professor Roger Cashmore, in signing an agreement concerning a new programme of CERN-CLAF Schools in Latin America. The inaugural school will take place in Itacuruca, Brazil, in May 2001, and has been supported by Spain, Portugal, France and Italy. The signing was attended by John Ellis (the Director General's Non-Member State Advisor), Egil Lillestøl (Director of the Physics Schools), and Claire Earnshaw (School Administrator).

``But you're just a physics booster!'' -- Why political advocacy for high school physics is crucial

Science.gov (United States)

Cottle, Paul

2010-10-01

There is no shortage of research-based arguments supporting the importance of high school physics. A study from the University of South Florida demonstrates the importance of high school physics for the preparation of future STEM professionals [1]. A white paper from the National Academy of Education [2] states that the usual biology-chemistry-physics sequence in high school is ``out of order'' and points out that students in 9th grade biology classes are taught concepts that make no sense to them because they ``know little about atoms and next to nothing about the chemistry and physics that can help them make sense of these structures and their functions.'' Nevertheless, in Florida the high school physics-taking rate has been declining for several years and a large fraction of the International Baccalaureate programs do not even offer IB Physics. I will argue that physicists must collectively advocate in the political arena for the expansion and improvement of high school physics. I will also provide a few examples of collective actions by scientists that may have influenced the formulation of the new high school graduation requirements in Florida. Finally, I will argue that we must lobby our colleagues in the Colleges of Education to devote their scarce resources to recruiting and training teachers in the physical sciences. [4pt] [1] W. Tyson, R. Lee, K.M. Borman, and M.A. Hanson, {Journal of Education for Students Placed at Risk} 12, 243 (2007). [0pt] [2] National Academy of Education White Paper ``Science and Mathematics Education,'' (http://www.naeducation.org/Science/and/Mathematics/Education/White/Paper.pdf).

1996 European school of high-energy physics. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ellis, N; Neubert, M [eds.

1997-07-02

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

1996 European school of high-energy physics. Proceedings

International Nuclear Information System (INIS)

Ellis, N.; Neubert, M.

1997-01-01

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, Physics Beyond the Standard Model, Flavour Physics, Neutrino Physics, Collider Physics and Astrophysics, as well as reports on Heavy-Ion Physics, the Large Hadron Collider Project and Physics in JINR/Russia. (orig.)

Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

Science.gov (United States)

Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

2010-01-01

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

Teaching School Physics. A UNESCO Source Book.

Science.gov (United States)

Lewis, John L., Ed.

This UNESCO source book on teaching physics in schools provides a synthesis of views and policies prevalent throughout the world with respect to physics education. The book's contents are contributed by educators from several nations who have been able to give an international outlook in the discussion of various aspects of physics education. The…

2014 European School of High-Energy Physics

CERN Multimedia

Nick Ellis, on behalf of the Organising Committee

2014-01-01

Dear Colleagues, I would like to draw your attention to the 2014 European School of High-Energy Physics. Details can be found here. The School will be held in the Netherlands from 18 June to 1 July 2014. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 14 FEBRUARY 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries could be considered for financial support.

School Physical Education and Gender: Influences from outside the school at participation in classes

Directory of Open Access Journals (Sweden)

Juliana Fagundes Jaco

2016-04-01

Full Text Available Participation in physical education classes is a complex issue; many factors lead students to participate in classroom activities in different ways. This research examines how the way to take part in the class is influenced by experiences outside of school. In this way, seeks to analyze how the actions and family discourses influence the different interests of girls and boys, such as the participation in physical activities outside of school. Also, examines the influence of the participating inside of the school, and how expectations and understandings of bodily practices for boys and girls influence different ways to participate in classes when comparing the male and female gender. For this, held semi-structured interviews and classroom observations into four groups of the eighth year of two public schools in the city of Campinas-SP. The notes of this research indicated that the experience and knowledge of the body and body practice outside of school have the big influence on the ways of participating in classes. The cultural environment of the students gave different experiences and understandings for boys and girls in the knowledge that circulate in physical education classes and contributed in different ways to participate in class. Keywords: Physical Education, Gender, Participation

Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

Science.gov (United States)

Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

2018-06-01

Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

Science.gov (United States)

Baquerizo-Birth, Marisol

This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

Raman spectroscopy applied to identify metabolites in urine of physically active subjects.

Science.gov (United States)

Moreira, Letícia Parada; Silveira, Landulfo; da Silva, Alexandre Galvão; Fernandes, Adriana Barrinha; Pacheco, Marcos Tadeu Tavares; Rocco, Débora Dias Ferraretto Moura

2017-11-01

Raman spectroscopy is a rapid and non-destructive technique suitable for biological fluids analysis. In this work, dispersive Raman spectroscopy has been employed as a rapid and nondestructive technique to detect the metabolites in urine of physically active subjects before and after vigorous 30min pedaling or running compared to sedentary subjects. For so, urine samples from 9 subjects were obtained before and immediately after physical activities and submitted to Raman spectroscopy (830nm excitation, 250mW laser power, 20s integration time) and compared to urine from 5 sedentary subjects. The Raman spectra of urine from sedentary showed peaks related to urea, creatinine, ketone bodies, phosphate and other nitrogenous compounds. These metabolic biomarkers presented peaks with different intensities in the urine of physically active individuals after exercises compared to before, measured by the intensity of selected peaks the Raman spectra, which means different concentrations after training. These peaks presented different intensity values for each subject before physical activity, also behaving differently compared to the post-training: some subjects presented increase while others decrease the intensity. Raman spectroscopy may allow the development of a rapid and non-destructive test for metabolic evaluation of the physical training in active and trained subjects using urine samples, allowing nutrition adjustment with the sport's performance. Copyright © 2017 Elsevier B.V. All rights reserved.

ASPECTS RELATED TO THE CONDUCT OF THE PHYSICAL EDUCATION CLASS IN PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Dana Ioana CRISTEA

2017-01-01

Full Text Available Physical education, a subject included in the core curriculum in all educational cycles, with different number of hours, aims at training students attitudes and habits, specific to its field, also targeting other areas of education.The current pre-university education in Romania, including the physical education classes, joined the European standards of education.These require further reforms in both the organizational documents and the deployment methodology in the educational process in all university institutions.It is known that physical education lessons are conducted in dedicated facilities (sports court, gyms but what solution is there when we do not have these spaces?The classroom remains a loophole rescue, a space to be exploited with more creativity and motivation.This paper proposes a series of teaching strategies to achieve the objectives of physical education in primary school.

School Inclusion Strategies: Physical Education and Sport Practices in Projeto Semear at Caic Vale do Sol de Araraquara (SP

Directory of Open Access Journals (Sweden)

Fábio Tadeu Reina

2015-12-01

Full Text Available This paper examines the potential of Physical Education discipline in the process of school inclusion of students from the lower working classes in a peripherical elementary school EMEF Ricardo C. C. Monteiro, popularly known as CAIC Vale do Sol, because of its location in the section of the city of Araraquara, SP, named as Vale do Sol ( Sun Valley. The data, obtained from interviews with people of the institution, confirmed the importance of the discipline Physical Education and of the Project SEMEAR as strategies for maintaining the continuity of the students' presence at school and the positive consequences of this inclusion. Considering the sociological character of this research, the studies of Pierre Bourdieu and followers offered the categories of sociological analysis which ensured the necessary support to verify the restructuring of the primary habitus of the students acquired in their families in a habitus cultivated in school, to assure the acceptance of symbolic codes imposed by the educational institution and legitimized by society. We can conclude that Physical Education as a compulsory subject in school curriculum plays a key role in this educational institution and especially to those families belonging to this class fraction that consciously or unconsciously ascribe to it (Physical Education the continuity of the school trajectory of their children, making possible a better quality of life.

Contextual factors related to physical activity during daily middle school physical education.

