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This study examined the effects of aerobic capacity (peak oxygen uptake) and aerobic dance experience on the physiological responses to an aerobic dance routine. The heart rate (HR) and VO2 responses to three levels (intensities) of aerobic dance were measured in 27 women. Experienced aerobic dancers (AD) (mean peak VO2 = 42 ml.kg-1.min-1) were compared to subjects with limited aerobic dance experience of high (HI) (peak VO2 greater than 35 ml.kg-1.min-1) and low (LO) (peak VO2 less than 35 ml.kg-1.min-1) aerobic capacities. The results indicated the LO group exercised at a higher percentage of peak heart rate and peak VO2 at all three dance levels than did either the HI or AD groups (HI = AD). Design of aerobic dance routines must consider the exercise tolerance of the intended audience. In mixed groups, individuals with low aerobic capacities should be shown how and encouraged to modify the activity to reduce the level of exertion. 相似文献
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Higher Education - While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the... 相似文献
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There is great gender gap in mathematics and science among countries around the world, but the gender gap is one of the largest in Japan. In order to address this issue, we evaluated an educational intervention to empower the next generation of female youths by employing design thinking to ignite their interests in Science, Technology, Engineering, Arts and Mathematics (STEAM) fields. In this article, we explain the rationale for the intervention, describe the unique three‐day curriculum employing design thinking, and share the results from the intervention. There are four key findings of our study. After participating in the workshop, the middle school female students showed greater interest in STEAM fields, demonstrated increased levels of creative confidence, cultivated a greater sense of empathy for others, and exhibited greater appreciation for collaboration. This study highlights the possibilities and opportunities for using design thinking to encourage female youths to become more interested in STEAM fields. 相似文献
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National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. 相似文献
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Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students’ participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a one-to-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes. 相似文献
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Ole B. Thomsen 《欧洲师范教育杂志》1978,1(4):213-228
Mr. Ole B. Thomsen is one of those very rare university professors, who not only admit that even university teaching can and should be learned, but who also do something about it.
The present contribution describes the problems and ways and means for solutions. It also gives an account of two experimental courses for university teachers organized at the University of Copenhagen. In this account he carefully points out the still persisting problems and unanswered questions. Aside of his apparent gift for writing the author is obviously quite good at solving the problems caused by mislaying one's photographs. 相似文献
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Rachelle K. Gould Nicole M. Ardoin Jennifer M. Thomsen Noelle Wyman Roth 《Environmental Education Research》2019,25(3):314-340
Decades of research emphasize that information alone rarely influences environmental behavior. We addressed the question of, “what, then, does influence environmental behavior?” by asking more specifically: what factors mediate the relationship between learning about environmentally related issues and engaging in environmentally related behaviors? Following Yin’s case study approach, we designed a California (USA)-based case study focused on four everyday-life activities: purchasing food, commuting, engaging in leisure activities, and interacting with mobile technology. We grounded the study in four propositions that previous sociological, psychological, and learning sciences research suggested might influence learning–behavior connections in complex everyday-life contexts. To address the propositions across the four cases, we conducted 197 short, semi-structured interviews grounded in a narrative, relational frame. Using thematic content analysis, we found support for three of our propositions as mediators of learning–behavior connections; we also uncovered two emergent themes. Our findings suggest a web of elements that affect learning–behavior connections; those elements offer insights for environmentally related programming. 相似文献
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Andreassen Inga H. Einarsdóttir Sif Lerkkanen Jukka Thomsen Rie Wikstrand Frida 《International Journal for Educational and Vocational Guidance》2019,19(3):411-436
International Journal for Educational and Vocational Guidance - The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic... 相似文献
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