Mixed-method pre-cooling reduces physiological demand without improving performance of medium-fast bowling in the heat     

Minett GM  Duffield R  Kellett A  Portus M 《Journal of sports sciences》2012,30(9):907-915

This study examined physiological and performance effects of pre-cooling on medium-fast bowling in the heat. Ten, medium-fast bowlers completed two randomised trials involving either cooling (mixed-methods) or control (no cooling) interventions before a 6-over bowling spell in 31.9±2.1°C and 63.5±9.3% relative humidity. Measures included bowling performance (ball speed, accuracy and run-up speeds), physical characteristics (global positioning system monitoring and counter-movement jump height), physiological (heart rate, core temperature, skin temperature and sweat loss), biochemical (serum concentrations of damage, stress and inflammation) and perceptual variables (perceived exertion and thermal sensation). Mean ball speed (114.5±7.1 vs. 114.1±7.2 km · h(-1); P = 0.63; d = 0.09), accuracy (43.1±10.6 vs. 44.2±12.5 AU; P = 0.76; d = 0.14) and total run-up speed (19.1±4.1 vs. 19.3±3.8 km · h(-1); P = 0.66; d = 0.06) did not differ between pre-cooling and control respectively; however 20-m sprint speed between overs was 5.9±7.3% greater at Over 4 after pre-cooling (P = 0.03; d = 0.75). Pre-cooling reduced skin temperature after the intervention period (P = 0.006; d = 2.28), core temperature and pre-over heart rates throughout (P = 0.01-0.04; d = 0.96-1.74) and sweat loss by 0.4±0.3 kg (P = 0.01; d = 0.34). Mean rating of perceived exertion and thermal sensation were lower during pre-cooling trials (P = 0.004-0.03; d = 0.77-3.13). Despite no observed improvement in bowling performance, pre-cooling maintained between-over sprint speeds and blunted physiological and perceptual demands to ease the thermoregulatory demands of medium-fast bowling in hot conditions.  相似文献   

Sustainability transitions: An emerging field of research and its prospects   总被引：4，自引：1，他引：3  

Jochen Markard  Rob RavenBernhard Truffer 《Research Policy》2012,41(6):955-967

Sustainability oriented innovation and technology studies have received increasing attention over the past 10-15 years. In particular, a new field dealing with “sustainability transitions” has gained ground and reached an output of 60-100 academic papers per year. In this article, we aim to identify the intellectual contours of this emerging field by conducting a review of basic conceptual frameworks, together with bibliographical analysis of 540 journal articles in the field. It is against this background that we position the six papers assembled in a special section in Research Policy. These papers pave the way for new conceptual developments and serve as stepping-stones in the maturation of sustainability transition studies, by linking with the scholarly literatures of management studies, sociology, policy studies, economic geography, and modeling.  相似文献   

Middle‐class struggle? Identity‐work and leisure among sixth formers in the United Kingdom     

Mary Jane Kehily  Rob Pattman 《British Journal of Sociology of Education》2006,27(1):37-52

This paper explores the ways in which sixth‐form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young‐person‐centred interviews with sixth formers in state and private schools. We address the investments of sixth formers in constructing themselves as autonomous individuals and argue that they do so from a position of middle‐class subjects‐in‐the‐making. Through an inversion of Willis’ (1977 Willis, P. 1977. Learning to labour, Aldershot: Gower.  [Google Scholar]) (focus, our concern is to make explicit the implicitly middle‐class identities sixth formers were forging. We argue that the identity‐work of sixth formers plays a part in the reproduction of school‐based class inequalities by pathologising working‐class students while constructing themselves as bourgeois liberal individuals.  相似文献   

Reading the Local and Global: Teaching Literature in Secondary Schools in Australia     

Larissa McLean Davies  Brenton Doecke  Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century?  相似文献   

Quality Control in Education: — The Span of Control Controversy ‐Some Practical Considerations     

Glyn Rawlins  Rob Sindall 《School Leadership & Management》2013,33(2):95-100

This article gives the background to the introduction of a statutory system of staff appraisal in schools in England. It explains and provides insights into the various stages of the appraisal process from a management perspective. It begins from the premise that a manager is responsible for the performance of staff which he or she manages. Finally, it discusses a number of issues which are problematic and which need to be resolved if a staff appraisal scheme is to be successful from both the individual's and the school's viewpoints.  相似文献   

Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study     

Michelle McLean 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):173-186

Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.  相似文献   

Effective Dutch School Improvement Projects     

Rob Jong  Thoni Houtveen  Klaas Westerhof 《Educational Research and Evaluation》2013,19(4):411-454

This article describes 2 effective school improvement projects in primary education. In The Netherlands, there is a long history of failing innovations in education. The 2 programmes are selected because they are known to be effective. They have almost the same goals (strengthen the school's capacity for managing change, improving teachers' capacity to adapt instruction to student's needs, and prevent and reduce disadvantage, especially in reading and arithmetic) and theoretical background (a balanced mix of the school and class effectiveness knowledge and the concepts of school improvement). They use, however, partly different strategies for school improvement. The characteristics (aims, theory, design, implementation, improvement, outcomes) of both programmes are described. These data are used to discuss what lessons are learned for effective school improvement.  相似文献   

Learning by starch potato growers: learning in small businesses with no employees     

Niels R. Faber  Laura Maruster  René J. Jorna  Rob J.F. van Haren 《Educational Research and Evaluation》2013,19(6):519-539

In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees.  相似文献   

Opportunity Knocks? Professionalism and excellence in university teaching     

Monica McLean  Richard Blackwell 《Teachers and Teaching》2013,19(1):85-99

Abstract

This paper proposes that excellence in teaching resides in a reflective, self‐critical, theoretically informed approach. A training programme for new teachers is used as an example of how the approach advocated can be put into practice. Evidence is presented which indicates that academic teachers pursuing such an approach develop conceptions of teaching which can contribute to improved practice; and which may also contribute to changing thinking about teaching and learning in departments. It is argued that encouraging reflective pedagogy has the potential of engaging academics in making the cultural changes necessary to professionalise and enhance the status of teaching. Finally, it is suggested that, although the methodology used by the inspection teams of the Teaching Quality Assessment (TQA) is problematic, the impetus provided can be used as an opportunity to explore and establish creative and worthwhile ways of improving the quality of teaching.  相似文献   

Exploring the Potential of Smartphones and Tablets for Performance Support in Food Chemistry Laboratory Classes     

Koos van der Kolk  Rob Hartog  Gerrit Beldman  Harry Gruppen 《Journal of Science Education and Technology》2013,22(6):984-992

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