Science.gov (United States)

Brusseau, Timothy A; Burns, Ryan D; Fu, You

2016-09-01

Given the importance of optimizing physical activity in adolescents, the purpose of this study was to examine the effect of activity mode, environment, and semester on step counts/minute and MVPA during daily middle-school physical education (PE). A prospective and observational research design. Participants included 232 students (Mean age=13.3±0.4 years) recruited from the seventh and eighth grades from one public middle-school in the U.S. Activity modes were employed across the school year including motor skills, games, and fitness activities located in indoor and outdoor environments. Step counts/minute and MVPA were monitored across 132 PE lessons during Fall and Spring semesters using NL-1000 piezoelectric pedometers. A three-way Multivariate Analysis of Covariance (MANCOVA) was employed to examine the effect of activity mode (skill games vs. fitness), environment (indoors vs. outdoors), and semester (Fall vs. Spring) on student step counts/minute and MVPA. MANCOVA was followed by separate ANCOVA tests. MANCOVA yielded a statistically significant three-way interaction (Wilks' Λ=0.98 F(2, 1153)=8.9, PDaily middle-school physical activity was the highest during outdoor fitness activities in the Fall and the lowest during indoor motor skill games in the Spring. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

International school-seminar on heavy ion physics

International Nuclear Information System (INIS)

Oganesyan, Yu.Ts.

1990-01-01

The reports of the International school-seminar on heavy ion physics are presented. Scientific program of the school-seminar covers a wide spectrum of the today trends of investigations conducted using heavy ion beams within the energy range from several MeV/nucleon up to several GeV/nucleon

Correlates of physical activity participation among secondary school ...

African Journals Online (AJOL)

... health benefits of physical activity, having a friend to exercise with, having parent(s) who encourage them to exercise, and taking a physical education class in school, whereas the benefits of physical activity: were to stay in shape, increase energy level, improve self-esteem and become more physically attractive to others.

Joint physical custody, turning to parents for emotional support, and subjective health: A study of adolescents in Stockholm, Sweden.

Science.gov (United States)

Låftman, Sara Brolin; Bergström, Malin; Modin, Bitte; Östberg, Viveca

2014-07-01

Among children with separated parents, the arrangement of joint physical custody, i.e. children living equally much in both parents' homes, has increased substantially during the last decades in Sweden. To date, empirical research on the living conditions of this group is limited. This study analyses family type differences in turning to parents for emotional support and in subjective health among adolescents. The focus of the study is adolescents in joint physical custody, who are compared with those living with two original parents in the same household; those living (only) in a single-parent household; and those living (only) in a reconstituted family. The data come from the Stockholm School Survey of 2004, a total population survey of students in grade 9 (15-16 years) in Stockholm (n=8,840). Ordinary least squares (OLS) regressions were conducted. Turning to both parents about problems is most commonly reported by adolescents in intact families, followed by those in joint physical custody. Adolescents in non-traditional family types report worse subjective health than adolescents in intact families, but the difference is smaller for those in joint physical custody than for those living with a single parent. The slightly poorer health of adolescents in joint physical custody than those in intact families is not explained by their lower use of parents as a source of emotional support. The study suggests that joint physical custody is associated with a higher inclination to use parents as a source of emotional support and better subjective health than other post-divorce family types. © 2014 the Nordic Societies of Public Health.

Success in Introductory College Physics: The Role of High School Preparation.

Science.gov (United States)

Sadler, Philip M.; Tai, Robert H.

2001-01-01

Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

CERN-Fermilab Hadron Collider Physics Summer School 2013 open for applications

CERN Multimedia

2013-01-01

Mark your calendar for 28 August - 6 September 2013, when CERN will welcome students to the eighth CERN-Fermilab Hadron Collider Physics Summer School.   Experiments at hadron colliders will continue to provide our best tools for exploring physics at the TeV scale for some time. With the completion of the 7-8 TeV runs of the LHC, and the final results from the full Tevatron data sample becoming available, a new era in particle physics is beginning, heralded by the Higgs-like particle recently discovered at 125 GeV. To realize the full potential of these developments, CERN and Fermilab are jointly offering a series of "Hadron Collider Physics Summer Schools", to prepare young researchers for these exciting times. The school has alternated between CERN and Fermilab, and will return to CERN for the eighth edition, from 28 August to 6 September 2013. The CERN-Fermilab Hadron Collider Physics Summer School is an advanced school which particularly targets young postdocs in exper...

Health-related physical fitness and physical activity in elementary school students.

Science.gov (United States)

Chen, Weiyun; Hammond-Bennett, Austin; Hypnar, Andrew; Mason, Steve

2018-01-30

This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

International School of Physics Enrico Fermi : Course 190 : Frontiers in Modern Optics

CERN Document Server

Dudley, J; Clerici, M

2016-01-01

The year 2015 was designated by the United Nations General Assembly as the Year of Light and Light-based Technologies, and also marks the anniversaries of a number of significant historical events related to light. In 1015, Ibn Al-Haytham published his book of optics; in 1815, Fresnel first proposed the notion that light is actually a wave; James Clerk Maxwell then firmly established this concept with his electromagnetic theory of light propagation; and Einstein announced his discovery of the photoelectric effect, demonstrating that light is made of photons in 1905, followed in 1915 by his general theory of relativity, in which light plays a central role. This book presents lectures from the International School of Physics Enrico Fermi summer school: Frontiers in Modern Optics, held in Varenna, Italy, in June and July 2014. The school attempted to give a broad and modern overview of the field of optics in a series of lectures addressing ongoing topics of research. Subject areas include: nonlinear optics; lig...

2014 European School of High-Energy Physics

CERN Multimedia

Nick Ellis, on behalf of the Organising Committee

2014-01-01

Dear Colleagues, I would like to draw your attention to the 2014 European School of High-Energy Physics. Details can be found here. The School will be held in the Netherlands from 18 June to 1 July 2014. PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS HAS BEEN EXTENDED TO 21 FEBRUARY 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that, as indicated on the website, one or two students from developing countries could be considered for financial support.

Physical activity level of school children of age 10-13 years

OpenAIRE

Ronghe, Dr. Rashmi N; Gotmare, Dr. Neha A; Kawishwar, Dr. Shraddha

2016-01-01

Aim: To assess physical activity level of school children of age 10-13 years.Objectives: To assess and grade physical activity level in children of age 10-13 years using Physical Activity Questionnaire for Children (PAQ-C) classified into: Light Physical activity; Moderate Physical activity; Moderate to vigorous Physical activity and High Physical activity.Methodology: This is Questionnaire based survey study which was conducted on 100 school going children of 10-13 years who were present on ...

Prediction of Optimal Daily Step Count Achievement from Segmented School Physical Activity

Directory of Open Access Journals (Sweden)

Ryan D. Burns

2015-01-01

Full Text Available Optimizing physical activity in childhood is needed for prevention of disease and for healthy social and psychological development. There is limited research examining how segmented school physical activity patterns relate to a child achieving optimal physical activity levels. The purpose of this study was to examine the predictive relationship between step counts during specific school segments and achieving optimal school (6,000 steps/day and daily (12,000 steps/day step counts in children. Participants included 1,714 school-aged children (mean age = 9.7±1.0 years recruited across six elementary schools. Physical activity was monitored for one week using pedometers. Generalized linear mixed effects models were used to determine the adjusted odds ratios (ORs of achieving both school and daily step count standards for every 1,000 steps taken during each school segment. The school segment that related in strongest way to a student achieving 6,000 steps during school hours was afternoon recess (OR = 40.03; P<0.001 and for achieving 12,000 steps for the entire day was lunch recess (OR = 5.03; P<0.001. School segments including lunch and afternoon recess play an important role for optimizing daily physical activity in children.

The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

Science.gov (United States)

Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

2017-01-01

Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…

Reducing Physical Violence Toward Primary School Students With Disabilities.

Science.gov (United States)

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.

