Effects of 12 weeks of combined training without caloric restriction on inflammatory markers in overweight girls     

Wendell Arthur Lopes  Neiva Leite  Larissa Rosa da Silva  Diego Trevisan Brunelli  Arthur Fernandes Gáspari  Rosana Bento Radominski 《Journal of sports sciences》2016,34(20):1902-1912

The objective of the present study was to investigate the effects of combined training without caloric restriction on inflammatory markers in overweight girls. Thirty-three girls (13–17 years) were assigned into overweight training (n = 17) or overweight control (n = 16) groups. Additionally, a normal-weight group (n = 15) was used as control for the baseline values. The combined training programme consisted of six resistance exercises (three sets of 6–10 repetitions at 60–70% 1 RM) followed by 30 min of aerobic exercise (walking/running) at 50–80% VO_2peak, performed in the same 60 min session, 3 days/weeks, for 12 weeks. Body composition, dietary intake, aerobic fitness (VO_2peak), muscular strength (1 RM), glycaemia, insulinemia, lipid profile and inflammatory markers (C-reactive protein, interleukin-6, tumour necrosis factor-alpha, interleukin-10, leptin, resistin and adiponectin) were measured before and after intervention. There was a significant decrease in body fat (P < 0.01) and increase in fat-free mass (P < 0.01), VO_2peak (P < 0.01), 1 RM for leg press (P < 0.01) and bench press (P < 0.01) in the overweight training group. Concomitantly, this group presented significant decreases in serum concentrations of C-reactive protein (P < 0.05) and leptin (P < 0.05), as well as in insulin resistance (P < 0.05) after the experimental period. In conclusion, 12 weeks of combined training without caloric restriction reduced inflammatory markers associated with obesity in overweight girls.  相似文献   

Accelerometer data requirements for reliable estimation of habitual physical activity and sedentary time of children during the early years - a worked example following a stepped approach     

Daniel D. Bingham  Silvia Costa  Stacy A. Clemes  Ash C. Routen  Helen J. Moore  Sally E. Barber 《Journal of sports sciences》2016,34(20):2005-2010

This study presents a worked example of a stepped process to reliably estimate the habitual physical activity and sedentary time of a sample of young children. A total of 299 children (2.9 ± 0.6 years) were recruited. Outcome variables were daily minutes of total physical activity, sedentary time, moderate to vigorous physical activity and proportional values of each variable. In total, 282 (94%) provided 3 h of accelerometer data on ≥1 day and were included in a 6-step process: Step-1: determine minimum wear-time; Step-2: process 7-day-data; Step-3: determine the inclusion of a weekend day; Step-4: examine day-to-day variability; Step-5: calculate single day intraclass correlation (ICC) (2,1); Step-6: calculate number of days required to reach reliability. Following the process the results were, Step-1: 6 h was estimated as minimum wear-time of a standard day. Step-2: 98 (32%) children had ≥6 h wear on 7 days. Step-3: no differences were found between weekdays and weekend days (P ≥ 0.05). Step-4: no differences were found between day-to-day variability (P ≥ 0.05). Step-5: single day ICC’s (2,1) ranged from 0.48 (total physical activity and sedentary time) to 0.53 (proportion of moderate to vigorous physical activity). Step-6: to reach reliability (ICC = 0.7), 3 days were required for all outcomes. In conclusion following a 7 day wear protocol, ≥6 h on any 3 days was found to have acceptable reliability. The stepped-process offers researchers a method to derive sample-specific wear-time criterion.  相似文献   

Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences     

Rachel E. Crook‐Lyon  Jennifer Presnell  Lynda Silva  Mich Suyama  Janine Stickney 《Journal of College Counseling》2011,14(1):34-49

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.  相似文献   

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil     

Giselle Martins dos Santos Ferreira  Luiz Alexandre da Silva Rosado  Márcio Silveira Lemgruber  Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.  相似文献   

The Science Teacher Identity and the Use of Technology in the Classroom     

Badia  Antoni  Iglesias  Silvia 《Journal of Science Education and Technology》2019,28(5):532-541

Journal of Science Education and Technology - This study delves deeply into the conceptualization of science teacher identity in secondary schools, as this identity is considered a key variable in...  相似文献   

Internet‐based Science Learning: A review of journal publications     

Silvia Wen‐Yu Lee  Ying‐Tien Wu  Meng‐Jung Tsai  Tzu‐Chien Liu  Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.  相似文献   

Which System? A consumer's guide to library automation,LAITG Weekend Conference,Brunel University, 17–19 May 1985     

Silvia Cantaluppi 《Health information and libraries journal》1985,2(4):212-214

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Screening of Xylanolytic Aspergillus fumigatus for Prebiotic Xylooligosaccharide Production Using Bagasse     

Ana Flavia Azevedo Carvalho  Pedro de Oliva Neto  Paula Zaghetto de Almeida  Juliana Bueno da Silva  Bruna Escaramboni  Glaucia Maria Pastore 《Food Technology and Biotechnology》2015,53(4):428-435

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