Sedentary time and physical inactivity have negative impacts on health and health costs as well as an impact on workplace wellbeing. There is evidence that people are more sedentary and engage in less physical activity on work days. Additionally, sedentary behavior has been found to increase distress and negative mood. Activity trackers such as Fitbits are a useful way to collect and intervene on sedentary behavior and potentially impact other factors of workplace wellbeing in real time and promote self-monitoring. The reminder to move prompts that are now part of Fitbit models provide an innovative and simple way to intervene on workplace sedentary behavior with hourly movement prompts. This study examined the impact of an intervention on sedentary time at work with Fitbit reminders to move and what impact the intervention had on other factors of workplace wellbeing including depression, positive and negative affect, job stress, and productivity. Participants were university employees who wore a Fitbit device for three weeks and completed pre-and post-study measures. For the first week, the Fitbit displayed only the watch screen with no access to other data. This was done to establish baseline data. For the second week, the Fitbit device and Fitbit app allowed for self-monitoring by displaying the activity being tracked, including steps, distance, calories expenditure, and stairs walked. For the third week, the sedentary time reduction was implemented by activating the Fitbit application reminder to move. This caused the Fitbit to vibrate at the 50-minute mark of the hour if the participant had not moved 250 steps in that time. Results show that having the reminders to move prompt activated decreased sedentary time at work and increased steps throughout the day on work days. These changes in sedentary time significantly contributed to decreases in depression. From the start of the study to after the intervention, on average participants reported significantly less depression, negative affect, and stress and more positive affect, affect balance, social functioning, physical functioning, and productivity at work. The benefits of in the moment self-monitoring and an intervention around sedentary time with Fitbits on factors of workplace wellbeing are discussed as well as limitations, and future directions.

Europos Sąjungos pilietybės koncepcija, pirmiausia pristatyta Mastrichto sutartimi (1992 m.), vėliau patikslinta Amsterdamo sutartimi (1997 m.), ilgai buvo laikoma tuščiu pažadu. Nors pradžioje ši simbolinės reikšmės koncepcija nesukūrė naujų teisių, tačiau dabar tapo esmine kylančioje Europos santvarkoje. Dėl Teisingumo Teismo dinamiškos praktikos ir jos kodifikavimo naujojoje Direktyvoje 2004/38/EB dėl Sąjungos piliečių ir jų šeimos narių teisės laisvai judėti ir gyventi valstybių narių teritorijoje koncepcijos vaidmuo pradėjo keistis. Europos Sąjungos pilietybė pamažu tampa tiesioginiu teisių šaltiniu išeinant už ekonominio konteksto ribų. Darbe analizuojama ekonomiškai neaktyvių Europos Sąjungos piliečių teisė laisvai judėti ir įsikurti Sąjungos teritorijoje. Pagrindinis darbo tikslas – aptarti esamą ir potencialiai galimą laisvo judėjimo principo išplėtimą ekonomiškai neaktyvių Sąjungos piliečių atžvilgiu. Pirmoje darbo dalyje akcentuojamas Europos Sąjungos pilietybės principas kaip nepriklausomas ekonomiškai neaktyvių Europos Sąjungos piliečių teisių šaltinis. Analizuojamas teisės laisvai judėti turinys, ypač daug dėmesio skiriama Sutarties 17 ir 18 straipsnių analizei, siekiant nustatyti, kokias naujoves skatina ir problemas kelia šių straipsnių taikymas naujausioje Teisingumo Teismo praktikoje, t.y., ar Sutarties 17-18 straipsnių nuostatos sukuria autonomišką ir tiesioginę teisę laisvai judėti ir įsikurti Europos Sąjungoje; ar pakeičia “išimtinai vidaus situacijos”... [toliau žr. visą tekstą] / First introduced by the Maastricht Treaty, and subsequently revised by the Amsterdam Treaty, European Union (EU) citizenship long remained an empty promise. Even if it did not offer much in terms of new rights at first, EU citizenship has now become a key element of the rising European polity. Recently, indeed, and thanks primarily to the European Court of Justice’s (ECJ) case-law and its codification in Directive 2004/38/EC on the rights of movement and residence of EU citizens and their family, things have started to change. European citizenship is slowly becoming a direct source of rights outside the economic context. This academic master work explores the right of economically inactive EU citizens to move and reside freely within the territory of European Union. The main purpose of this work is to review the existing and potential extension as well as challenges to the principle of free movement of economically inactive EU citizens. Part I of this work highlights the principle of EU citizenship as an independent source of rights of economically inactive people. This part explores the material scope of free movement rights concentrating on the added value of Articles 17-18 EC: whether the new provisions introduce an autonomous and directly effective right to move and reside in a Member State; whether Article 17 and 18 change the law as it relates to ‘wholly internal situations’; whether Articles 17 and 18 contribute to the creation of new substantive rights for EU... [to full text]

