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The effects of antioxidant diet supplements on blood lactate concentration and on the aerobic and anaerobic thresholds and their adaptations to training were analysed. Fifteen amateur male athletes were randomly assigned to either a placebo group or an antioxidant-supplemented group (90 days supplementation with 500 mg x day(-1) of vitamin E and 30 mg x day(-1) of beta-carotene, and the last 15 days also with 1 g x day(-1) of vitamin C). Before and after the antioxidant supplements, the sportsmen performed a maximal exercise test on a cycle ergometer and maximal and submaximal physiological parameters were assessed together with blood lactate concentration. Maximal oxygen uptake (VO(2max)), maximal blood lactate concentration, and the maximal workload attained rose significantly in both groups after the 3 months of training. At the end of the study, maximal blood lactate concentration was lower in the group that took supplements than in the placebo group. The percentage of VO(2max) attained at the anaerobic threshold rose significantly in both groups after 3 months of training, although the final value in the supplemented group was higher than that in the placebo group. Antioxidant diet supplements induced lower increases in blood lactate concentration after a maximal exercise test and could improve the efficiency in which aerobic energy is obtained. 相似文献
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Derek Scott Madden Diane J. Grayson Erinn H. Madden Antoni V. Milewski Cathy Ann Snyder 《International Journal of Science Education》2013,35(17):2667-2678
Teachers may use apprenticeships and collaboration as instructional strategies that help students to make authentic scientific discoveries as they work as amateur researchers in academic field studies. This concept was examined with 643 students, ages 14–72, who became proficient at field research through cognitive apprenticeships with the Smithsonian Institute, School for Field Studies and Earthwatch. Control student teams worked from single research goals and sets of methods, while experimental teams varied goals, methods, and collaborative activities in Kenya, Costa Rica, Panama, and Ecuador. Results from studies indicate that students who conducted local pilot studies, collaborative symposia, and ongoing, long-term fieldwork generated significantly more data than did control groups. Research reports of the experimental groups were ranked highest by experts, and contributed the most data to international science journals. Data and anecdotal information in this report indicate that structured collaboration in local long-term studies using apprenticeships may increase the potential for students' academic field studies contribution of new information to science. 相似文献
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Ángel Vázquez-Alonso Antonio García-Carmona María Antonia Manassero-Mas Antoni Bennàssar-Roig 《Research in Science Education》2013,43(2):781-808
This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed. 相似文献
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Antoni Kukliński 《Higher Education in Europe》2001,26(3):437-445
At the start of the Twenty-First Century, European universities must play a number of roles in terms of social and economic development. In particular, they must increasingly serve as engines for local and regional development, thus filling a niche that only seems logical for them. At the same time, universities will form e´lites, particularly local e´lites; however, those universities that are world-class institutions will and should educate global e´lites. In performing the latter role, European universities in the Twenty-First Century will reassume a role, seized by American universities in the Twentieth Century, which they had successfully played in the Nineteenth Century. 相似文献
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Antoni Verger Clara Fontdevila Lluís Parcerisa 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):248-270
ABSTRACTIn the last decades, most countries have adopted data-intensive policy instruments aimed at modernizing the governance of education systems, and strengthening their competitiveness. Instruments such as national large-scale assessments and test-based accountabilities have disseminated widely, to the point that they are being enacted in countries with very different administrative traditions and levels of economic development. Nonetheless, comparative research on the trajectories that governance instruments follow in different institutional and socio-economic contexts is still scarce. On the basis of a systematic literature review (n?=?158), this paper enquires into the scope and modalities of educational governance change that national large-scale assessments and test-based accountability instruments have triggered in a broad range of institutional settings. The paper shows that, internationally, educational governance reforms advance through path-dependent and contingent processes of policy instrumentation that are markedly conditioned by prevailing politico-administrative regimes. The paper also reflects on the additive and evolving nature of educational governance reforms. 相似文献
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Badia Antoni Liesa Eva Becerril Lorena Mayoral Paula 《European Journal of Psychology of Education - EJPE》2020,35(4):865-879
European Journal of Psychology of Education - Over the last 30 years, a substantial number of publications have attempted to conceptualise the ways in which teachers carry out inquiries in... 相似文献
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In this paper, the threat posed to cultural heritage by landslides and avalanches is analysed for two communities (Ushguli and Mulakhi) in the Upper Svaneti region in Georgia. The vulnerability of 60 cultural heritage objects has been evaluated through a conservation calculation based on an existing methodology using a State of Conservation Index (SCIx), which served as an input in a Spatial Multicriteria Evaluation (SMCE). Factors that are considered important for the occurrence of landslides (slope, landcover, lithology and drainage density) and snow avalanches (slope, insolation, slope curvature and landcover) have been used to generate a susceptibility map. A qualitative risk assessment was carried out by combining susceptible areas and cultural heritage objects. As there were very limited historical data available on the occurrence of landslides and snow avalanches, a combination of local and expert knowledge has been used to extract information on both cultural heritage and natural hazards. Existing management plans were also analysed to evaluate how natural hazards could be incorporated. Finally, some recommendations are given related to the analysis of the impact of natural hazards on cultural heritage in Georgia. 相似文献
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Antoni Cerda‐Navarro Francesca Salva‐Mut Ruben Comas Forgas 《European Journal of Education》2019,54(4):635-650
The main objective of this article is to define a typology of students enrolled in intermediate vocational education and training programmes in Spain. Students were first placed in groups based on various factors related to engagement. Then, their sociodemographic characteristics were analysed. Finally, the intentions of dropping out were considered in each of the groups. The results obtained describe a typology of students consisting of five groups with different levels of engagement. Each of the groups is associated with distinct sociodemographic characteristics and shows notable differences with regards to intentions of leaving their studies. The results of this research can serve to detect and prevent drop‐outs that take place at this level by identifying at‐risk profiles and creating more adequate approaches and interventions. 相似文献