Whole-body vibration training: Metabolic cost of synchronous, side-alternating or no vibrations     

B Gojanovic  Y Henchoz 《Journal of sports sciences》2012,30(13):1397-1403

Abstract Whole-body vibration training improves strength and can increase maximal oxygen consumption ([Vdot]O(2max)). No study has compared the metabolic demand of synchronous and side-alternating whole-body vibration. We measured [Vdot]O(2) and heart rate during a typical synchronous or side-alternating whole-body vibration session in 10 young female sedentary participants. The 20-min session consisted of three sets of six 45-s exercises, with 15?s recovery between exercises. Three conditions wererandomly tested on separate days: synchronous at 35?Hz and 4?mm amplitude, side-alternating at 26?Hz and 7.5?mm amplitude (peak acceleration matched at 20?g in both vibration conditions), and no vibrations. Mean [Vdot]O(2) (expressed as %[Vdot]O(2max)) did not differ between conditions: 29.7?±?4.2%, 32.4?±?6.5%, and 28.7?±?6.7% for synchronous, side-alternating, and no vibrations respectively (P?=?0.103). Mean heart rate (% maximal heart rate) was 65.6?±?7.3%, 69.8?±?7.9%, and 64.7?±?5.6% for synchronous, side-alternating, and no vibrations respectively, with the side-alternating vibrations being significantly higher (P?=?0.019). When analysing changes over exercise sessions, mean [Vdot]O(2) was higher for side-alternating (P?相似文献   

The Bias in Systems     

Boris Arnov 《Clearing house (Menasha, Wis.)》2013,86(8):367-369

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Dissecting success stories on mathematical problem posing: a case of the Billiard Task     

Boris Koichu  Igor Kontorovich 《Educational Studies in Mathematics》2013,83(1):71-86

“Success stories,” i.e., cases in which mathematical problems posed in a controlled setting are perceived by the problem posers or other individuals as interesting, cognitively demanding, or surprising, are essential for understanding the nature of problem posing. This paper analyzes two success stories that occurred with individuals of different mathematical backgrounds and experience in the context of a problem-posing task known from past research as the Billiard Task. The analysis focuses on understanding the ways the participants develop their initial ideas into problems they evaluate as interesting ones. Three common traits were inferred from the participants' problem-posing actions, despite individual differences. First, the participants relied on particular sets of prototypical problems, but strived to make new problems not too similar to the prototypes. Second, exploration and problem solving were involved in posing the most interesting problems. Third, the participants' problem posing involved similar stages: warming-up, searching for an interesting mathematical phenomenon, hiding the problem-posing process in the problem's formulation, and reviewing. The paper concludes with remarks about possible implications of the findings for research and practice.  相似文献   

Postpubertal social isolation and male sexual behavior in rodents: Facilitation or inhibition is species dependent     

Denys deCatanzaro  Boris B. Gorzalka 《Learning & behavior》1979,7(4):555-561

Experiment 1 examined male Swiss-Webster, C57, and DBA mice that were housed individually or grouped for 2 weeks and subsequently presented with ovariectomized, estrogenprimed, progesterone-treated females, Within each strain, social isolates showed more mounts, intromissions, and ejaculations and shorter latencies to first mount and intromission, Experiment 2 involved a similar comparison of isolated and grouped male rats, hamsters, and gerbils, Isolation produced no major effect in hamsters but reduced performance in rats and gerbils, The results suggest that facilitation of sexual action patterns by isolation is characteristic of the mouse species, Response decrements with postpubertal isolation in the rat resemble effects of prepubertal isolation in this species, These species differences may parallel differences in physiology and social behavior.  相似文献   

Heuristic literacy development and its relation to mathematical achievements of middle school students     

Boris Koichu  Abraham Berman  Michael Moore 《Instructional Science》2007,35(2):99-139

The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual’s capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts. Students’ heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical achievements – by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures.  相似文献   

Performance of student software development teams: the influence of personality and identifying as team members     

Conal Monaghan  Boris Bizumic  Katherine Reynolds  Michael Smithson  Lynette Johns-Boast  Dirk van Rooy 《European Journal of Engineering Education》2015,40(1):52-67

One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams.  相似文献   

An easy A or a question of belief: pupil attitudes to Catholic religious education in Croatia     

Boris Jokić  Linda Hargreaves 《British Journal of Religious Education》2015,37(1):4-19

This paper describes the results of a mixed model research that, as the first of its kind, aimed to determine the nature of, and underlying factors influencing, Croatian elementary pupils’ attitudes towards confessional Catholic religious education (RE). Analyses of the questionnaire responses of the eighth-grade pupils from the stratified sample of schools revealed generally positive attitudes towards confessional RE as well as homogeneity with respect to academic achievement and higher estimations of girls. Qualitative analyses offered more critical pupil perspectives on RE and its delivery. From the triangulation of the data, three separate elements emerged as the foundation of the attitudes towards RE. The first and primary influence is the exposure to religious sentiment and values from their families. Secondly, pupil attitudes are affected by their own personal development and a growing ability to critically observe the world around them. Finally, the methods through which RE is delivered and assessed also serve as a strong contributor to pupils’ attitudes. The voices of pupils demand an adoption of a more dialectical approach to teaching and learning, and lesser reliance on catechesis which could reflect positively on the attitudes of all pupils, and especially of those who are most critical of the subject.  相似文献   

Annual Index Volume 68 Fall 1999—Summer 2000     

Boris Blai  Jr. 《Journal of Experimental Education》2013,81(4):383-384

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Research on resilience to child maltreatment: empirical considerations.     

S S Heller  J A Larrieu  R D'Imperio  N W Boris 《Child abuse & neglect》1999,23(4):321-338

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INFORMATIZATION AND COMPUTERIZATION AT THE UNIVERSITY OF ZAGREB     

Boris Aurer  Marijan Sunjlć 《Higher Education in Europe》1991,16(2):102-107

Although computerization was included in the midterm development programme of the University of Zagreb for the 1986‐1990 period, the results obtained by the end of this period had not proved completely satisfactory. Consequently, in mid‐1990, the Rector appointed a Working Group for the Advancement of Computerization. It has developed a comprehensive plan for the creation of a sophisticated and comprehensive informatics network including all the various types of components needed to generalize computing and informatics at all levels and for all purposes throughout the University. It is also planning for the integration of this system into the various Yugoslav and international computer networks. So that all students will be computer‐literate, an element of computer science will be integrated into all course programmes.  相似文献