The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print.</p>

The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print. </p>

Doctor Legum - LLD / Every year approximately 33 million children leave their home countries and cross international borders seeking refuge from war, instability, ethnic conflicts, natural and man-made disasters, and extreme poverty. Among the total child migrant population, adolescents account for 11 million. In terms of the ratio of child and adolescent migrants to the total migrant population, Africa has the highest proportion.

People age 55 and over will dramatically increase in the next 25 years, and will comprise approximately 30% of the total population. They may want to maintain their current lifestyle, and at the same time, they will experience changes of their lifecycle stage that could affect their housing choices. Even though single-family, detached housing is the most dominant housing type in the U.S., a significant number of older adults could choose to live in multifamily housing if their motivations and background are understood. The choice to live in multifamily housing by adults in their later life may be influenced by their past experiences living in multifamily housing, and by their current satisfaction with multifamily housing living. The purpose of this study was to investigate the past, current, and future housing behavior of residents 55 and older living in multifamily housing. The research framework for this study was developed based on Morris and Winter's (1975, 1978) theory of housing adjustment and Wiseman's (1980) model of elderly migration. The research framework was comprised of five major sections: (a) Current Demographic Characteristics, (b) Previous Demographic Characteristics, (c) Reasons for Moving into Current housing, (d) Residential Satisfaction, and (e) Intention to Move in the Future. Five major hypotheses were tested. This study was designed as a quantitative study, using a self-administered questionnaire administered by an online survey company. Between February 2, 2012 and February 4, 2012, a total of 431 usable surveys for this study were collected. Several statistical methods were employed: descriptive statistics, one-way ANOVA, Pearson's correlation, crosstabs, exploratory factor analysis (EFA), and structural equation model (SEM). From EFA, three major reasons for moving into current housing (the multifamily living reason, the nearby activities reason, and the financial reason), and three residential satisfaction factors (satisfaction with the unit design, the multifamily community, and the location) were derived. Multifamily living reason significantly positively influenced satisfaction with the unit design, the multifamily community, and the location. There was a significant influence of the nearby activities reason only on satisfaction with the location. Financial reason significantly negatively influenced satisfaction with the unit design, the multifamily community, and the location. Satisfaction with the unit design and the multifamily community significantly negatively related to the intention to move. The findings from this study can help older adults and their advisors to better understand the housing decision-making process in later life, and inform the housing industry about the perceived potential benefits and challenges in developing multifamily housing for older adults. / Ph. D.

The present study has as its general goal to analyze possibilities for the physical education of the human body from 1st to 4th year of elementary school. The specific objectives are: toreflect about: the culture of movement and children; how do the functions of movement gain meaning to the children; the dialogue between child/movement and the world; the academical matters and teacher formation to work in the initial years of school teachers and specialists in physical education. The study develops itself from a methodological basis of theoretical and bibliographic research. Through readings of classical literary work and different authors involved in the topic, to discuss and reflect about the reality and suggest the development of a thought that might serve as a basis in the development of alternatives for the reality of Physical Education classes in the initial years of school. Thus we intend that the final report of this study may be useful so that new ways of developing Physical Education classes in the initial years of school may be thought and created. As well as try to sustain a different teacher performance focused on the didacticalpedagogical transformation and a concern with the formal teacher formation such as in a category of a continuous formation. In addition to the Introduction and the Justification this research is complemented with chapters that seek for an approach with the proposed goals: Education, Pedagogy and Physical Education; The child and the Childhood A History; The Movement and To-Move; The Physical Education Developer Current; Psychomotor Education; Biomechanics and Physical Education; Human Movement and the To-Move A Philosophical Path; and completing the research with the chapter: The To-Move in the Process of Education Children in the Physical Education Classes Educational Possibilities. / O presente estudo tem como objetivo geral analisar possibilidades para a Educação Física do movimento humano do 1º ao 4º anos do ensino fundamental. Os objetivos específicos são: refletir sobre a cultura do movimento e crianças; como as funções de movimento ganham significado para as crianças; o diálogo entre criança/movimento e mundo; as questões docentes e a formação de professores para atuar nos anos iniciais unidocentes e especialistas em Educação Física. O estudo se desenvolve a partir de uma base metodológica das pesquisas teórica e bibliográfica. Por meio de leituras de obras clássicas e diferentes autores envolvidos no tema, discutir e refletir sobre a realidade e propor a construção de um pensamento que possa servir de base na construção de alternativas para a realidade das aulas de Educação Física nos anos iniciais. Dessa forma, pretendemos que o relatório final deste estudo possa ser útil para que novas formas de desenvolver as aulas de Educação Física nos anos iniciais possam ser pensadas e criadas, bem como sustentar uma atuação docente voltada para a transformação didático-pedagógica e uma preocupação com a formação de professores, quer de maneira formal, quer em uma categoria de formação continuada. Além da Introdução e da Justificativa, esta pesquisa é complementada com capítulos que procuram aproximação com os objetivos propostos: Educação, Pedagogia e Educação Física; A criança e a Infância Uma História; O Movimento e Se-Movimentar; A Corrente Desenvolvimentista da Educação Física; Educação Psicomotora; Biomecânica e Educação Física; Movimento Humano e o Se-Movimentar Um Caminho Filosófico; e concluímos a pesquisa com o capitulo: O Se-Movimentar no Processo da Educação Criança nas Aulas de Educação Física - Possibilidades Educacionais.