Epistemological foundation of the teaching-learning process of physics in high school

Directory of Open Access Journals (Sweden)

Ana Grethel Suárez-Stable

2016-07-01

Full Text Available This paper the principal fundaments of the teaching-learning process of the physics subject in the Senior High School are treated. The valuation of the conceptions more significant to this educational level that have signed the development of this process from an integrator researching approach taking into account the logical chain construction-integration-creation. The need of renew of the point of view regarding the teaching-learning of sciences in particular the physics, from power of the researching approach is discussed. Taking into account the development of the students though and the encourage toward a teaching learning based in new added values of the knowledge from the valuation of the significance of the experience, is analyzed in this paper

Historical trend determination process of learning of Physics in high school

Directory of Open Access Journals (Sweden)

Ana Grethel Suárez-Stable

2016-10-01

Full Text Available This paper is dealing with the valuation of the behavior of the teaching-learning process of the Physics in the Senior High School and the powerful of the historical treatment to the teaching methods towards the developer learning of this subject. For the analyzed states, we support ourselves in the periodization stated by Urquizar (2009, who takes as object the scientific culture, this topic has some contacts with the theme studied in this investigation. We assumed the items of this researcher, including our position according to some elements pertained to the model we reveled.

Preliminary Analysis of the (Process and Product) Quality of Physical Education in Flemish Secondary Schools: Implementation of IKLO

Science.gov (United States)

Huts, K.; Van Hoecke, J.; De Knop, P.; Theeboom, M.

2009-01-01

The purpose of the present study was twofold, namely implementing a multifunctional (self-) evaluation instrument for physical education in a sample of Flemish secondary schools (N=100), while simultaneously obtaining a preliminary picture of the subjects' product and process quality. Descriptive statistics revealed that P. E. teachers' engagement…

Subjective Performance Evaluation in the Public Sector: Evidence from School Inspections. CEE DP 135

Science.gov (United States)

Hussain, Iftikhar

2012-01-01

Performance measurement in the public sector is largely based on objective metrics, which may be subject to gaming behaviour. This paper investigates a novel subjective performance evaluation system where independent inspectors visit schools at very short notice, publicly disclose their findings and sanction schools rated fail. First, I…

1997 European School of high-energy physics. Proceedings

International Nuclear Information System (INIS)

Ellis, N.; Neubert, M.

1998-01-01

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

1997 European School of high-energy physics. Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ellis, N; Neubert, M [eds.

1998-05-20

The European School of High-Energy Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on Field Theory, the Standard Model, Quantum Chromodynamics, Flavour Physics, Physics at LEP II and Heavy Ion physics, as well as reports on Cosmology, Dark Matter and a Quantum Theory of two-dimensional space-time. (orig.)

Recess Physical Activity and Perceived School Environment among Elementary School Children

Directory of Open Access Journals (Sweden)

Kaori Ishii

2014-07-01

Full Text Available Differences in recess physical activity (PA according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous during their morning recess (25 min and lunch recess (15 min was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min whereas girls in this group spent less time in light PA (9.3, 11.0. Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9 and more time in vigorous PA (2.4, 1.4 during lunch recess, and girls spent more time in moderate (2.1, 1.2 and vigorous PA (1.9, 1.3 during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

Lessons learned from Action Schools! BC--an 'active school' model to promote physical activity in elementary schools.

Science.gov (United States)

Naylor, Patti-Jean; Macdonald, Heather M; Zebedee, Janelle A; Reed, Katherine E; McKay, Heather A

2006-10-01

The 'active school' model offers promise for promoting school-based physical activity (PA); however, few intervention trials have evaluated its effectiveness. Thus, our purpose was to: (1) describe Action Schools! BC (AS! BC) and its implementation (fidelity and feasibility) and (2) evaluate the impact of AS! BC on school provision of PA. Ten elementary schools were randomly assigned to one of the three conditions: Usual Practice (UP, three schools), Liaison (LS, four schools) or Champion (CS, three schools). Teachers in LS and CS schools received AS! BC training and resources but differed on the level of facilitation provided. UP schools continued with regular PA. Delivery of PA during the 11-month intervention was assessed with weekly Activity Logs and intervention fidelity and feasibility were assessed using Action Plans, workshop evaluations, teacher surveys and focus groups with administrators, teachers, parents and students. Physical activity delivered was significantly greater in LS (+67.4 min/week; 95% CI: 18.7-116.1) and CS (+55.2 min/week; 95% CI: 26.4-83.9) schools than UP schools. Analysis of Action Plans and Activity Logs showed fidelity to the model and moderate levels of compliance (75%). Teachers were highly satisfied with training and support. Benefits of AS! BC included positive changes in the children and school climate, including provision of resources, improved communication and program flexibility. These results support the use of the 'active school' model to positively alter the school environment. The AS! BC model was effective, providing more opportunities for "more children to be more active more often" and as such has the potential to provide health benefits to elementary school children.

Promoting Physical Activity in Secondary Schools: Growing Expectations, "Same Old" Issues?

Science.gov (United States)

Cale, Lorraine; Harris, Jo; Duncombe, Rebecca

2016-01-01

There are growing expectations on schools to promote health and physical activity and helping schools to effectively do so is considered a priority. This paper reports on selected findings from a research project that was concerned with supporting secondary schools in the effective promotion of physical activity and establishing their needs in…

CAS CERN Accelerator School second advanced accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1989-01-01

The advanced course on general accelerator physics given in West Berlin closely followed that organised by the CERN Accelerator School at Oxford in September 1985 and whose proceedings were published as CERN Yellow Report 87-03 (1987). However, certain subjects were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include particle-photon interactions, high-brilliance lattices and single/multiple Touschek effect, while the seminars are on the major accelerators presently under construction or proposed for the near future, applications of synchrotron radiation, free-electron lasers, cosmic accelerators and crystal beams. Also included are errata, and addenda to some of the lectures, of CERN 87-03. (orig.)

Factors associated with physical inactivity among school-going adolescents: data from the Malaysian School-Based Nutrition Survey 2012.

Science.gov (United States)

Baharudin, Azli; Zainuddin, Ahmad Ali; Manickam, Mala A; Ambak, Rashidah; Ahmad, Mohamad Hasnan; Naidu, Balkish Mahadir; Cheong, Siew Man; Ying, Chan Ying; Saad, Hazizi Abu; Ahmad, Noor Ani

2014-09-01

The importance of physical activity to health is well recognized. Good health habits should begin from a young age. This article aims to explore physical activity among Malaysian school adolescents and factors associated with it. Data from the Malaysian School-Based Nutrition Survey (MSNS), comprising a nationally representative sample of school-going children aged 10 to 17 years, were used. The overall prevalence of physically inactive adolescents was 57.3%. Age in years (adjusted odds ratio = 1.2; 95% confidence interval = 1.16-1.23), gender - females (adjusted odds ratio = 2.9; 95% confidence interval = 2.66-3.10), afternoon school session, breakfast consumption (no breakfast and irregular breakfast), body mass index status (obese and underweight), and body weight perception (underweight perceivers) were significant factors associated with physical inactivity among Malaysian adolescents. Thus, there is evidence that programs to promote physical activity in this group should consider the combination of the aforementioned factors at the household, school, and community levels. © 2014 APJPH.

CERN–Latin-American School of High-Energy Physics in Peru

CERN Multimedia

Nick Ellis, Organising Committee

2013-01-01

The 7th CERN–Latin-American School of High-Energy Physics was held in Arequipa, Peru, from 6 to 19 March 2013. The School is held every other year in a Latin-American country. This was the first time it had been hosted in Peru – a choice that reflects the increasing development of high-energy physics in the country, including collaboration in ALICE and experimental neutrino physics.   Participants in the 7th CERN–Latin-American School of High-Energy Physics in the grounds of the El Lago Estelar hotel in Arequipa, Peru. The 2013 School was attended by a total of 69 students, including 19 from Peru, selected from more than 130 applicants. About 80% of the students came from Latin-American countries, with most of the others coming from Europe. All in all, 18 different nationalities were represented. The lecturers and discussion group leaders were also from a variety of different countries including Argentina, Belgium, Brazil, Chile, Israel, Mexico, Peru, Spain, Switz...

Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

Science.gov (United States)

Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

2016-01-01

The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

1985 CERN-JINR school of physics

International Nuclear Information System (INIS)

1986-01-01

The CERN School of Physics is intended to give young experimental physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These Proceedings contain reports of lecture series on the following topics: introduction to gauge fields, perturbative QCD, proton-antiproton collider physics, lattice quantum field theories, experiments on weak decays of leptons and quarks, lepton-hadron interactions, supersymmetry, grand unified theories and cosmology. They also include reports of special lectures on sum rules and hadron properties in QCD, on quark distribution in nuclei, and on the scientific programme of JINR. (orig.)

