Impact of age on haematological markers pre- and post-marathon running     

Thomas G. Martin  Rachel W. Pata  Johanna D’Addario  Lauren Yuknis  Rebecca Kingston  Richard Feinn 《Journal of sports sciences》2015,33(19):1988-1997

This study investigated whether haematological markers differ between young and masters marathon participants, running at similar performance levels. Nine young (31.89 ± 4.96 years) and eight masters (63.13 ± 4.61 years) runners participated. At five time points (pre-race through 54 h post-race), a complete blood cell count, basic metabolic panel and creatine kinase (CK) isoenzyme panel were assessed. Race performance was standardised using the World Masters Association Age Grading Performance Tables. Total CK levels were elevated for all participants at all time points post-race (P < 0.001). The CK-isoenzyme MB% was elevated across groups at 6, 30 and 54 h post-race (P < 0.01, P < 0.01 and P < 0.05), with masters runners having a higher CK-MB% at 30 and 54 h (P < 0.05, P < 0.05). Total white blood cell and neutrophil counts were elevated through 6 h post-race (P < 0.001), with higher levels found in younger runners (P < 0.001). When considering all blood work, masters runners had a higher number of abnormal values at 6, 30 and 54 h post-race (P < 0.05, P < 0.01 and P < 0.05). In conclusion, masters runners demonstrated sustained CK-MB elevation, which may suggest greater cardiac stress. However, future studies using additional cardiac markers should be completed to confirm these findings. In addition, masters runners showed an increased number of laboratory values outside normal range, indicating the body’s reduced capacity to respond to marathon running.  相似文献   

Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants          下载免费PDF全文

Lauren H. Howard  Annette M. E. Henderson  Cristina Carrazza  Amanda L. Woodward 《Child development》2015,86(1):259-275

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

Science Teachers’ Response to the Digital Education Revolution     

Wendy Nielsen  K. Alex Miller  Garry Hoban 《Journal of Science Education and Technology》2015,24(4):417-431

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Technology integration coursework and finding meaning in pre-service teachers’ reflective practice     

Royce Kimmons  Brant G. Miller  Julie Amador  Christopher David Desjardins  Cassidy Hall 《Educational technology research and development : ETR & D》2015,63(6):809-829

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Here’s How to Provide Intervention for Children with Autism Spectrum Disorder: A Balanced Approach     

Lauren Sperotto 《International Journal of Disability, Development & Education》2015,62(6):678-679

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Politics,religion and social connections: pillars for progression among primary teachers in Jamaica     

Paul Miller 《School Leadership & Management》2015,35(3):237-250

Perceptions about teacher progression among Jamaica's primary schoolteachers should force society to stop and ask itself several questions. Are these perceptions accurate? If not, how did these perceptions emerge and what can national leaders and those in positions of authority do to ‘manage’ if not resolve these perceptions? If there is any truth to them, a different set of questions need to be asked. How did things come to be like this? How can the perception of corruption and mistrust be minimised? What will be done differently going forward? Either way, there is a more fundamental question: Do the current perceptions among teachers mirror perceptions in other areas of public service? The answers to these questions are not easy. The main aim of this small-scale qualitative exploratory study was to identify and understand the perceptions of primary schoolteachers in Jamaica as regards progression to the rank of principal. The findings point to a number of perceived barriers including religious affiliation, political affiliation, ministry- and school-level politicking, social connections and predetermined outcomes. This study concludes that promotion on any basis other than merit is problematic and does not promote trust, openness and transparency, nor does it build confidence in those who are part of the system but themselves do not have such connections and/or affiliations.  相似文献   

A Bridge Built One Brick at a Time: An Open Letter of Thanks to the Arts     

Lauren Lavoie 《Teaching Artist Journal》2015,13(1):36-38

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Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking     

Keller  Lena  Cortina  Kai S.  Müller  Katharina  Miller  Kevin F. 《Instructional Science》2022,50(2):251-272

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

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Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review     

Miller  Andrew F.  Park  Younghee  Conway  Patrick  Cownie  Charles T.  Reyes  John  Reynoso  Myra  Smith  Annie 《The Urban Review》2022,54(3):481-508

The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and...  相似文献   

‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献