Impact of short- compared to long-haul international travel on the sleep and wellbeing of national wheelchair basketball athletes     

Heidi R. Thornton  Joanna Miller  Lee Taylor  Charli Sargent  Michele Lastella 《Journal of sports sciences》2018,36(13):1476-1484

Currently, very little is known about the impact of short- or long-haul air travel on the sleep and wellbeing of wheelchair basketball athletes. Eleven national wheelchair basketball athletes wore actigraphy monitors prior, during, and after air travel to the United Kingdom. Upon arrival, participants rated their subjective jet-lag, fatigue, and vigor. Individuals traveled to the United Kingdom from different locations in Australia, the United States, and Europe and were categorised according to travel length [LONG (up to 30.2 h) or SHORT (up to 6.5 h)]. Linear mixed models determined effects of travel length on sleep and subjective ratings of jet-lag, fatigue, and vigor. During competition, subjective fatigue and jet-lag were substantially higher (ES = 0.73; ±0.77) and (ES = 0.57; ±0.60), subjective vigor was lower (ES = 1.94; ±0.72), and get-up time was earlier (ES = 0.57; ±0.60) for LONG when compared to SHORT. Travelling greater distances by airplane had a larger effect on subjective ratings of jet-lag, fatigue and vigor, rather than sleep. Irrespective of travel group, sleep and subjective responses were compromised, reflecting the travel requirements, competition-mediated influences, and/or due to a change in environment.  相似文献   

Does self-perceived sleep reflect sleep estimated via activity monitors in professional rugby league athletes?     

Johnpaul Caia  Heidi R. Thornton  Vincent G. Kelly  Tannath J. Scott  Shona L. Halson  Balin Cupples 《Journal of sports sciences》2018,36(13):1492-1496

This study examined agreement between self-perceived sleep and sleep estimated via activity monitors in professional rugby league athletes. 63 athletes, from three separate teams wore actigraphy monitors for 10.3 ± 3.9 days. During the monitoring period, ratings of perceived sleep quality (on a 1–5 and 1–10 Likert scale), and an estimate of sleep duration were recorded daily. Agreement between sleep estimated via activity monitors and self-perceived sleep was examined using mean bias, Pearson correlation (r) and typical error of the estimate (TEE). 641 nights of sleep were recorded, with a very large, positive correlation observed between sleep duration estimated via activity monitors and subjective sleep duration (r = 0.85), and a TEE of 48 minutes. Mean bias revealed subjective sleep duration overestimated sleep by an average of 19.8 minutes. The relationship between sleep efficiency estimated via activity monitors and self-perceived sleep quality on a 1–5 (r = 0.22) and 1–10 Likert scale (r = 0.28) was limited. The outcomes of this investigation support the use of subjective measures to monitor sleep duration in rugby league athletes when objective means are unavailable. However, practitioners should be aware of the tendency of athletes to overestimate sleep duration.  相似文献   

“I Could Not Believe That Would Happen”: Challenges and Opportunities in a Critical,Project-Based Clinical Experience     

Kevin J. Burke  Ruth Harman  Heidi Lyn Hadley  Jason D. Mizell 《The New Educator》2018,14(3):212-230

As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering.  相似文献   

Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

Implications of Professional Writing Experiences of Academic Veterinary Scientists for Technical Writing Pedagogy     

Heidi M. Lott  Marilyn Barrett-O'Leary 《Technical Communication Quarterly》1996,5(2):169-181

Five academic veterinary scientists were interviewed to learn about their professional writing experiences and relate them to technical writing pedagogy. The interviews probed the genres in which they write, their composing methods, their professional attitudes toward writing, and the sources of training in writing. The data suggest that while writing is an integral part of their research, teaching, and professional advancement and is used in conducting business, the academic scientific curriculum does not specifically address this important element in their careers.  相似文献   

Peritonealdialyse (PD)     

