Prediction of maximal oxygen uptake in sedentary males from a perceptually regulated, sub-maximal graded exercise test   总被引：2，自引：0，他引：2  

Eston R  Lambrick D  Sheppard K  Parfitt G 《Journal of sports sciences》2008,26(2):131-139

The purpose of this study was to assess the validity of predicting the maximal oxygen uptake (VO2(max)) of sedentary men from sub-maximal VO2 values obtained during a perceptually regulated exercise test. Thirteen healthy, sedentary males aged 29-52 years completed five graded exercise tests on a cycle ergometer. The first and fifth test involved a graded exercise test to determine VO2(max). The two maximal graded exercise tests were separated by three sub-maximal graded exercise tests, perceptually regulated at 3-min RPE intensities of 9, 11, 13, 15, and 17 on the Borg ratings of perceived exertion (RPE) scale, in that order. After confirmation that individual linear regression models provided the most appropriate fit to the data, the regression lines for the perceptual ranges 9-17, 9-15, and 11-17 were extrapolated to RPE 20 to predict VO2(max). There were no significant differences between VO2(max) values from the graded exercise tests (mean 43.9 ml x kg(-1) x min(-1), s = 6.3) and predicted VO2(max) values for the perceptual ranges 9-17 (40.7 ml x kg(-1) x min(-1), s = 2.2) and RPE 11-17 (42.5 ml x kg(-1) x min(-1), s = 2.3) across the three trials. The predicted VO2(max) from the perceptual range 9-15 was significantly lower (P < 0.05) (37.7 ml x kg(-1) x min(-1), s = 2.3). The intra-class correlation coefficients between actual and predicted VO2(max) for RPE 9-17 and RPE 11-17 across trials ranged from 0.80 to 0.87. Limits of agreement analysis on actual and predicted VO2 values (bias +/- 1.96 x S(diff)) were 3.4 ml x kg(-1) x min(-1) (+/- 10.7), 2.4 ml x kg(-1) x min(-1) (+/- 9.9), and 3.7 ml x kg(-1) x min(-1) (+/- 12.8) (trials 1, 2, and 3, respectively) of RPE range 9-17. Results suggest that a sub-maximal, perceptually guided graded exercise test provides acceptable estimates of VO2(max) in young to middle-aged sedentary males.  相似文献   

Youth exercise intention and past exercise behavior: examining the moderating influences of sex and meeting exercise recommendations     

Downs DS  Graham GM  Yang S  Bargainnier S  Vasil J 《Research quarterly for exercise and sport》2006,77(1):91-99

The study purposes were to examine: (a) the determinants of exercise intention and past exercise behavior (PEB) using the theories of reasoned action and planned behavior, and (b) the moderating influences of sex and exercise group (meeting or not meeting exercise guidelines). Participants (n = 676 adolescents) completed self-reported measures of their exercise attitude, subjective norm, perceived behavioral control (PBC), intention, and PEB. We found that attitude, subjective norm, and PBC explained 55% of the variance in intention, and intention and PBC explained 51% of the variance in PEB. While we found sex and exercise group differences across the study measures, we did not find evidence of significant moderation. Thus, the theory constructs predicted intention and PEB similarly across sex and exercise groups.  相似文献   

Currency of coverage in the MLA international bibliography     

Danielle Uchitelle 《Publishing Research Quarterly》1998,14(1):46-51

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Assessment of lexical and non-lexical spelling in students in Grades 1–7     

Saskia Kohnen  Danielle Colenbrander  Trudy Krajenbrink  Lyndsey Nickels 《Australian Journal of Learning Difficulties》2015,20(1):15-38

The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that.  相似文献   

Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge     

Brimo  Danielle  Schuele  C. Melanie  Lund  Emily 《Reading and writing》2022,35(9):2155-2175