Problems Faced By Elementary School Second Grade English Subject Matter Teachers

Directory of Open Access Journals (Sweden)

Belgin Bal Incebacak

2017-11-01

Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

Feeding and physical activity intervention in school children in Quillota, Chile: Effects on cardiovascular risk biomarkers

Directory of Open Access Journals (Sweden)

Selva Leticia Luna

2016-06-01

Full Text Available Background: Chilean school children present a high prevalence of cardiovascular risk (CVR factors related with bad eating practices and sedentary habits, including overweight and obesity. Objective: to evaluate the impact on RCV of improving the quality of meals delivered by State programs for school children and optimizing their physical activity. Methods: an intervention study was realized in 269 children of both sexes attending third basic grade during 2013 in Quillota, Chile. The subjects were randomized into four groups: Control (C, no intervention; Intervention in diet with the addition of dehydrated vegetables into desserts and jellies given at lunch (D; Intervention in physical activity, improving quantity and quality (PA; Intervention in diet and PA (DPA. Anthropometry and biochemical serum markers were assayed before and after the intervention. Results: no evidence of change in nutritional status as an effect of the interventions was observed during the annual school period. The level of triglycerides and VLDL-cholesterol augmented in the group C but not in the intervened groups. Plasma levels of total cholesterol, LDL-cholesterol and glucose did not differ in children from groups D, PA and DPA versus Control. Conclusion: even though the intervention of diet and/or physical activity in children during a school year was probably too short to support changes in the nutritional status, a reduction in some CVR factors may already be observed.

Profiles of Change: Lessons for Improving High School Physical Education

Science.gov (United States)

Doolittle, Sarah

2014-01-01

This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

Internal and External Factors Shaping Educational Beliefs of High School Teachers of "Sacred" Subjects to Girls

Science.gov (United States)

Iluz, Shira; Rich, Yisrael

2009-01-01

This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing…

Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities

Science.gov (United States)

Bar, Mustafa; Yaman, Menzure Sibel; Hergüner, Gülten

2016-01-01

The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports activities and to compare these problems according to school type and gender. A questionnaire named "Problems encountered in attending to physical education and sports activities"…

Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

Science.gov (United States)

Jin, Jooyeon; Yun, Joonkoo

2013-07-01

The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

Science.gov (United States)

Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso

2001-10-01

This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K-8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital.

Introduction to modern physics

International Nuclear Information System (INIS)

Pfeffer, J.; Nir, S.

1993-01-01

The modern physics and its uses changed our world of concepts and ways of life. This book explains the basics of modern physics in a simple and extensive form. The main subjects included in the book are: The relativistic theory, quantum theory, the structure of the atom, the interaction of radiation with matter and nuclear physics. The book elaborates on some advanced subjects: The laser, Moessbauer effect, Nuclear magnetic Resonance and solids electric conductivity. The book is for natural sciences students, whose main subject is not physics. The book can be used also in high schools. (authors)

Indiana Wesleyan University SPS Physics Outreach to Rural Middle School and High School Students

Science.gov (United States)

Ostrander, Joshua; Rose, Heath; Burchell, Robert; Ramos, Roberto

2013-03-01

The Society of Physics Students chapter at Indiana Wesleyan University is unusual in that it has no physics major, only physics minors. Yet while just over a year old, IWU-SPS has been active in performing physics outreach to middle school and high school students, and the rural community of Grant County. Our year-old SPS chapter consists of majors from Chemistry, Nursing, Biology, Exercise Science, Computer Science, Psychology, Pastoral Studies, and Science Education, who share a common interest in physics and service to the community. IWU currently has a physics minor and is currently working to build a physics major program. Despite the intrinsic challenges, our multi-disciplinary group has been successful at using physics demonstration equipment and hands-on activities and their universal appeal to raise the interest in physics in Grant County. We report our experience, challenges, and successes with physics outreach. We describe in detail our two-pronged approach: raising the level of physics appreciation among the IWU student community and among pre-college students in a rural community of Indiana. Acknowledgements: We acknowledge the support of the Society of Physics Students through a Marsh White Outreach Award and a Blake Lilly Prize.

Extracurricular Physical Activity Programs in California Private Secondary Schools.

Science.gov (United States)

Kahan, David; McKenzie, Thomas L

2017-12-01

Interscholastic, intramural, and club physical activity (PA) programs can be important contributors to student PA accrual at schools. Few studies have assessed factors related to the provision of these extracurricular PA programs, especially in private schools. We used a 16-item questionnaire to assess the associations and influences of selected factors relative to extracurricular PA program policies and practices in 450 private California secondary schools. Associations were evaluated using contingency table analyses (i.e., chi-squared, effect size, and post-hoc analyses). Six factors were associated with schools providing extracurricular PA programs: school location, level, enrollment, and religious classification and whether the physical education (PE) program met state PE time standards and was taught by PE specialists. Both static factors (e.g., school location, level, enrollment, and religious affiliation) and modifiable factors (e.g., meeting PE standards and employing specialists) affect the provision of extracurricular PA programs. As education is state-mandated, additional study is recommended to assess the generalizability of these findings to other states and to public schools.

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

Science.gov (United States)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

Children's physical activity during a segmented school week

DEFF Research Database (Denmark)

Schneller, Mikkel Bo; Schipperijn, Jasper; Nielsen, Glen

2017-01-01

BACKGROUND: Movement integration (MI) into traditional classroom teaching is a promising opportunity for children to increase physical activity (PA). Education outside the classroom (EOtC) can be regarded as MI, and has increased children's PA in case studies. The aim of this study....... Differences in proportion of time spent in PA intensities were tested using mixed-effects regression models. RESULTS: More moderate-to-vigorous physical activity (MVPA) occurred on days with physical education (PE) than days with EOtC (girls 0.79%, p = .001, CI = .26% to 1.31%; boys 1.35%, p = .003, CI = .32......% to 2.38%), while no difference was found between EOtC days and school days without EOtC and PE. Light physical activity (LPA) was higher on EOtC days than school days without EOtC and PE (girls 2.43% p

Investigating Elementary School Children's Daily Physical Activity and Sedentary Behaviors during Weekdays

Science.gov (United States)

Gao, Zan; Chen, Senlin; Huang, Chaoqun; Stodden, David F.; Xiang, Ping

2017-01-01

Purpose The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Methods Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Results Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Conclusions Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity. PMID:26950823

Effect of a school environment intervention on adolescent adiposity and physical fitness

DEFF Research Database (Denmark)

Breum, Lars; Toftager, M; Boyle, E

2013-01-01

The aim of this study was to evaluate the effect of an intervention targeting the physical and organizational school environment for noncurricular physical activity (SPACE) on adiposity, aerobic fitness, and musculo-skeletal strength in Danish adolescents. The study used a cluster randomized...... controlled design. Fourteen schools and 1348 adolescents aged 11-14 years were included at baseline. Seven schools were randomized to the intervention, which was designed to change the organizational and physical environment of the school. The analysis revealed no significant differences between...... the adolescents in the intervention group compared to the comparison group after a 2-year follow-up. Adjusted for baseline, sex, age, and clustering within schools, the difference between the intervention schools compared to the comparison schools was 6 m in the shuttle run test [95% confidence interval (CI): -21...

Stakeholders' Perceptions of Physical Education at a Selected Elementary School

Science.gov (United States)

Gonzales, Monica

2013-01-01

The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

A True Middle School Physical Education Program

Science.gov (United States)

Tenoschok, Mike

2016-01-01

The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

A Study on Linking High-School Physics and Perfect Teaching Reformation of College Physics

Science.gov (United States)

Liu, Xiaolai; Li, Qun; Gao, Jiangtao

2011-01-01

For the students who have just entered colleges, learning university physics would be a challenge. This paper discusses how to make students who have just finished senior high school physics won't feel difficult in learning university physics and how to guide and cultivate the students' interest in the study of physics so to stimulate the…

Physics and guitars collide to make a big bang in schools

CERN Multimedia

2008-01-01

Rock guitars, superstrings, 11 dimensions and the world's largest and highest energy particle accelerator are the lead instruments for the Institute of Physics' loudest schools lecture to date. "Rock in 11 dimensions: where physics and guitars collide" is an exciting, interactive and inspiring free talk for school students throughout the UK, building on everyday physics to explain groundbreaking research.