Title: Changes of the fitness indicators during pre - season period of selected football clubs of U15 category Objectives: The aim of this work was a diagnostic subseqent comparasion of two selected indicators of fitness clubs youth category U15 in the summer pre - season period. Methods: The research was performed by motor testing. To determine the status fitness indicators and its changes in the pre - season of the two clubs we have chosen five selected motor tests battery by the Football Association of the Czech Republic - tests of strength skills, speed skills, endurance and agility. Results: Significant change of fitness indicators during pre - season period occurred in one club in two motor tests and in the second one in three motor tests. Although partial changes occurred the assumption of improvement in overall fitness indicators has not been confirmed. The observation period (5 and 8 weeks) to achieve substantial changes is probably insufficient. Keywords: Managing training, control of fitness, condition, ability to move, motor Tests, pre - season period

Cette thèse de doctorat mène une réflexion sur les mobilités juvéniles périurbaines sous l’angle de « l’entre-deux », terme caractérisant à la fois les espaces périurbains et la jeunesse. Comment la jeunesse vit-elle une localisation résidentielle, choisie par les parents, et se déplace-t-elle dans ces espaces peu densément peuplés et faiblement desservis par des transports en commun ? Quel rôle jouent les contextes périurbains dans la construction identitaire des jeunes ? L’étude menée, à partir de trois lycées généraux et technologiques situés dans les franges de l’agglomération parisienne en proie à un mouvement de périurbanisation plus ou moins ancien, a consisté à interroger une population lycéenne périurbaine par le biais de méthodes qualitatives (85 entretiens) et quantitatives (1522 sondés en ligne). Développant un ancrage différencié à l’espace habité dans lequel la maison individuelle tient une place centrale, les jeunes adoptent une multitude de stratégies pour s’émanciper des contextes périurbains. Ils combinent les ressources des entre-deux pour s’affirmer en tant qu’individu, y compris dans le cadre de la socialisation secondaire marquant cet âge. Ils y trouvent ainsi leur bonheur, bien qu’ils cherchent souvent, de manière plus ou moins réaliste ou réalisable, à sortir de ces espaces. Ces bricolages spatiaux les amènent à développer une motilité (Kaufmann, 2002) plus importante que celle des jeunes urbains. En revanche, à l’heure de s’inventer une vie adulte, ce n’est pas tant l’espace périurbain qui apparaît comme un obstacle à leur projet que les ressources sociales, financières ou culturelles de leur famille. Malgré tout, les contextes périurbains, parce qu’ils font territoires, sont des lieux où les jeunes projettent volontiers leur vie future, même si, pour certains, l’attraction urbaine ou de l’étranger est plus forte. / The ‘‘space-in-between’’ refers to any specified situation or space characterizing an intermediary and transitional state. This paper aims at exploring the notion of “space-in-between” through the themes of mobility and the youth living in the periurban fringes of the Great Paris. How does the youth live the residential choice of theirs parents and move to those median zone between rural and urban areas where public transit is deficient? What role have the periurban fringes in the building of the youth identity? Across this research, led in three public high schools located in the periurban fringes of the Great Paris, 85 young spoke about their mobilities and 1522 answered a questionnaire. Become oneself ask to move alone, to explore new spaces without parents but with peers, so these young people combine a lot of means to leave these spaces (walking, hitch-hiking, car-sharing, taking school buses for shopping and so on). Developing a specific link with the periurban areas where the home could be perceived as a special place, these young people live happily and do not consider themselves as ‘‘prisoners’’ in their territories. Nevertheless, they try to going out of them: going to parties, meeting other young people in the night clubs, meeting their friends as they want, practising sport and cultural leisures, and moving anywhere without asking their parents to drive them. At the time to become an adult, when they want to follow high education currucula, if they don’t choose the same way that urban and rural students, it seems that financial ressources and capacities to move are central in their choice. Some of them want to live in big cities or in foreign countries but most of them imagine them living the perurban edges where they had grow up. So the periurban fringes seem, as territories, the ‘place to be’! / El « espacio de transición » es una situación o un espacio que se caracteriza por ser intermedio.Aquella idea de intermedio interesa a los geografos en sus investigaciones sobre el espacio periurbano. Este proyecto , como continuidad de un precedente trabajo de investigaciones (Ser joven en el periurbano de SENS. ¿ Qué movilidades para los alumnos del instituto JANOT ? ; Catherine DIDIER-FEVRE, Máster 2 investigaciones, 2011. 229 páginas), intenta explorar la noción de « transición » a través de las movilidades. Si el término periurbano se define por un espacio de transición (noción aparecida con la instalación de la población en una extensión de la zona urbana) entre dos contrapuestos : espacio urbano y espacio rural, el de la juventud responde también a la noción de « espacio de transición ». En efecto, la juventud es la transición entre la desaparición de las claves de la infancia y la construcción de nuevos modelos. Es un tiempo de experiencias.Mientras « el periurbano sigue siendo el espacio de la juventud en una sociedad envejeciéndose : es el único espacio donde encontramos más de 3 jóvenes para con 2 mayores», muy pocas cosas fueron escritas sobre la juventud del periurbano. Aquella idea de las movilidades de la juventud es nueva. Tener en cuenta la edad de los habitantes de un espacio definido es fundamental para entender las relaciones de ellos con su territorio. Hasta ahora sólo los mayores o los niños pequeños preocuparon a los geografos del periurbano. Al investigar sobre los jóvenes del periurbano una se pregunta :¿Qué relaciones viven los jóvenes con el territorio periurbano al vivir una movilidad singular ?

