Hydration, sweat and thermoregulatory responses to professional football training in the heat     

Duffield R  McCall A  Coutts AJ  Peiffer JJ 《Journal of sports sciences》2012,30(10):957-965

AbstThis study examined the relationship between intensity of training and changes in hydration status, core temperature, sweat rate and composition and fluid balance in professional football players training in the heat. Thirteen professional football players completed three training sessions; "higher-intensity" (140 min; HI140), "lower-intensity" (120 min; LI120) and "game-simulation" (100 min; GS100). Movement demands were measured by Global Positioning System, sweat rate and concentration were determined from dermal patches and body mass change. Despite similar environmental conditions (26.9 ± 0.1 °C and 65.0 ± 7.0% relative humidity [Rh]), higher relative speeds (m · min(-1)) and increased perceptions of effort and thermal strain were observed in HI140 and GS100 compared with LI120 (P < 0.05). Significantly (P < 0.05) greater sweat rate (L · h(-1)) and electrolyte losses (g) were observed in HI140 and GS100 compared with LI120. Rate of rise in core temperature was correlated with mean speed (r = 0.85), session rating of perceived exertion (sRPE) (r = 0.61), loss of potassium (K+) (r = 0.51) sweat rate (r = 0.49), and total sweat loss (r = 0.53), with mean speed the strongest predictor. Sodium (Na+) (r = 0.39) and K+ (r = 0.50) losses were associated with total distance covered. In hot conditions, individualised rehydration practices should be adopted following football training to account for differences in sweat rate and electrolyte losses in response to intensity and overall activity within a session.  相似文献   

Classroom studies into cognitive style in mathematics for pupils with dyslexia in special education in the Netherlands, Ireland and the UK     

Steve Chinn  Donna McDonagh  Rob van Elswijk  Hans Harmsen  Julie Kay  Therese McPhillips  Angela Power  & Les Skidmore 《British Journal of Special Education》2001,28(2):80-85

The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners.  相似文献   

Being read in cyberspace: Boutique and mass media markets,intermediation, and the costs of on‐line services     

Rob Kling 《The Communication Review》2013,16(3):297-314

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Towards a better grasp of what matters in view of ‘the posts’     

Rob O’Donoghue 《Environmental Education Research》2005,11(4):445-454

This response to McKenzie suggests that the issues of representivity, legitimacy and politics, inscribed within an institutional continuism characteristic of modernity within the McKenzie discourse, could well be recast within a reflexive view informed by insights derived with developing social theory. It briefly overviews the struggle for human agency that played out within the deconstructive engagements of the posts and probes how perspectives in social theory are opening the way for a break with features of environmental education as an institutional field. The review points to a reconstituting of the idea of environmental education research from scholastic field of/for environmental awareness and sustainable development, to a reflexive engagement within processes of social reproduction and reorientation in a changing world. A shift such as this would constitute a subtle change in a developing field of research, to situated design decisions of reflexive engagement (research) in social fields constituted within developing cultural contexts of risk.  相似文献   

SOAP in practice: learning outcomes of a cross‐institutional innovation project conducted by teachers,student teachers,and teacher educators     

Audrey Seezink  Rob Poell  Paul Kirschner 《欧洲师范教育杂志》2010,33(3):229-243

This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross‐institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action‐ and development‐oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence‐based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi‐structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution‐level learning, project‐level learning, and combining institution‐level and project‐level learning. A tension was identified between the participants’ individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes.  相似文献   

Learning to succeed in a flat world: information and communication technologies for a new generation of business students     

Alex Ramirez  Michael J. Hine  Shaobo Ji  Frank Ulbrich  Rob Riordan 《Learning Inquiry》2009,3(3):157-175

This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate different learning theories, since it seems that the definition of learning itself is not a major source of difference between learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e., wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman’s (The world is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the “world is flat” to discuss issues of globalization and the role of ICT. Students registered in the course are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace, regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden the students’ horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies within a business context.  相似文献   

Managerialism, Organizational Commitment, and Quality of Job Performances among European University Employees     

Sanne Smeenk  Christine Teelken  Rob Eisinga  Hans Doorewaard 《Research in higher education》2009,50(6):589-607

To achieve efficient and effective quality improvement, European universities have gradually adopted organizational strategies, structures, technologies, management instruments, and values that are commonly found in the private business sector. Whereas some studies have shown that such managerialism is beneficial to the quality of job performances of university employees, others have argued that managerialism is largely counterproductive and that it results in lower performances. The latter situation is called a ‘managerialism contradiction’. This paper tests two lines of reasoning underlying a potential contradiction governing the relationship between managerialism and job performances, while using university employee survey data from six European countries (Belgium, Finland, Germany, Netherlands, Sweden, UK). The results tend to support the assumption that managerialism, in these six countries at least, has a positive effect, albeit a modest one, on the quality of performances. The most important conclusion is therefore that there is no managerialism contradiction at work in European universities.  相似文献   

Post-16 Education,Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition     

John Ahier  Rob Moore 《British Journal of Sociology of Education》1999,20(4):515-530

This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibility' and 'flexibility', independence and dependency, and the public and the private. Substantively, these things can be studied through the 'intergenerational transfer' of 'assets' of various kinds within kin networks. On this basis, the paper argues for a shift away from a narrower focus upon parents that has been the basis for some recent useful and relevant work on educational decision-making in sociology of education in the UK. These issues about decision-making are related to the developing debate around Rational Action Theory and culturalist vs structural approaches. It is suggested that recent work in the areas of stratification and class formation theory would prove of value to these, and other, concerns in the sociology of education.  相似文献   

The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education     

Rob Moore  Johan Muller 《British Journal of Sociology of Education》1999,20(2):189-206

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Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》1997,13(4):3-4

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