Physics and guitars collide to make a big bang in schools

CERN Multimedia

2008-01-01

Rock guitars, superstrings, 11 dimensions and the world's largest and highest energy particle accelerator are the lead instruments for the Institute of Physics' loudest schools lecture to date. 'Rock in 11 dimensions: where physics and guitars collide' is an exciting, interactive and inspiring free talk for school students throughout the UK, building on everyday physics to explain groundbreaking research.

The Readiness of High School Students to Pursue First Year Physics

Science.gov (United States)

Ramnarain, U.; Molefe, P.

2012-01-01

A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…

Visiting Again? Subjective Well-Being of Children in Elementary School and Repeated Visits to School Health Nurses

Science.gov (United States)

Leaver, Cynthia A.

2014-01-01

Background: Children with vague complaints are without chronic illness, and who repeatedly visit the school nurse may be at risk for limited academic success. This study compares student reports of subjective well-being between children who do and do not repeatedly visit the school nurse with vague complaints. Methods: Children in grades 4 through…

The distinction between key ideas in teaching school physics and key ideas in the discipline of physics

Science.gov (United States)

Deng, Zongyi

2001-05-01

The distinction between key ideas in teaching a high school science and key ideas in the corresponding discipline of science has been largely ignored in scholarly discourse about what science teachers should teach and about what they should know. This article clarifies this distinction through exploring how and why key ideas in teaching high school physics differ from key ideas in the discipline of physics. Its theoretical underpinnings include Dewey's (1902/1990) distinction between the psychological and the logical and Harré's (1986) epistemology of science. It analyzes how and why the key ideas in teaching color, the speed of light, and light interference at the high school level differ from the key ideas at the disciplinary level. The thesis is that key ideas in teaching high school physics can differ from key ideas in the discipline in some significant ways, and that the differences manifest Dewey's distinction. As a result, the article challenges the assumption of equating key ideas in teaching a high school science with key ideas in the corresponding discipline of science, and the assumption that having a college degree in science is sufficient to teach high school science. Furthermore, the article expands the concept of pedagogical content knowledge by arguing that key ideas in teaching high school physics constitute an essential component.

Physics gains attraction?

Science.gov (United States)

2000-01-01

A recent report from the American Institute of Physics has indicated that high school enrolments in physics in the USA have reached their highest level since World War II. Figures for the last decade show an increase in the proportion of high school students taking physics from 20 to 28% (800Â 000 students now), according to Physics Today (October 1999, p 68). The report, Maintaining Momentum: High School Physics for a New Millennium , was based on a 1997 survey of high school physics teachers, the fourth such since the mid-1980s. One conclusion drawn by the report's authors was that a broader range of physics courses is now offered, with increased popularity of `conceptual' physics courses using little algebra or trigonometry over the last ten years. The proportion of students with the strongest maths abilities now taking advanced placement or second-year physics has doubled since 1987. In addition the physics appeal has been noted among high school girls, where the percentage taking physics has risen from 39 to 47% in the ten years to 1997. These female students do not, however, seem to extend their studies into advanced placements or even into teaching physics (women constitute just a quarter of high school teachers of the subject). Sadly the good news is outweighed by the fact that physics still registers the lowest enrolments of all the high school sciences - about half those in chemistry for example. Indeed only around 1% of high school students have taken two years of physics before they graduate, which represents a much lower proportion than in many European and Asian countries. The full report can be viewed at the AIP's statistics division's homepage: www.aip.org/statistics/trends/hstrends.htm whilst summaries of the document are available free from the AIP, Education and Employment Statistics Division, One Physics Ellipse, College Park, MD 20740, USA.

Physical exercises and massage influence on the organism of school age children with violations of carriage in a frontal plane.

Directory of Open Access Journals (Sweden)

Kruzhylo Galina Grigor'evna

2011-09-01

Full Text Available Scientific researches results on the subject of efficiency evaluation of the physical exercises and massage influence on the carriage of school age (7 - 14years children are adduced. School age children total number of 20 (10 girls and 10 boys with backbone scoliotic curvatures of I - II degree took part in the experiment. There were applied: physical exercises (forming of carriage, unloading of spine, trunk muscles endurance development, exercises in an equilibrium, classic and segmentary massage. It is well-proven that a neat rehabilitation complex rendered effective influence on a carriage probed experimental group by comparison to the children of control group.

The perceived roles and functions of school science subject advisors

African Journals Online (AJOL)

deals with the perceived roles and functions of science subject ad- visors. .... social control, rather than effective management and professional development at school ..... authority, restrictions on travelling, lack of mobile units and sci- ence kits ...

Influence of physical activity on the posture of school age children

Directory of Open Access Journals (Sweden)

Laštro Dijana

2015-01-01

Full Text Available Proper posture is an indicator of good health, proper growth and development, which is why it is important to start learning about posture from the earliest age using various forms of physical activity. To establish the impact of physical activity on aspects of posture components of children of school age. The study included 120 subjects aged 10-16 years who were grouped into three groups, which was stratified equal number of boys and girls. The first group consisted of 40 children who are actively practice sports. The second group consisted of 40 children who are not actively practice sport a third group of 40 children with deformity of the spine. For research purposes, we used: test for assessing the degree of physical activity and test for the assessment of body posture. By applying multiple regression analysis, we found that there is an influence of different predictors on the dependent variables in all three categorically defined pattern. The strongest positive correlation was found in the first sample categorically defined between predictors warming up exercises in the training and position keeping the legs, and the amount of connections is β = 0.43. The strongest negative correlations were established also at first categorically defined pattern between predictors time spent at the computer and position keeping the legs, and the amount of connections is β = -0.35. It was found that there is a difference in the level of physical activity between the three categorically defined sample (F = 95.687, p = 0.01, and also the difference in posture between the three categorically defined sample (F = 10.93, p = 0.01. The results show the necessity of promotion of various forms of physical activity of children school age in order of their proper growth and development.

Indicators of physical development and physical fitness of schoolboys of first class of secondary schools

Directory of Open Access Journals (Sweden)

I.N. Peleshenko

2013-08-01

Full Text Available The aim of the study is to determine the status of first class schoolboys’ physical preparation of secondary schools of Kharkiv region. Testing the level of development of physical qualities of 1674 schoolboys in grades 1-4 (829 boys and 745 girls in the standard system of school physical education. Fixed rates in these test exercises as running 30 m, six-minute run, the slope of the torso forward from a sitting position, curl in vise on the bar, 4x9 m shuttle run, standing long jump seats. Revealed a low level of physical development and physical fitness of schoolboys (in particular dexterity. It is shown that the system of assessment of learning outcomes schoolboys need to harmonize and modernize. Determined average performance of the physical qualities of boys and girls. The revealed contradictions between control standards of physical fitness in a variety of government programs.

Neighborhood, Family and Individual Influences on School Physical Victimization

OpenAIRE

Foster, Holly; Brooks-Gunn, Jeanne

2012-01-01

Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

Incorporating Library School Interns on Academic Library Subject Teams

Science.gov (United States)

Sargent, Aloha R.; Becker, Bernd W.; Klingberg, Susan

2011-01-01

This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San Jose State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the…

The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

Science.gov (United States)

Sun, Haibin; Liu, Tingting

2010-01-01

Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

School-Based Health Promotion Initiative Increases Children's Physical Activity

Science.gov (United States)

Cluss, Patricia; Lorigan, Devin; Kinsky, Suzanne; Nikolajski, Cara; McDermott, Anne; Bhat, Kiran B.

2016-01-01

Background: Childhood obesity increases health risk, and modest physical activity can impact that risk. Schools have an opportunity to help children become more active. Purpose: This study implemented a program offering extra school-day activity opportunities in a rural school district where 37% of students were obese or overweight in 2005 and…

CAS CERN Accelerator School: Fourth general accelerator physics course

International Nuclear Information System (INIS)

Turner, S.