En même temps que le traité de Lisbonne conférait valeur juridique contraignante à la charte des droits fondamentaux de l’Union européenne, il créait, par l’article 67, paragraphe 1, du traité sur le fonctionnement de l’Union européenne, une obligation pour l’Union et les États membres de respecter les droits fondamentaux dans la construction de l’espace de liberté de sécurité et de justice. Parce qu’il vise chacune des normes composant cet espace, ce commandement interroge particulièrement dans l’espace judiciaire européen en matière civile et commerciale où les règles de coordination des ordres juridiques nationaux sont partiellement réfractaires à l’influence des droits fondamentaux. La polysémie de la notion de respect permet d’envisager divers modes d’articulations de la charte et du droit de l’espace judiciaire européen en matière civile et commerciale. Si le principe hiérarchique paraît la modalité la plus évidente pour assurer le respect de la charte, il s’avère inapte à y parvenir, tant par lui-même que par le contexte spécifique d’application de la charte qu’impose l’espace judiciaire européen. Aussi conviendrait-il d’y substituer un mode d’articulation plus souple, la combinaison, afin de conformer la construction de l’espace sous étude à l’article 67, paragraphe 1, du traité sur le fonctionnement de l’Union européenne. / When the treaty of Lisbon gave Charter of Fundamental Rights of the European Union its legally binding force, it gave rise, in article 67, paragraph 1, of the Treaty on the Functionning of the European Union, to a legal obligation to respect fundamental rights while building the Freedom, Security and Justice Area. As this legal obligation concerns all the rules of this space, it raises questions in the European Judicial Area in civil and commercial matter where rules coordinating national legal systems are partially resistant to the influence of fundamental rights. Polysemy of the notion of respect make it possible to consider different ways for the Charter and the European Judicial Area law to interact. If the hierarchical principle seems to be the most obvious way to ensure the respect of the Charter, it transpires to be inappropriate by itself and because of the specific context fort the application of the Charter commanded by the European Judicial Area. So, it would be more convenient to substitue the hierarchical principle with a more supple way of interaction, the combination, so as to conform the studied space to the article 67, paragraph 1, of the Treaty on the Functionning of the European Union.