Validation of MET estimates and step measurement using the ActivPAL physical activity logger     

Harrington DM  Welk GJ  Donnelly AE 《Journal of sports sciences》2011,29(6):627-633

The purpose of this study was to determine the validity of the metabolic equivalent (MET) equation and step rate function of the ActivPAL? physical activity logger in a group of females. Using a standard treadmill protocol, 62 females aged 15-25 years walked on a treadmill at speeds between 3.2 and 7.0 km · h(-1) while wearing an ActivPAL. Oxygen consumption was measured using expired gas analysis at each speed and METs for each speed were estimated based on each participant's own resting metabolic rate. A sub-set of 18 participants also wore an Actigraph. Results showed that the in-built equation in the ActivPAL significantly underestimated (P < 0.001) METs under treadmill conditions at higher intensities. The ActivPAL equation is based on step rate yet the relationship between counts and measured METs (r = 0.76; P < 0.001) is stronger than that between steps and measured METs (r = 0.59; P < 0.001). Both the ActivPAL and Actigraph step functions showed no significant difference (P > 0.05) to video recorded step rate except at the slowest walking speed where the Actigraph significantly underestimated steps (P < 0.05). The development of a new equation based on the counts-METs relationship that includes a variety of speeds and activities would be useful. The ActivPAL step function performs better than the Actigraph at the slowest walking speed under treadmill conditions.  相似文献   

Theme issue: Education and the labor market     

Agnes Calliste  Marguerite Cassin  Gerald England 《Interchange》1980,11(3):2-4

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Rapid visual processing by college students in reading irregular words and phonologically regular pseudowords presented singly and in contiguity     

Au A  Lovegrove W 《Annals of dyslexia》2006,56(2):335-360

Using normal adult readers, this study examined the relative involvement of magnocellular and parvocellular processes in reading English phonologically regular pseudowords and irregular words presented in isolation and in contiguity from left to right. The data showed that a low temporal frequency visual measure that implied more parvocellular involvement was active in processing irregular words presented singly and pseudowords presented in contiguity. However, the results failed to show the involvement of the magnocellular pathway (as implicated by low spatial and/or high temporal frequency visual measures) in reading words presented in contiguity from left to right. The discrepancy was discussed in terms of the sensitivity of the tasks used in testing the two pathways.  相似文献   

Continuous Assessment and Staff Development     

James Donnelly 《School Leadership & Management》2013,33(1):35-37

This article examines the nature of choice that is inherent in delegated forms of school finance. While it is often assumed that choosing between the cost of undertaking one activity and the cost of another is a rational activity, the author puts forward the view that both the nature of cost and choice are subjective. As a result, management attention should be given not only to the mechanics of the process but also the subjective nature of ‘choice influencing’ factors if efficiency in resource use is to be achieved.  相似文献   

PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender     

Agnes Zdaniuk  Jamie A. Gruman  Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481

Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed.  相似文献   

The academic progress of foreign students: study achievement and study behaviour     

Wim Jochems  Joke Snippe  Harm Jan Smid  Agnes Verweij 《Higher Education》1996,31(3):325-340

In this study we investigated associations between studying in a foreign language and students' academic achievement and study behaviour. Data were gathered in the Netherlands, at the Delft University of Technology (DUT). The results show that the success rate of foreign students was about the same as that of the Dutch students, but that foreign students needed more time to pass the examination. Language proficiency played a major part in explaining differences in study achievement as did the presence or absence of a selection procedure in the student's country of origin. Furthermore, the results show that the study behaviour of foreign students was significantly different from the Dutch students: their average grades on examinations were lower, they made more attempts before passing an examination, they were more likely to postpone examinations and to follow a different order from the recommended one. Suggested measures to improve foreign students' study success include requiring higher levels of language proficiency and stricter selection of foreign students in the country of origin. It is suggested that a system of mentors which provides for intensive coaching of foreign students in their first year may prevent a slow start.  相似文献   

An unhappy and utterly pitiable creature? Life and self-images of deaf people in the Netherlands at the time of the founding fathers of deaf education     

Tellings A  Tijsseling C 《Journal of deaf studies and deaf education》2005,10(2):193-202

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Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools          下载免费PDF全文

Danielle Blaylock  Joanne Hughes  Ralf Wölfer  Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.  相似文献   

National call to action: Working toward the elimination of child maltreatment. The practice     

Donnelly AC 《Child abuse & neglect》1999,23(10):987-994

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Tracking and the effects of school‐related attitudes on the language achievement of boys and girls     

Eva Van de gaer  Heidi Pustjens  Jan Van Damme  Agnes De Munter 《British Journal of Sociology of Education》2006,27(3):293-309

In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ less positive relationships with teachers, less positive well‐being at school and less positive attitude towards schoolwork. Furthermore, the results showed that—in the lower tracks—boys who were the least attentive in the classroom, the least interested in learning tasks and the least motivated towards learning tasks achieved better than expected. Post‐hoc analyses revealed that these are the more intelligent boys. Possible explanations of the demotivation of the more intelligent boys in the lower tracks are discussed.  相似文献