Children with developmental language disorder (DLD) exhibit weaknesses in the syntactic aspects of language that affect their spoken language (i.e., speaking and listening) and written language (i.e., reading and writing). Speech-language pathologists (SLP) who work with children with DLD are the team member with the greatest expertise in syntax. However, emerging data suggest that speech-language pathology (SLP) students and SLPs have limitations in their explicit syntax knowledge that may affect how they assess and treat the language and literacy knowledge and skills of children with DLD. Additionally, there is a lack of data on the outcomes of professional development specific to syntax. This paper reports on the effects of self-paced, online learning modules on SLP graduate students’ explicit syntax knowledge. Thirty-six SLP graduate students completed online syntax learning modules that taught four pairs of syntactic structures. SLP graduate students experienced a treatment effect from two of the four online training modules. Treatment effects seemed to be influenced by the syntactic skill being treated, by prior knowledge of that particular syntactic structure, and by other environmental factors, including training program. Although future studies should explore these factors further, the outcomes of this pilot study are the first to report on a way to improve SLP graduate students’, and potentially SLPs’, explicit syntax knowledge.

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Supporting child and family resilience in the face of political violence: Evidence from a home visit parenting program     

Jane Leer  Florencia Lopez Boo  Savannah Norman 《Child development》2023,94(5):1222-1238

Political violence affects more than 25% of children globally, yet little is known about how to support positive adaptation among conflict-affected children. Using a sample of 3797 Nicaraguan child-caregiver dyads (M_AgeTime1 = 1.5 years, M_AgeTime2 = 5.9 years; 51% male), this registered report used a novel quasi-experimental approach to examine how exposure to political violence relates to child and caregiver outcomes, and to test three policy-relevant moderators: participation in a large-scale home visit parenting program, household economic disruption, and media exposure. Results revealed positive associations between political violence and harsh discipline practices (0.33 SD), but there was no evidence that political violence affected children's behavior, caregiver depressive symptoms, or responsive parenting practices, and there was no evidence of moderation.  相似文献   

Coco Solo: Desde la fiesta de sol hasta el marmolero     

Osvaldo Lopez 《International journal of qualitative studies in education》2013,26(2):149-165

Estos cuentos pertenecen al libro en preparacion Paso en el barrio y tratan sobre hechos ocurridos en un pequeño barrio marginal de La Habana llamado Coco Solo. Los personajes que aqu í aparecen son reales. Los sucesos que se cuentan en su mayoría también lo son. Muchas situaciones que parecen ser surrealistas ocurrieron ciertamente. La imaginación popular, la transmisión de las historias de una generación a otra o la fantasía del autor también están presente, pero siempre basadas en lo que pasó en el barrio.  相似文献   

Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews     

Kadriye Ercikan  Rubab Arim  Danielle Law  Jose Domene  France Gagnon  Serge Lacroix 《Educational Measurement》2010,29(2):24-35

This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes.  相似文献   

Inclusive education for students with refugee experience: whole school reform in a South Australian primary school     

Karen Pugh  Danielle Every  Robert Hattam 《The Australian Educational Researcher》2012,39(2):125-141

In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These students face many barriers to education, and appropriately educating this diverse student population presents many challenges to schools and education departments. We argue that a whole of school approach that includes school structures, culture and pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework, South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties, and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms.  相似文献   

Confirmatory factor analysis of the Values Aspired for the Future Scale in grandparents     

C. Noriega  C. Velasco  J. Lopez 《Educational gerontology》2017,43(5):248-258

Although the engagement of grandparents in grandchildren’s life has increased, there is a lack of research that explores the values that grandparents desire to transmit to their grandchildren. The aim of this study was to analyze the factor structure, the validity, and the reliability of the Values Aspired for the Future Scale in a sample of grandparents. Three hundred grandparents participated in this study. Confirmatory factor analysis showed a three-factor structure with an excellent overall fit: personal and relationship values, abilities and knowledge values, and materialistic values. Grandparents’ sex did not have a moderating effect on the factor structure. An adequate internal consistency was obtained. Signi?cant associations between values, health-related quality of life, social support, and psychological well-being were found, with the exception of the materialistic values. This scale should be tested in different cultural contexts in order to confirm the results found. The implications of the results are discussed.  相似文献