Attentional biases for food stimuli in external eaters: Possible mechanism for stress-induced eating?

External eaters reportedly increase snack intake when stressed, which could be due to an attentional shift towards food stimuli. Attentional biases for food stimuli were tested in high and low external eaters in stress and control conditions, using a computerised Stroop. A significant interaction was observed between external eating group and condition for snack word bias. This suggested that low external eaters have a greater bias for snack words when unstressed and that stressed, high external eaters have a greater bias for snack words than stressed, low external eaters, which could contribute to stress-induced snack intake in high external eaters

The fundamental cycle of concept construction underlying various theoretical frameworks

In this paper, the development of mathematical concepts over time is considered. Particular reference is given to the shifting of attention from step-by-step procedures that are performed in time, to symbolism that can be manipulated as mental entities on paper and in the mind. The development is analysed using different theoretical perspectives, including the SOLO model and various theories of concept construction to reveal a fundamental cycle underlying the building of concepts that features widely in different ways of thinking that occurs throughout mathematical learning

A practical approach to learning about healthy work environment standards within any clinical setting

Examine the use of an organizational concept based learning assessment with the American Association of Critical-Care Nurses Healthy Work Environment standards, to analyze a clinical setting. The end product is the undergraduate nursing student presents a SWOT analysis with leadership strategies to enhance the operation

Activity of Phosphofructokinase in Summer Honey Bees (Apis mellifera) of Different Ages

Phosphofructokinase activity may be an indicator in the aging process of honey bees (Apis mellifera). This paper seeks to quantify phosphofructokinase activity in summer honey bees of different ages. Honey bee flight muscle was utilized in tests for enzyme activity of phosphofructokinase at sequential stages of honey bee development. Homogenized honey bee flight muscle was ultracentrifuged and spectrophotometric measurements were made. This study found that the enzyme activity of phosphofructokinase of honey bees of different ages is low at day 0-1 and high from day 4-5 through 19-20 day old honey bees. This study lays a foundation for the study of summer and winter honey bees.SUNY BrockportBiological SciencesMaster of Science (MS)Biology Master’s These

Combining Analyses of Cognitive Processes, Meanings, and Social Participation: Understanding Symbolic Representations

We propose three analytic representations of collaborative problem solving. Activity nests, a generalization of goal-subgoal trees, represent functional decompositions of task activity into components, using nesting to indicate operations that satisfy task functions. Semiotic networks, an extension of semantic networks, represent meanings as refers-to relations between symbolic expressions and other signifiers, and relations in situations and situation types, along with general relations between these meanings. Contribution Vagrants, an adaptation of contribution trees (Clark & Schaefer, 1989), represent how turn sequences collectively achieve task components. W e developed these representations to analyze how pairs of middle-school students constructed tables to represent quantitative properties of a simple physical device that models linear functions. Variations between activity nests of dififerent pairs support an explanation of activity in terms of attimement to constraints and to affordances and abilities, rather than following procedures. The semiotic networks support a hypothesis that task components are completed through accomplishing alignments of refers-to relations.which is a generalization of goal satisfaction. Similarities between the contribution diagrams support a general pattern that we call the turn structure of collaborative operations, in which task information is recognized and task operations are initiated, performed, and accepted. Interaction is organized into this structure in order to support mutually aligned intentions, understandings, actions, and agreements

Toward a Theory of Experience

Science Education, Vol. 98, No. 1, pp. 106–126Experience is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet what experience is and how it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes transactions in and across space and time within irreducible person-in-setting units; and it is perfused with an affect that is not (only) the result of mental constructions. An episode from an Australian physics classroom is used to exemplify what such a theory and its method-related implications have to accomplish in the analysis of concrete science lessons

Using Kolb\u27s Experiential Learning Model to develop undergraduate student informal nursing leadership

Undergraduate nursing students need to learn to be informal leaders to positively impact patient/client healthcare. This presentation will describe using Kolb\u27s Experiential Learning Model to teach an integrated theory and clinical leadership course designed to change students\u27perspective to learn how to be the leader of their own nursing practice

Reasons for eating 'unhealthy' snacks in overweight and obese males and females

Background: Snack foods are often high in fat and sugar. Thus, reducing snack consumption may be a useful weight management strategy. However, individuals may snack for a variety of reasons with different implications for intervention. The present study examined the perceived reasons for eating main meals, ‘unhealthy’ snacks (i.e. snacks high in fat or sugar) and ‘healthy’ snacks in overweight and obese participants. Methods: Over a period of 5 days, 28 males and 27 females completed a food diary every time they ate. As well as providing details about the type of eating episode and food eaten, they also rated their agreement with 13 different reasons for eating (identified from relevant literature and a pilot study). Results: Across a total of 1084 eating episodes, 358 were coded as snacks, 79% of which were high in either fat or sugar. The results showed that hunger and temptation (external eating) were reported as a reason for eating unhealthy snacks in 49% and 55% of all episodes, respectively. Eating because the individual was feeling fed up, bored or stressed (emotional eating) was given as a reason in 26% of episodes. Conclusions: These findings point to the potential utility of intervention strategies that target cravings, enhance self-control or promote stimulus control

Managing Disagreement in Intellectual Conversations: Coordinating Interpersonal and Conceptual Concerns in the Collaborative Construction of Mathematical Explanations

This paper reports research into how mathematical explanations are constructed during conversation based on videotapes of pairs of student math teachers collaboratively writing explanations in geometry. In particular, we analyzed how disagreements about parts of their explanations were managed in these conversations. In contrast to research on disagreement in everyday conversation, explanation disagreements were more likely to overlap with preceding turns and to be stated baldly without prefaces, token agreements or qualifications. However, the observed frequencies of different kinds of disagreements were not consistent with a model favoring explicit substantive disgreement either. Instead, it is proposed that both the interpersonal concerns that would motivate a preference for agreement and the conceptual concerns for a quality explanation that would motivate a preference for substantive disagreement are being managed by participants. Disagreements are co-constructed, and conversants are seen to jointly employ complex devices for introducing and managing disagreement across turns that can satisfy both kinds of concerns with much less conflict betweeen them than might have been expected