1991-01-01

The fourth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at KFA, Juelich, from 17 to 28 September 1990. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, and Salamanca 1988, and whose proceedings were published as CERN Reports 85-19, 87-10, and 89-05, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. All of these appear in the present proceedings, which include lectures or seminars on the history and applications of accelerators, phase space and emittance, chromaticity, beam-beam effects, synchrotron radiation, radiation damping, tune measurement, transition, electron cooling, the designs of superconducting magnets, ring lattices, conventional RF cavities and ring RF systems, and an introduction to cyclotrons. (orig.)

Teaching and Learning Physics in a 1:1 Laptop School

Science.gov (United States)

Zucker, Andrew A.; Hug, Sarah T.

2008-12-01

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

Directory of Open Access Journals (Sweden)

Marković Živorad

2015-08-01

Full Text Available In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that “fine motor skills” are determined by the development of its large motorics, the authors point to the significance of the content and structure of physical education programme in preschool institutions and younger age school classes. It is evident that the effects of cultivating of children development during preschool period can be seen in younger primary school classes. The goal of this research was to determine if and how much the different organization of preparatory part of physical education lesson for younger school children, determines the differences in the development of their motor abilities. By the use of experimental method, the effects of prolonged preparatory part of a lesson in younger school classes. This part was realized through complex of exercises which were supposed to have influence on transformation of motor abilities in relation to the structure with standard duration of certain parts of a lesson. It is determined that certain increase in body movement of students during physical activity can significantly contribute to better development of motor abilities. These abilities determine correct physical development and strengthening of health, which determines general aim of physical education.

Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.

Science.gov (United States)

Gao, Zan; Chen, Senlin; Huang, Charles C; Stodden, David F; Xiang, Ping

2017-01-01

The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviours. Participants were 138 second and third graders (71 girls) who attended 20-min recess and 75-min lunch time daily, 25-min regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity and sedentary behaviour. Children's percentages of time spent in MVPA (P < .001; except for the difference between exergaming and lunch break: P = .63), light physical activity (P < .001) and sedentary behaviour (P < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, P < .001) but less light physical activity (t = -3.17, P = .002) and sedentary behaviour (t = -3.91, P < .001) in physical education than in exergaming. Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilised to organise structured physical activity.

Analysis of the physical activity of primary school teachers

Directory of Open Access Journals (Sweden)

J.J. Grigoniene

2013-09-01

Full Text Available The purpose of the study - to identify the ratio of primary school teachers in physical education and sport and to establish their level of physical activity, depending on the length of teaching. The volume of the experimental sample consisted of 74 people. To conduct questionnaires designed questionnaire including 29 questions open and closed. The study found that 77.3% of primary school teachers in Kaunas with 16 to 20 years of work experience were engaged in physical activity and sports. Two - three times a week, they practiced in walking, sports games, cycling, swimming, etc., with this 4-10 hour. All respondents, regardless of their teaching experience, consider physical activity and sports as an excellent means of healing and disease prevention. According to them, they should be engaged in physical activity throughout life and children need to develop positive attitudes towards physical education from their childhood.

Subject Teachers as Educators for Sustainability: A Survey Study

Directory of Open Access Journals (Sweden)

Anna Uitto

2017-01-01

Full Text Available Sustainability education (SE is included in school curricula to integrate the principles, values, and practices of sustainable development (SD into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history; those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language. Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.

An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial.

Science.gov (United States)

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Moyes, Ian; Peralta, Louisa; Kirwan, Morwenna; Maeder, Anthony; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Diallo, Thierno M O; Cliff, Dylan P; Lubans, David R

2016-01-06

School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we will test the efficacy of a teacher professional development intervention, delivered partially via the Internet, on secondary school students' MVPA during physical education lessons. Teaching strategies covered in this training are designed to (i) maximize opportunities for students to be physically active during lessons and (ii) enhance students' autonomous motivation towards physical activity. A two-arm cluster randomized controlled trial with allocation at the school level (intervention vs. usual care control). Teachers and Year 8 students in government-funded secondary schools in low socio-economic areas of the Western Sydney region of Australia will be eligible to participate. During the main portion of the intervention (6 months), teachers will participate in two workshops and complete two implementation tasks at their school. Implementation tasks will involve video-based self-reflection via the project's Web 2.0 platform and an individualized feedback meeting with a project mentor. Each intervention school will also complete two group peer-mentoring sessions at their school (one per term) in which they will discuss implementation with members of their school physical education staff. In the booster period (3 months), teachers will complete a half-day workshop at their school, plus one online implementation task, and a group mentoring session at their school. Throughout the entire intervention period (main intervention plus booster period), teachers will have access to online resources. Data collection will include baseline, post-intervention (7-8 months after baseline) and maintenance phase (14-15 months after baseline

Associations of sedentary behavior and physical activity with physical measurements and dyslipidemia in school-age children: a cross-sectional study

Directory of Open Access Journals (Sweden)

Wei Zheng

2016-11-01

Full Text Available Abstract Background Physical activity and sedentary behavior are common factors influencing cardiovascular health. However, how school and leisure-time activity/sedentary behavior are associated with physical fitness and blood lipid levels in primary school children in consideration of gender disparity remains unclear. Methods Data was obtained from a health and nutrition survey on primary school children from nine areas in China. The association between physical activities/sedentary behaviors (school and leisure-time physical activity levels, screen time, and other sedentary behaviors and anthropometric measurements/prevalence of dyslipidemia were examined by multilevel analysis (the individual level, class level, grade level, and investigation area level adjusted for age, energy intake and family income. Results A total of 770 participants (average age = 9.4 ± 1.7 years were included. Prevalence of dyslipidemia was 10.9%. Prevalence of dyslipidemia was associated with screen time in boys [OR = 3.04, 95% CI (1.24–7.45] and inversely associated with leisure-time physical activity in boys [OR = 2.22, 95% CI (1.08–4.56] and school-time activity in girls [OR = 5.34, 95% CI (1.18–24.16]. Conclusions Physical activity—but not sedentary behavior—was significantly associated with dyslipidemia in both genders. Increasing leisure-time physical activity for boys and school-time physical activity for girls may be critical.

The Development of Cooperative Learning Model Based on Local Wisdom of Bali for Physical Education, Sport and Health Subject in Junior High School

Science.gov (United States)

Yoda, I. K.

2017-03-01

The purpose of this research is to develop a cooperative learning model based on local wisdom (PKBKL) of Bali (Tri Pramana’s concept), for physical education, sport, and health learning in VII grade of Junior High School in Singaraja-Buleleng Bali. This research is the development research of the development design chosen refers to the development proposed by Dick and Carey. The development of model and learning devices was conducted through four stages, namely: (1) identification and needs analysis stage (2) the development of design and draft of PKBKL and RPP models, (3) testing stage (expert review, try out, and implementation). Small group try out was conducted on VII-3 grade of Undiksha Laboratory Junior High School in the academic year 2013/2014, large group try out was conducted on VIIb of Santo Paulus Junior High School Singaraja in the academic year 2014/2015, and the implementation of the model was conducted on three (3) schools namely SMPN 2 Singaraja, SMPN 3 Singaraja, and Undiksha laboratory Junior High School in the academic year 2014/2015. Data were collected using documentation, testing, non-testing, questionnaire, and observation. The data were analyzed descriptively. The findings of this research indicate that: (1) PKBKL model has met the criteria of the operation of a learning model namely: syntax, social system, principles of reaction, support system, as well as instructional and nurturing effects, (2) PKBKL model is a valid, practical, and effective model, (3) the practicality of the learning devices (RPP), is at the high category. Based on the research results, there are two things recommended: (1) in order that learning stages (syntax) of PKBKL model can be performed well, then teachers need to have an understanding of the cooperative learning model of Student Team Achievement Division (STAD) type and the concepts of scientifically approach well, (2) PKBKL model can be performed well on physical education, sport and health learning, if the

High School Physical Sciences Teachers' Competence in Some ...

