Body composition analysis of inter-county Gaelic athletic association players measured by dual energy X-ray absorptiometry     

Robert W. Davies  Clodagh Toomey  William McCormack  Katie Hughes  Alexandra Cremona  Philip Jakeman 《Journal of sports sciences》2016,34(11):1015-1020

Gaelic Football and Hurling are two sporting codes within the Gaelic Athletic Association. The purpose of this study was to report the body composition phenotype of inter-county Gaelic athletic association players, comparing groups by code and field position. 190 senior, male, outfield inter-county players (144 hurlers and 46 Gaelic footballers) were recruited. Stature and body mass was measured, estimates of three components of body composition, i.e. lean mass, fat mass and bone mineral content was obtained by dual energy X-ray absorptiometry (DXA), and normative data for Gaelic athletic association athletes by code and position was compared. Other than in the midfield, there was limited difference in body composition between codes or playing position. Stature-corrected indices nullified any existing group differences between midfielders for both codes. Further comparisons with a non-athletic control group (n = 431) showed no difference for body mass index (BMI); however, the athletic group has a lower fat mass index, with a greater lean mass in accounting for the matched BMI between groups. In addition to providing previously unknown normative data for the Gaelic athletic association athlete, a proportional and independent tissue evaluation of body composition is given.  相似文献   

The development of a system for supporting the lifelong learner     

Sara de Freitas  Ian Harrison  George Magoulas  Adrian Mee  Fitri Mohamad  Martin Oliver  George Papamarkos  Alexandra Poulovassilis 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):867-880

Given the rapidly changing skills needs of ‘post‐industrial economies’, lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In this paper, the development and evaluation of a system designed to address this problem is described. The Lifelong Learning in London for All (L4All) project has investigated the concept of ‘trails’ as a way of organising lifelong learning opportunities. The L4All pilot system combines a set of web services to provide the functionality needed to support this central idea. The development process was outlined, and the findings of an empirical study were used to confirm proof of concept.  相似文献   

Cognitive Affective Engagement Model of Multiple Source Use     

Alexandra List  Patricia A. Alexander 《教育心理学家》2017,52(3):182-199

This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed.  相似文献   

Youth’s Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program     

Simpson  Amber  Burris  Alexandra  Maltese  Adam 《Research in Science Education》2020,50(1):1-22

Research in Science Education - Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and...  相似文献   

Old friends, new friends: predictors of children's perspective on their friends at school     

Dunn J  Cutting AL  Fisher N 《Child development》2002,73(2):621-635

Predictors of 5-year-old kindergartners' insights into their friends, and their accounts of liking and conflict with their friends were investigated, with a focus on both the children's and their friends' social understanding during the preschool period, and the quality of their preschool friendships. Seventy children initially studied at 4 years utilizing social cognition tasks and observations of dyadic play with their friends were followed over the transition to school; at school they were interviewed about their friendships and their social understanding was assessed. One group had remained close to their preschool friends, whereas a second group had formed new friendships. Social understanding, language abilities, and prosocial characteristics of both the children and preschool friends, their successful communication and shared pretend play experiences during the preschool period, and their mothers' educational level were related to their perspectives on their current school friends. Liking of current friends was linked to relationship history and maternal educational level for both those with old and with new friends, whereas insight was related to assessments of social cognition.  相似文献   

Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children     

Imai M  Li L  Haryu E  Okada H  Hirsh-Pasek K  Golinkoff RM  Shigematsu J 《Child development》2008,79(4):979-1000

When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3‐ and 5‐year‐old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb‐friendly languages (e.g., T. Tardif, 1996 ). The results also suggest that the input language uniquely shapes verb learning such that English‐speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language‐specific linguistic factors interact in lexical development.  相似文献   

The international telecommunication project in the schools of Moscow and New York state     

Dr. Alexander Yu. Uvarov  Alexandra A. Prussakova 《Educational technology research and development : ETR & D》1992,40(4):111-118

The authors of the projects express their sincere gratitude to their partners in the project, Peter Copen of the Copen Family Fund, USA, and Jane Barley of the New York State Department of Education, USA. Thanks are also extended to Monica Bradsher from the National Geographic Society, USA, and Robert Tinker of TERC, Cambridge, Massachusetts, USA, for sharing their experience developing KIDNET.  相似文献   

The role of educational context in beliefs about knowledge,information, and truth: an exploratory study     

Alexandra List  Emily Grossnickle Peterson  Patricia A. Alexander  Sofie M. M. Loyens 《European Journal of Psychology of Education - EJPE》2018,33(4):685-705

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.  相似文献   

The Use of Video Demonstrations and Particulate Animation in General Chemistry   总被引：1，自引：0，他引：1  

Velázquez-Marcano  Alexandra  Williamson  Vickie M.  Ashkenazi  Guy  Tasker  Roy  Williamson  Kenneth C. 《Journal of Science Education and Technology》2004,13(3):315-323

Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.  相似文献   

Transsituational negative contrast     

Charles F. Flaherty  Alexandra Avdzej 《Learning & behavior》1976,4(1):49-52

Rats were shifted from 32% sucrose solution in one apparatus to a 4% sucrose solution in a different apparatus, and the performance of these animals was compared to rats that received the 4% solution in both situations. Transsituational negative contrast effects were found in both consummatory and instrumental measures of behavior and, in addition, these contrast effects were found to have some elements in common with both successive and simultaneous contrast effects, but were identical to neither.  相似文献