Cardiac structure and function in weight trainers, runners, and runner/weight trainers   总被引：1，自引：0，他引：1  

B A Elias  K E Berg  R W Latin  M B Mellion  P J Hofschire 《Research quarterly for exercise and sport》1991,62(3):326-332

The purpose of this study was to describe and compare cardiac structure and function in adult male weight trainers, runners, and those who do both activities. Subjects had actively participated in the various training programs for the previous five years. Age ranged from 28.4 to 31.3 years in the three groups. Echocardiography was used to assess selected heart diameters, volumes, indices of contractility, and thicknesses, while VO2 max and percent body fat were measured using standard methods. Heart structure and function were expressed in absolute terms and relative to total body weight. An alpha level of .05 was used in all comparisons. Results indicated the runners demonstrated significantly greater relative LVIDd, LVIDs, and LVPW than the weight trainers. The runner/weight trainers possessed significantly greater relative LVIDd, LVIDs, LVPW, IVS, and LVEDV than the weight trainers. No significant differences, absolute or relative, existed between the runner and runner/weight trainer groups in any of the myocardial structure and function variables. It was concluded that men who run or run and weight train have similar structural and functional characteristics of the heart and possess greater relative internal diameter and left ventricular wall thickness than men who only weight train.  相似文献   

"The denominational worker with the deaf in the Episcopal Church     

O B Berg 《American annals of the deaf》1968,113(4):891-892

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In‐service teacher education in the Cape Teachers’ Professional Association: educational innovation in apartheid society     

Owen van den Berg  Melanie Todes 《Cambridge Journal of Education》1986,16(3):163-170

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Influence of different types of exercise on the expression of haem oxygenase-1 in leukocytes     

Fehrenbach E  Niess AM  Passek F  Sorichter S  Schwirtz A  Berg A  Dickhuth HH  Northoff H 《Journal of sports sciences》2003,21(5):383-389

Haem-oxygenase-1 (HO-1) is an antioxidant stress protein that is mainly induced by reactive oxygen species, inflammatory cytokines and hyperthermia. We assessed the influence of different types of exercise on HO-1 expression in leukocytes of the peripheral blood in three groups of male participants: a short exhaustive run above the lactate steady state (n = 15), eccentric exercise (n = 12) and an intensive endurance run (half-marathon, n = 12). Blood samples were taken at rest and up to 24 h after exercise. Blood lactate concentration after exercise was 9.0 +/- 2.1, 3.8 +/- 1.6 and 5.1 +/- 2.2 mmol x l(-1) (mean +/- s) for the exhaustive run, eccentric exercise and half-marathon groups, respectively (P < 0.05). Creatine kinase concentration was highest 24 h after exercise: 133 +/- 91, 231 +/- 139 and 289 +/- 221 U x l(-1) for the exhaustive run, eccentric exercise and half-marathon groups, respectively (P < 0.05). The maximal increase in leukocyte counts after exercise was 11.5 +/- 19.2, 6.2 +/- 1.4 and 14.7 +/- 2.1 x 10(9) x l(-1). There was no change in HO-1 as a result of the short exhaustive run or the eccentric exercise, whereas the half-marathon had a significant stimulatory effect on HO-1-expression in lymphocytes, monocytes and granulocytes (P < 0.001) using flow cytometry analyses. In conclusion, eccentric exercise alone or short-term heavy exercise are not sufficient to stimulate the antioxidative stress protein HO-1 in peripheral leukocytes  相似文献   

Intertask correspondence in the five to seven shift: transposition, cue interference, and spatial memory     

D A Corsini  A J Berg 《Child development》1973,44(3):467-475

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A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments          下载免费PDF全文

Ebrahim Rahimi  Jan van den Berg  Wim Veen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):780-792

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.  相似文献   

Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice     

Frank A. Fear  Diane M. Doberneck  Carole F. Robinson  Kathleen L. Fear  Robert B. Barr  Heather Van Den Berg  Jeffrey Smith  Robert Petrulis 《Innovative Higher Education》2003,27(3):151-168

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. From Teaching to Learning—A New Paradigm for Undergraduate Education is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.  相似文献   

Learning for Life: A Hermeneutical–Communicative Model for Worldview Education in Light of White Normativity     

André Mulder  Bas van den Berg 《Religious education (Chicago, Ill.)》2019,114(3):287-302

Abstract

In the project Learning for Life we developed a hermeneutical–communicative model for worldview education that answers the European challenges of worldview diversity and worldview illiteracy. We implemented the model in a participatory action research project at nine schools for primary education in the Netherlands and monitored the outcomes. A meta-analysis shows that the model can be fruitfully applied in confessional and public schools, as well as in cooperation schools, which are a merger of confessional and public schools. The model is demanding with regard to the skills and attitude of worldview teachers. We suggest improvements for two aspects of the model from the perspective of white normativity.  相似文献   

Dynamic sitting: Measurement and associations with metabolic health     

Julianne D. van der Berg  Coen D.A. Stehouwer  Hans Bosma  Paolo Caserotti  Gudny Eiriksdottir  Nanna Y. Arnardottir 《Journal of sports sciences》2019,37(15):1746-1754

Dynamic sitting, such as fidgeting and desk work, might be associated with health, but remains difficult to identify out of accelerometry data. We examined, in a laboratory study, whether dynamic sitting can be identified out of triaxial activity counts. Among 18 participants (56% men, 27.3 ± 6.5 years), up to 236 counts per minute were recorded in the anteroposterior and mediolateral axes during dynamic sitting using a hip-worn accelerometer. Subsequently, we examined in 621 participants (38% men, 80.0 ± 4.7 years) from the AGES-Reykjavik Study whether dynamic sitting was associated with cardio-metabolic health. Compared to participants who recorded the fewest dynamic sitting minutes (Q₁), those with more dynamic sitting minutes had a lower BMI (Q₂ = ?1.39 (95%CI = ?2.33;–0.46); Q₃ = ?1.87 (?2.82;–0.92); Q₄ = ?3.38 (?4.32;–2.45)), a smaller waist circumference (Q₂ = ?2.95 (?5.44;–0.46); Q₃ = ?3.47 (?6.01;–0.93); Q₄ = ?8.21 (?10.72;–5.71)), and a lower odds for the metabolic syndrome (Q₂ = 0.74 [0.45;1.20] Q₃ = 0.58 [0.36;0.95]; Q₄ = 0.36 [0.22;0.59]). Our findings suggest that dynamic sitting might be identified using accelerometry and that this behaviour was associated with health. This might be important given the large amounts of time people spend sitting. Future studies with a focus on validation, causation and physiological pathways are needed to further examine the possible relevance of dynamic sitting.  相似文献   

Determinants of Study Progress: The Impact of Student,Curricular, and Contextual Factors on Study Progress in University Education     

Adriaan Hofman  Muriel Van Den Berg 《Higher Education in Europe》2000,25(1):93-110

The subject of this research is the impact of student characteristics, curriculum, and contextual factors on the careers of students in university education in The Netherlands. A theoretical model including various measurements of these factors was evaluated by means of linear structural equation modelling. Students in the ‘prestatiebeurs’ (performance scholarship) system, which requires a shorter nominal duration of a given study programme, achieve better results compared to those in the ‘tempobeurs’ system, which allows more study time. Women make better progress in their studies than men do. Students in technical education obtain fewer study points than others, even though they spend more time studying and have earned better grades in secondary school. In general, paid work during higher education has a negative effect on study progress, while the amount of time spent studying has a stronger influence on the study progress of men than of women.  相似文献