Four weeks of running sprint interval training improves cardiorespiratory fitness in young and middle-aged adults     

Taura N. Willoughby  Matthew P.L. Thomas  Matthew S. Schmale  Jennifer L. Copeland 《Journal of sports sciences》2016,34(13):1207-1214

The purpose of this study was to determine the effectiveness of a 4-week running sprint interval training protocol to improve both aerobic and anaerobic fitness in middle-aged adults (40–50 years) as well as compare the adaptations to younger adults (20–30 years). Twenty-eight inactive participants – 14 young 20–30-year-olds (n = 7 males) and 14 middle-aged 40–50-year-olds (n = 5 males) – completed 4 weeks of running sprint interval training (4 to 6, 30-s “all-out” sprints on a curved, self-propelled treadmill separated by 4 min active recovery performed 3 times per week). Before and after training, all participants were assessed for maximal oxygen consumption (VO_2max), 2000 m time trial performance, and anaerobic performance on a single 30-s sprint. There were no interactions between group and time for any tested variable, although training improved relative VO_2max (young = 3.9, middle-aged = 5.2%; P < 0.04), time trial performance (young = 5.9, middle-aged = 8.2%; P < 0.001), peak sprint speed (young = 9.3, middle-aged = 2.2%; P < 0.001), and average sprint speed (young = 6.8, middle-aged = 11.6%; P < 0.001) in both young and middle-aged groups from pre- to post-training on the 30-s sprint test. The current study demonstrates that a 4-week running sprint interval training programme is equally effective at improving aerobic and anaerobic fitness in younger and middle-aged adults.  相似文献   

Focus in creative learning: drawing on art for language development     

Shirley Brice Heath  Shelby Wolf 《Literacy》2005,39(1):38-45

This article asks what happens to the learning of young children when they work regularly with a professional visual artist in their school. Through Creative Partnerships, a national programme initiated in 2002 to bring creative professionals into schools across England, some school children have had the opportunity for sustained project work with artists. Examined here is the context in which children (ages 4, 5, 6 and 7) worked one day a week during the academic year of 2003–2004 with Roy Smith, resident artist in Hythe Community School. Key to the children's drawing, painting and talking was close focused attention on details of three‐dimensional objects, portraits, still‐life works and their own creations. Smith's conversations with the children routinely included three and four‐syllable technical terms, biographical details of artists' lives and comparative critiques. Within several months, the art of the children reflected understanding of concepts such as foregrounding, and they showed confidence in working with problems Smith set up for them (“What do you think would happen if …?”). Particularly important here is the combination of manual and linguistic work that demands attention to detail, receptive understanding of complex terms and processes, and familiarity with the analytical and sequential thinking needed to identify and solve problems.  相似文献   

K-ABC and McCarthy scale performance among “at-risk” and normal preschoolers     

Steven Zucker  Ellis P. Copeland 《Psychology in the schools》1988,25(1):5-10

This study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K-ABC) for 51 “at-risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K-ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at-risk preschoolers. The at-risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at-risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at-risk preschoolers were discussed in relation to the theoretical and psychometric properties of the K-ABC and McCarthy.  相似文献   

What the machine is doing to mankind     

James Shelby Thomas 《Journal of The Franklin Institute》1933,215(3):247-272

  相似文献   

How Often Is the Misfit of Item Response Theory Models Practically Significant?     

Sandip Sinharay  Shelby J. Haberman 《Educational Measurement》2014,33(1):23-35

Standard 3.9 of the Standards for Educational and Psychological Testing ( 1999 ) demands evidence of model fit when item response theory (IRT) models are employed to data from tests. Hambleton and Han ( 2005 ) and Sinharay ( 2005 ) recommended the assessment of practical significance of misfit of IRT models, but few examples of such assessment can be found in the literature concerning IRT model fit. In this article, practical significance of misfit of IRT models was assessed using data from several tests that employ IRT models to report scores. The IRT model did not fit any data set considered in this article. However, the extent of practical significance of misfit varied over the data sets.  相似文献   