African Journals Online (AJOL)

Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

Improving physics teaching materials on sound for visually impaired students in high school

Science.gov (United States)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-09-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.

Exposure of Students to Emotional and Physical Violence in the School Environment

Science.gov (United States)

ARAS, Şahbal; ÖZAN, Sema; TIMBIL, Sevgi; ŞEMİN, Semih; KASAPÇI, Oya

2016-01-01

Introduction While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. Methods This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. Results The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from

Exposure of Students to Emotional and Physical Violence in the School Environment.

Science.gov (United States)

Aras, Şahbal; Özan, Sema; Timbil, Sevgi; Şemin, Semih; Kasapçi, Oya

2016-12-01

While peer abuse or physical violence in school is emphasized more, the physical and emotional violence caused by school staff has been emphasized less. The purpose of this study was to investigate the variables related to emotional and physical violence that students are exposed to in the school environment. This cross-sectional and descriptive study was conducted by applying a questionnaire to 434 fifth-grade students receiving education in the primary schools in Konak district of Izmir province. Being prepared by the researchers of this study, the questionnaire consisted of questions about the socio-demographic features of the child and the family, the place where the child has been raised, family income, average grade, and the emotional and physical violence of teachers, parents, and peers s/he has been exposed to within the last year. The Chi-square test, Mann-Whitney U test, and logistic regression analysis were used for statistical analyses. The study group consisted of 214 (49.3%) female and 220 (50.7%) male students. Students reported that they were exposed to at least one type of emotional violence from 59.4% of teachers, 52.8% of parents, and 61.8% of children at school; they were exposed to at least one type of physical violence from 42.9% of teachers, 33.6% of parents, and 24.9% of children at school. While the rate of encountering with the beating of another child was 53%, the rate of watching this in television/cinema was 52.8%. Regarding exposure to at least one type of violence, males were found to be significantly more exposed to emotional and physical violence from male teachers, female teachers, and fathers and physical violence from children at school. The factors regarding the exposure to emotional and physical violence by teachers were evaluated using logistic regression analysis, and it was determined that the physical violence from teachers, emotional violence from children in school, and emotional violence from parents could predict the

2nd Machine Learning School for High Energy Physics

CERN Document Server

2016-01-01

The Second Machine Learning summer school organized by Yandex School of Data Analysis and Laboratory of Methods for Big Data Analysis of National Research University Higher School of Economics will be held in Lund, Sweden from 20 to 26 June 2016. It is hosted by Lund University. The school is intended to cover the relatively young area of data analysis and computational research that has started to emerge in High Energy Physics (HEP). It is known by several names including “Multivariate Analysis”, “Neural Networks”, “Classification/Clusterization techniques”. In more generic terms, these techniques belong to the field of “Machine Learning”, which is an area that is based on research performed in Statistics and has received a lot of attention from the Data Science community. There are plenty of essential problems in High energy Physics that can be solved using Machine Learning methods. These vary from online data filtering and reconstruction to offline data analysis. Students of the school w...

The Ideology of Innovation Education and Its Emergence as a New Subject in Compulsory Schools

Science.gov (United States)

Jonsdottir, Svanborg R.; Thorsteinsson, Gisli; Page, Tom

2008-01-01

Innovation Education and Practical Use of Knowledge was introduced into the Icelandic National Curriculum for compulsory schools in 1999, where it is defined by the curriculum writers as a "school subject" but is not allocated any direct time in the recommended guidelines for subjects. This paper describes a master's research project…

Plasma Physics. Lectures Presented at the Seminar on Plasma Physics

International Nuclear Information System (INIS)

1965-01-01

The International Seminar on Plasma Physics held in Trieste during 5- 1 October 1964 was the first major activity of the International Atomic Energy Agency's new International Centre for Theoretical Physics. In bringing together plasma physicists belonging to three distinct schools, the American, West European and the Soviet schools, the Seminar provided a unique opportunity for extended contacts between physicists in this field. It is hoped that these Proceedings will be of permanent value in the literature of the subject

Plasma Physics. Lectures Presented at the Seminar on Plasma Physics

Energy Technology Data Exchange (ETDEWEB)

NONE

1965-06-15

The International Seminar on Plasma Physics held in Trieste during 5- 1 October 1964 was the first major activity of the International Atomic Energy Agency's new International Centre for Theoretical Physics. In bringing together plasma physicists belonging to three distinct schools, the American, West European and the Soviet schools, the Seminar provided a unique opportunity for extended contacts between physicists in this field. It is hoped that these Proceedings will be of permanent value in the literature of the subject.

Social capital and physical activity among Croatian high school students.

Science.gov (United States)

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

A Study of the Stability of School Effectiveness Measures across Grades and Subject Areas.

Science.gov (United States)

Mandeville, Garrett K.; Anderson, Lorin W.

School effectiveness indices (SEIs), based on regressing test performance onto earlier test performance and a socioeconomic status measure, were obtained for eight subject-grade combinations from 485 South Carolina elementary schools. The analysis involved school means based on longitudinally matched student data. Reading and mathematics…

The golden 45 minutes – School Reforms and Physical Activity in Denmark

DEFF Research Database (Denmark)

Johansen, Danielle Louise Nørager; Skovgaard, Thomas; Runge Larsen, Lisbeth

Introduction: In August 2014 the biggest reshaping of primary schools in forty years was implemented in Denmark. From the very early stages of the reform process, there was broad agreement among key stakeholders that children and young people should be more physically active during the school day....... Therefore, it is part of the reform program that physical activity (PA) form part of the syllabus for all year groups at primary schools corresponding on average to 45 minutes per day. Methods: The reform states, that the 45 minutes of daily, school-based PA must serve a pedagogical purpose – e.g. including...... to implement PA as part of the school day: How to include brain breaks in formal teaching sessions, making recess more active and using the physical school environment to promote PA are some of the initiatives currently in play in Denmark. Results: Available data indicates that Danish schools have acted...

3. Mexican school of nuclear physics

International Nuclear Information System (INIS)

Chavez L, E.R.; Hess, P.O.; Martinez Q, E.

2002-01-01

The III Mexican School of Nuclear Physics which is directed to those post graduate in Sciences and those of last semesters students of the Physics career or some adjacent career was organized by the Nuclear Physics Division of the Mexican Physics Society, carrying out at November 18-29, 2002 in the installations of the Institute of Physics and the Institute of Nuclear Sciences both in the UNAM, and the National Institute of Nuclear Research (ININ). In this as well as the last version its were offered 17 courses, 9 of them including laboratory practices and the rest were of theoretical character only. This book treats about the following themes: Nuclear physics, Electrostatic accelerators, Cyclotrons, Thermonuclear reactions, Surface barrier detectors, Radiation detection, Neutron detection, Bonner sphere spectrometers, Radiation protection, Biological radiation effects, Particle kinematics, Nucleosynthesis, Plastics, Muons, Quadrupoles, Harmonic oscillators, Quantum mechanics among many other matters. (Author)

Teaching Physical Education in International Schools

Science.gov (United States)

Erickson, David LeRoy; Kulinna, Pamela Hodges

2012-01-01

This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

In-school physical activity patterns of primary school learners from ...

African Journals Online (AJOL)

Guidelines for the maintenance of health and wellbeing in children recommend at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. In South Africa, community sport and recreation facilities and opportunities are meagre in areas previously disadvantaged by apartheid, so schools should be primary ...

USING INTERNET-RESOURCES FOR SCHOOL PHYSICS EXPERIMENTS

Directory of Open Access Journals (Sweden)

Nina P. Dementievska

2012-06-01

Full Text Available Using virtual computer simulation of physics processes and phenomena is becoming increasingly popular among teachers of science around the world. Such simulation for school experiment has several advantages, but teaching needs improvement of methodology for using in modern school. In order to computer simulations were successful in education it requires compliance with a number of conditions. Educators around the world collaborate on the web site Phet (http://phet.colorado.edu/, which provides science-based and effective computer simulations for studying the natural sciences in different languages, as well as the methodology for use in secondary school.

