Training of elite cyclists: effects on mood state and selected hormonal responses     

Edith Filaire  Bruno Legrand  Gérard Lac  Jean-Marie Pequignot 《Journal of sports sciences》2013,31(11-12):1025-1033

The psychobiological status of cyclists over a period of 8 months of training was assessed by measuring the sympatho-adrenal level, the central noradrenergic activity, and the cortisol?-?testosterone ratio status non-invasively. Alteration of these indices after a large increase in training load lasting 4 days (?+?187%) was also examined. Urinary excretion of methoxyamines (metanephrine, normetanephrine) and 3-methoxy-4-hydroxyphenylglycol sulphate (MHPG-S), and salivary concentrations of cortisol and testosterone, were measured in 12 national cyclists after a non-specific training period and 48 h before 4 days of increased training (T₁), after these 4 days (T₂) and at the end of 4 months of specific training (T₃). Urinary and salivary samples were also collected during a rest period (T₀). At each of these times, mood states and ratings of perceived muscle soreness were assessed, and a questionnaire of early clinical symptoms of the overtraining syndrome (Profile of Mood States) was administered. A significant increase in normetanephrine (P <?0.05) and a decrease in the testosterone?-?cortisol ratio (P <?0.05) were observed at T₂, while MHPG-S excretion remained unchanged. Over the same periods, increased training loads did not induce mood disturbances. Eight months of training were associated with significant alterations in metanephrine (P?<?0.05) and MHPG-S (P?<?0.05). These results suggest a dissociation between the neural and endocrine catecholaminergic components systems. Opposite responses between MHPG-S and Profile of Mood States scores show that further investigations are needed to understand the relationship between central noradrenergic function, which is recognized as a regulatory factor of mood, and psychological tests measuring mood.  相似文献   

English and French pedagogical cultures: convergence and divergence in Cameroonian primary school teachers' discourse     

Edith Esch 《比较教育学》2012,48(3):303-321

This article approaches the phenomenon of the continuing influence of French and English pedagogical cultures in Africa relying on post-modern notions of time and space. It reports on a project carried out in Cameroon where both cultures are in contact and where the teachers from two primary schools were observed and interviewed over a period of five weeks each. The data collected is interpreted as revealing divergent professional contexts within which the teachers' discourse about their professional roles and the place of languages rests on assumptions reminiscent of the pedagogical values of the former colonisers. However, teachers from both schools are strongly in favour of maintaining French and English as medium of education. The significance of the phenomena reported is critically discussed to highlight new discontinuities in present day Cameroon which transform these apparently sharp distinctions: the disjunction between the notion of place and the medium of education, the fast evolving meanings of ‘French’ ‘English’ and ‘bilingualism’ in the twenty first century and the fact that schools are multilingual sites. The paper concludes that the differences in the way teachers construct their professional identities has prevented them from developing a joint pedagogical repertoire and that lack of mutual understanding might be a reason for the reported mere ‘cohabitation’ provided by bilingual schools.  相似文献   

Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University     

Nicola Frances Kirby  Edith Roslyn Dempster 《International Journal of Science Education》2013,35(17):2825-2847

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly given the national imperative to increase participation and levels of performance in tertiary-level science. An attempt was made to understand foundation student performance in a campus of this university, with the view to identifying challenges and opportunities for remediation in the curriculum and processes of selection into the programme. A classification and regression tree analysis was used to identify which variables best described student performance. The explanatory variables included biographical and school-history data, performance in selection tests, and socio-economic data pertaining to their year in the programme. The results illustrate the prognostic reliability of the model used to select students, raise concerns about the inefficiency of school performance indicators as a measure of students' academic potential in the Foundation Programme, and highlight the importance of accommodation arrangements and financial support for student success in their access year.  相似文献   

III. FROM THE POINT OF VIEW OF THE STUDENT     

Edith E. Chandler∗ 《Religious education (Chicago, Ill.)》2013,108(5):325-329

This article constitutes Chapter I in the author's significant new book, “Church Education For Tomorrow,” published by Westminster Press on September 19, 1960, and is used here by permission of the author and publisher. The book is reviewed by Frank M. McKibben on pages 387‐388 of this issue.  相似文献   

Comparación entre dos modelos de educación bilingüe     

Edith Mägiste 《Infancia y Aprendizaje》2013,36(33):63-75

Resumen

La presente investigación es una comparación entre dos modelos de educación bilingüe introducidos hace algunos años en el Colegio Alemán de Estocolmo: por un lado, estudiantes con el sueco como primera lengua de instrucción en el primer curso, con tres horas semanales de instrucción en alemán, que se iba incrementando progresivamente en los años posteriores, de manera que en el cuarto curso, el idioma en las clases era en un 50 por 100 alemán y en un 50 por 100 sueco. Por otro lado, estudiantes con tres horas semanales de instrucción en sueco en el primer curso, que aumentaban a cinco horas en los siguientes cursos.

Sólo se encontró un bilingüismo balanceado en los estudiantes que siguieron el currículum en alemán. Los estudiantes que siguieron el currículum sueco, mantuvieron el sueco como su idioma claramente dominante y obtuvieron una alta competencia en el alemán como segundo idioma.

Estas diferencias se explicaron por el bagaje lingüístico de los alumnos. Puesto que los alumnos que tenían el alemán como primera lengua adquirían sus dos lenguajes tanto en los entornos informales como en el formal, conseguían más input de los entornos naturales. Los estudiantes de idioma sueco en cambio, recibían el input del alemán únicamente en la instrucción formal de la escuela, que no podía compensar la fuerte influencia del idioma del hogar y del país.

Además, la presente investigación ha contribuido a corroborar la hipótesis de la edad óptima para el aprendizaje de la segunda lengua.  相似文献   

Memorial Chapel∗: (Stanford)     

Edith Walkerdine Brandt 《The Educational forum》2013,77(2)

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An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools     

Monique Delclaux  Edith Saltiel 《Education 3-13》2013,41(2):138-159

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which isa fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices.  相似文献   

Managing Unconscious and Affective Responses in English Classes and in Role-plays     

Roslyn Arnold 《English in Education》1993,27(1):32-40

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Some developments in teacher education in England and Wales     

Edith Cope 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):57-65

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Child sex abuse treatment: Some barriers to program operation     

Karen Bander  Edith Fein  Gerrie Bishop 《Child abuse & neglect》1982,6(2):185-191

A treatment program for sexually abusing families is described, which illustrates the complexities in the families, in the treatment required to assist them, and in the interrelations of agencies with whom they come into contact. The program used a multi-therapist, multi-modality treatment model in conjunction with expert consultants in medicine, psychology, art therapy, law, criminology, and research. The article discusses the formidable barriers to creating a treatment program that stem from the necessity of establishing linkages with other agencies and systems in the society. These barriers include the difficulty other service providers may have in recognizing the problem; the trouble doctors, lawyers, and policemen have in interviewing the young victims; the problems in the criminal justice system with obtaining justice for the victim by arresting and prosecuting the offender while protecting his rights; and the conflict of the schools caught between their responsibility as mandated reporters of abuse and the legal rights of the parent-offender. Questions are raised which may assist others embarked on developing similar programs.  相似文献