Ehrick,Radio and the Gendered Soundscape: Women and Broadcasting in Argentina and Uruguay, 1930–1950     

Stacey Copeland 《Journal of Radio & Audio Media》2017,24(1):176-178

  相似文献   

Soreness-related changes in three-dimensional running biomechanics following eccentric knee extensor exercise     

Max R. Paquette  Shelby A. Peel  Brian K. Schilling  Dan A. Melcher  Richard J. Bloomer 《European Journal of Sport Science》2017,17(5):546-554

Runners often experience delayed onset muscle soreness (DOMS), especially of the knee extensors, following prolonged running. Sagittal knee joint biomechanics are altered in the presence of knee extensor DOMS but it is unclear how muscle soreness affects lower limb biomechanics in other planes of motion. The purpose of this study was to assess the effects of knee extensor DOMS on three-dimensional (3D) lower limb biomechanics during running. Thirty-three healthy men (25.8?±?6.8 years; 84.1?±?9.2?kg; 1.77?±?0.07?m) completed an isolated eccentric knee extensor damaging protocol to elicit DOMS. Biomechanics of over-ground running at a set speed of 3.35?m?s^?1±5% were measured before eccentric exercise (baseline) and, 24?h and 48?h following exercise in the presence of knee extensor DOMS. Knee flexion ROM was reduced at 48?h (P?=?0.01; d?=?0.26), and peak knee extensor moment was reduced at 24?h (P?=?0.001; d?=?0.49) and 48?h (P?<?0.001; d?=?0.68) compared to baseline. Frontal and transverse plane biomechanics were unaffected by the presence of DOMS (P?>?0.05). Peak positive ankle and knee joint powers and, peak negative knee joint power were all reduced from baseline to 24?h and 48?h (P?<?0.05). These findings suggest that knee extensor DOMS greatly influences sagittal knee joint angular kinetics and, reduces sagittal power production at the ankle joint. However, knee extensor DOMS does not affect frontal and transverse plane lower limb joint biomechanics during running.  相似文献   

Secondary emission of electrons from molybdenum     

Paul L. Copeland 《Journal of The Franklin Institute》1933,215(5):593-598

The ratio of the number of secondary electrons to primary electrons of various energies incident on a molybdenum plate (previously subjected to severe heat treatment) was measured. The results obtained resemble those reported by Petry more closely than they do the more recent work of Hyatt and Smith. Possibilities for explaining discrepancies are suggested.  相似文献   

Too Simple to Be Useful: A Comment on Feinberg and Wainer (2014)          下载免费PDF全文

Sandip Sinharay  Shelby Haberman  Keith Boughton 《Educational Measurement》2015,34(3):6-8

Feinberg and Wainer (2014) provided a simple equation to approximate/predict a subscore's value. The purpose of this note is to point out that their equation is often inaccurate in that it does not always predict a subscore's value correctly. Therefore, the utility of their simple equation is not clear.  相似文献   

Developing Critical Curiosity in Adolescents     

Shelby Clark  Scott Seider 《Equity & Excellence in Education》2017,50(2):125-141

Critical consciousness refers to the ways in which individuals come to understand and challenge oppressive social forces. Philosopher-educator Paulo Freire argued that critical curiosity—an eagerness to learn more about and develop a deep understanding of issues of social justice—serves as an important catalyst to critical consciousness development. Yet, relatively little scholarship has considered how to foster critical curiosity in adolescents. The present qualitative study analyzed semi-structured interviews with 60 adolescents attending five Northeastern urban charter high schools with mission statements focused on fostering students' engagement in social action. Specifically, the study considered these students' perceptions of the impact of their respective schools' social engagement programming upon their critical curiosity. The interviews were analyzed using a flexible inductive/deductive approach drawn from the thematic analysis approach to qualitative analysis. The findings of this study indicate that students had a variety of conceptions of what stimulates their critical curiosity, including relevance, exposure to new perspectives, and receiving new, surprising information. Alignment with Freire's conceptions of critical curiosity and current curiosity scholarship, implications for educators, limitations, and future directions are discussed.  相似文献