2nd CERN-Fermilab Hadron Collider Physics Summer School

CERN Document Server

Gian Giudice; Ellis, Nick; Jakobs, Karl; Mage, Patricia; Seymour, Michael H; Spiropulu, Maria; Wilkinson, Guy; CERN-FNAL Summer School; Hadron Collider Physics Summer School

2007-01-01

For the past few years, experiments at the Fermilab Tevatron Collider have once again been exploring uncharted territory at the current energy frontier of particle physics. With CERN's LHC operations to start in 2007, a new era in the exploration of the fundamental laws of nature will begin. In anticipation of this era of discovery, Fermilab and CERN are jointly organizing a series of "Hadron Collider Physics Summer Schools", whose main goal is to offer a complete picture of both the theoretical and experimental aspects of hadron collider physics. Preparing young researchers to tackle the current and anticipated challenges at hadron colliders, and spreading the global knowledge required for a timely and competent exploitation of the LHC physics potential, are concerns equally shared by CERN, the LHC host laboratory, and by Fermilab, the home of the Tevatron and host of CMS's LHC Physics Center in the U.S. The CERN-Fermilab Hadron Collider Physics Summer School is targeted particularly at young postdocs in exp...

Variation by Gender in Abu Dhabi High School Students' Interests in Physics

Science.gov (United States)

Badri, Masood; Mazroui, Karima Al; Al Rashedi, Asma; Yang, Guang

2016-01-01

Abu Dhabi high school students' interest in physics in different contexts was investigated with a survey conducted in connection with the international project, The Relevance of Science Education (ROSE). The sample consisted of 2248 students in public and private schools. Means of most items that belong to the school physics context for both girls…

School of Analytic Computing in Theoretical High-Energy Physics

CERN Document Server

2015-01-01

In recent years, a huge progress has been made on computing rates for production processes of direct relevance to experiments at the Large Hadron Collider (LHC). Crucial to that remarkable advance has been our understanding and ability to compute scattering amplitudes and cross sections. The aim of the School is to bring together young theorists working on the phenomenology of LHC physics with those working in more formal areas, and to provide them the analytic tools to compute amplitudes in gauge theories. The school is addressed to Ph.D. students and post-docs in Theoretical High-Energy Physics. 30 hours of lectures and 4 hours of tutorials will be delivered over the 6 days of the School.

Analysis of Praxis Physics Subject Assessment Examinees and Performance: Who Are Our Prospective Physics Teachers?

Science.gov (United States)

Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

A generally agreed-upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics…

Breaking Frontiers: Submicron Structures in Physics and Biology - 52 Zakopane School of Physics

International Nuclear Information System (INIS)

2008-01-01

The 52 Zakopane School of Physics held in Zakopane from 19 to 24 May 2008. The main task of the symposium was to present the newest results of research in field of submicron structures in physics, biology and medicine. Some new technologies as well as their applications are also presented

Breaking Frontiers: Submicron Structures in Physics and Biology - 52 Zakopane School of Physics

Energy Technology Data Exchange (ETDEWEB)

NONE

2008-07-01

The 52 Zakopane School of Physics held in Zakopane from 19 to 24 May 2008. The main task of the symposium was to present the newest results of research in field of submicron structures in physics, biology and medicine. Some new technologies as well as their applications are also presented.

African American Physical Education Folklore Surrounding School Transition

Science.gov (United States)

Woodruff, Elizabeth A.; Curtner-Smith, Matthew D.

2015-01-01

Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was…

European School of High-Energy Physics, Caramulo. Portugal, 20 August- 2 September 2000

CERN Multimedia

2000-01-01

The 2000 European School of High-Energy Physics (formerly the CERN-JINR School of Physics) will be organized jointly by the European Organization for Nuclear Research (CERN), Geneva, Switzerland and the Joint Institute for Nuclear Research (JINR), Dubna, Russia, together with LIP (Laboratório de Instrumentação e Física Experimental de Partículas) and the Faculty of Science and Technology of the University of Coimbra. The basic aim of the School is to teach various aspects of high-energy physics, but especially theoretical physics, to young experimental physicists, mainly from the Member States of CERN and of JINR. The Schools of Physics are designed to give a survey of up-to-date information, rather than to be a training course.

Physical trauma experience among school children in periurban Blantyre, Malawi

Directory of Open Access Journals (Sweden)

Muula Adamson S

2009-07-01

Full Text Available Abstract Background Physical trauma is an important cause of childhood morbidity and mortality in Africa. There are however, few community-based reports on the subject on the continent. The present study was conducted to explore school children's experience of physical trauma in a disadvantaged periurban area of Blantyre, in Malawi. Methods A cross sectional questionnaire study was carried out among school children in Ndirande-Blantyre, Malawi in 2004. Data were obtained to describe the following aspects of trauma experience: being a victim or observer of motor vehicular accidents involving pedestrians; history of falls from heights; and knowledge about road safety. Sex differences were determined for some of the variables in order to gain insights as to whether there is a difference in trauma experience between boys and girls. Results A total of 217 school children, 99 (45.6% boys and 118 (54.4% girls participated in the study. Eight of them reported to have ever been hit by a motor vehicle, 87 (40.1% had witnessed a road accident where a pedestrian had been hit and 83 (38.2% had witnessed a pedestrian they knew having been hit by a motor vehicle. Of those that reported to have ever been hit by motor vehicle, 2 (25% reported that they had been hospitalized as a result of injury. With regard to falling from heights, 86 reported to have ever fallen from tree, 44 of these (51.2% were injured from the fall and 14 (16.3% were hospitalized as a result of injury sustained from the fall. Girls were more likely to fall from trees and getting injured as compared to males (p = 0.04 for both situations. Just under half (41.9% of the study participants were able to report the correct procedure of crossing the road despite the fact that the majority (80% reported having been taught road safety at home or school. Conclusion Many school children in Blantyre, Malawi have been exposed to trauma either involving themselves or someone they observed. Prevention

Proceedings of 2011 European School of High-Energy Physics

Energy Technology Data Exchange (ETDEWEB)

Grojean, C; Mulders, M [European Organization for Nuclear Research, Geneva (Switzerland)

2014-07-01

The European School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on quantum field theory and the Standard Model, quantum chromodynamics, flavour physics, neutrino physics, physics beyond the Standard Model, cosmology, heavy ion physics, statistical data analysis, as well as an account for the physics results with the data accumulated during the first run of the LHC.

Is subjective social status a unique correlate of physical health? A meta-analysis.

Science.gov (United States)

Cundiff, Jenny M; Matthews, Karen A

2017-12-01

Both social stratification (e.g., social rank) as well as economic resources (e.g., income) are thought to contribute to socioeconomic health disparities. It has been proposed that subjective socioeconomic status (an individual's perception of his or her hierarchical rank) provides increased predictive utility for physical health over and above more traditional, well-researched socioeconomic constructs such as education, occupation, and income. PsycINFO and PubMed databases were systematically searched for studies examining the association of subjective socioeconomic status (SES) and physical health adjusting for at least 1 measure of objective SES. The final sample included 31 studies and 99 unique effects. Meta-analyses were performed to: (a) estimate the overlap among subjective and objective indicators of SES and (b) estimate the cumulative association of subjective SES with physical health adjusting for objective SES. Potential moderators such as race and type of health indicator assessed (global self-reports vs. more specific and biologically based indicators) were also examined. Across samples, subjective SES shows moderate overlap with objective indicators of SES, but associations are much stronger in Whites than Blacks. Subjective SES evidenced a unique cumulative association with physical health in adults, above and beyond traditional objective indicators of SES (Z = .07, SE = .01, p Subjective SES may provide unique information relevant to understanding disparities in health, especially self-rated health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Physical activity and school absenteeism due to illness in adolescents

NARCIS (Netherlands)

De Groot, Renate; Van Dijk, Martin; Savelberg, Hans; Van Acker, Frederik; Kirschner, Paul A.

2017-01-01

Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore we investigated associations between habitual PA and school absenteeism due to illness in

School environment, sedentary behavior and physical activity in preschool children.

Science.gov (United States)

Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

2016-09-01

To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

6th International School of Mathematical Physics "Ettore Majorana"