Heidi Puttinger und Andreas Vychytil 《Wiener klinische Wochenschrift Education》2008,3(1):1-15

Ohne Zusammenfassung  相似文献   

IV. PARTICIPANT ROLES     

Shumin Lin  Peggy J. Miller  Heidi Fung  Eva Chian‐Hui Chen 《Monographs of the Society for Research in Child Development》2012,77(1):59-76

  相似文献   

III. INTERPRETIVE FRAMEWORKS IN ROUTINE PRACTICES     

Eva Chian‐Hui Chen  Peggy J. Miller  Heidi Fung  Benjamin R. Boldt 《Monographs of the Society for Research in Child Development》2012,77(1):28-58

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First-Year Engineering Students’ Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students     

Irene B. Mena  Heidi A. Diefes-Dux 《Journal of Science Education and Technology》2012,21(2):304-316

Students’ perceptions of engineering have been documented through studies involving interviews, surveys, and word associations that take a direct approach to asking students about various aspects of their understanding of engineering. Research on perceptions of engineering rarely focuses on how students would portray engineering to others. First-year engineering student teams proposed a museum exhibit, targeted to middle school students, to explore the question “What is engineering?” The proposals took the form of a poster. The overarching research question focuses on how these students would portray engineering to middle school students as seen through their museum exhibit proposals. A preliminary analysis was done on 357 posters to determine the overall engineering themes for the proposed museum exhibits. Forty of these posters were selected and, using open coding, more thoroughly analyzed to learn what artifacts/objects, concepts, and skills student teams associate with engineering. These posters were also analyzed to determine if there were any differences by gender composition of the student teams. Building, designing, and teamwork are skills the first-year engineering students link to engineering. Regarding artifacts, students mentioned those related to transportation and structures most often. All-male teams were more likely to focus on the idea of space and to mention teamwork and designing as engineering skills; equal-gender teams were more likely to focus on the multidisciplinary aspect of engineering. This analysis of student teams’ proposals provides baseline data, positioning instructors to develop and assess instructional interventions that stretch students’ self-exploration of engineering.  相似文献   

An evaluation of pharmacogenomic information provided by five common drug information resources     

K. T. L. Vaughan  Kelly L. Scolaro  Heidi N. Anksorus  Mary W. Roederer 《Journal of the Medical Library Association》2014,102(1):47-51

Introduction:

This study evaluated whether pharmacogenomic information contained in the Food and Drug Administration (FDA)–approved package inserts of sixty-five drugs was present in five drug information resources.

Methods:

The study searched for biomarkers from the FDA package inserts in 5 drug information sources: American Hospital Formulary Service Drug Information (AHFS), Facts & Comparisons 4.0 (Facts), ePocrates Online Free (ePocrates Free), Lexicomp Online (Lexicomp), and Micromedex 2.0. Each resource had the opportunity to present biomarker information for 65 drugs, a total of 325 opportunities. A binary system was used to indicate presence or absence of the biomarker information. A sub-analysis was performed on the 13 most frequently prescribed drugs in the United States.

Results:

Package insert biomarker information was available, on average, for 81.5% of the 65 FDA-listed drugs in 2011. Percent availability for the individual resources was: Lexicomp, 95.3%; Micromedex 2.0, 92.3%; Facts, 76.9%; AHFS, 75.3%; and ePocrates Free, 67.7%. The sub-analysis of the 13 top drugs showed Lexicomp and Micromedex 2.0 had the most mentions, 92.3%; ePocrates Free had the least, 53.8%.

Conclusion:

The strongest resource for pharmacogenomic information was Lexicomp. The gap between Lexicomp and ePocrates Free is concerning. Clinicians would miss pharmacogenomic information 6.6 times more often in ePocrates Free than in Lexicomp.

Implications:

Health sciences librarians should be aware of the variation in biomarker availability when recommending drug resources for licensing and use. Librarians can also use this study to encourage publishers to include pharmacogenomics information from the package insert as a minimum standard.  相似文献