Heart rate measures from the Apple Watch,Fitbit Charge HR 2, and electrocardiogram across different exercise intensities     

Elizabeth A. Thomson  Kayla Nuss  Ashley Comstock  Steven Reinwald  Sophie Blake  Richard E. Pimentel 《Journal of sports sciences》2019,37(12):1411-1419

This study compared heart rate (HR) measurements for the Fitbit Charge HR 2 (Fitbit) and the Apple Watch devices with HR measurements for electrocardiogram (ECG). Thirty young adults (15/15 females/males, age 23.5 ± 3.0 years) completed the Bruce Protocol. HR measurements were recorded from the ECG and both devices every minute. Average HR for each participant was calculated for very light, light, moderate, vigorous and very vigorous intensities based on ECG-measured HR. A concordance correlation coefficient (CCC) was calculated to examine the strength of the relationship between ECG measured HR and HR measured by each device. Relative error rates (RER) were also calculated to indicate the difference between each device and ECG. An equivalence test was conducted to examine the equivalence of HRs measured by devices and ECG. The Apple Watch showed lower RER (2.4–5.1%) compared with the Fitbit (3.9–13.5%) for all exercise intensities. For both devices, the strongest relationship with ECG-measured HR was found for very light PA with very high CCC (>.90) and equivalence. The strength of the relationship declined as exercise intensity increased for both devices. These findings indicate that the accuracy of real-time HR monitoring by the Apple Watch and Fitbit Charge HR2 is reduced as exercise intensity increases.  相似文献   

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training     

Robbert Smit  Holger Weitzel  Robert Blank  Florian Rietz  Josiane Tardent  Nicolas Robin 《Research in Science & Technological Education》2017,35(4):477-499

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A conversation of teachers: In search of professional identity   总被引：1，自引：0，他引：1  

Brigitte Smit  Elzette Fritz  Valencia Mabalane 《The Australian Educational Researcher》2010,37(2):93-106

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko &; Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape.  相似文献   

Knowledge codification in audit and consulting firms: a conceptual and empirical approach     

Corinne?Janicot  Sophie?MignonEmail author 《知识管理研究与实践》2012,10(1):4-15

Although knowledge codification makes it possible to exchange and disseminate knowledge throughout the organization and reduce access time, enhancing the quality of engagements and relationships with clients remains problematic. We propose a model for knowledge codification built on the concepts of the service's time value and cognitive value, assessed with the aid of integrative Information Technology (network of knowledge bases) and interactive Information Technology (shared workspaces). This model, applied to a case study concerning an audit and consulting firm that has embarked on a knowledge codification strategy, shows a significant improvement in the service's time value and a significant partial improvement in the service's cognitive value.  相似文献   

Literacy skills in children with cochlear implants: the importance of early oral language and joint storybook reading     

DesJardin JL  Ambrose SE  Eisenberg LS 《Journal of deaf studies and deaf education》2009,14(1):22-43

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants.  相似文献   

Immune nutrition and exercise: Narrative review and practical recommendations     

Neil C. Williams  Sophie C. Killer  Ida Siobhan Svendsen  Arwel Wyn Jones 《European Journal of Sport Science》2019,19(1):49-61

Abstract

Evidence suggests that periods of heavy intense training can result in impaired immune cell function, and whether this leaves elite athletes at greater risk of infections and upper respiratory symptoms (URS) is still debated. There is some evidence that episodes of URS do cluster around important periods of competition and intense periods of training. Since reducing URS, primarily from an infectious origin, may have implications for performance, a large amount of research has focused on nutritional strategies to improve immune function at rest and in response to exercise. Although there is some convincing evidence that meeting requirements of high intakes in carbohydrate and protein and avoiding deficiencies in nutrients such as vitamin D and antioxidants is integral for optimal immune health, well-powered randomised controlled trials reporting improvements in URS beyond such intakes are lacking. Consequently, there is a need to first understand whether the nutritional practices adopted by elite athletes increases their risk of URS. Second, promising evidence in support of efficacy and mechanisms of immune-enhancing nutritional supplements (probiotics, bovine colostrum) on URS needs to be followed up with more randomised controlled trials in elite athletes with sufficient participant numbers and rigorous procedures with clinically relevant outcome measures of immunity.  相似文献   

Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes     

Tine Sophie Prøitz 《Scandinavian Journal of Educational Research》2013,57(3):275-296

Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development, which is possibly focusing on other issues than was previously the case. Drawing on documentary analysis, the Norwegian national budget has been analyzed over a 14-year period to identify how policy makers conceptualize learning outcomes. Findings indicate that policy makers have embraced the concept of learning outcomes through phases of introduction, development and redefinition. They also suggest that policy makers apply one common overall definition, but that this is used differently by changing governments. The findings support an argument that the common understanding of learning outcomes limits discussion about what constitutes valuable learning.  相似文献   

Let them eat Shakespeare: prescribed authors and the National Curriculum     

Sophie Claire Ward  Roy Connolly 《Curriculum Journal》2013,24(4):293-307

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum.  相似文献   

Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits     

Marie Lallier  Sophie Donnadieu  Sylviane Valdois 《Annals of dyslexia》2013,63(2):97-116

The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.  相似文献   

Teaching English as a Missionary Language     

Alastair Pennycook  Sophie Coutand-Marin 《Discourse: Studies in the Cultural Politics of Education》2003,24(3):337-353

Surveying the massive current project of teaching English as a missionary language, this article raises concerns about the scale and cultural politics of this work, as well as issues of trust and disclosure, and the implicit support it provides for furthering the global spread of English. We discuss various responses to this work, from the Christian evangelical and Christian service positions, to the liberal agnostic, secular humanistic and critical pedagogical. Unless we engage in debate over the various moral projects tied up with English language teaching, we argue, educators will be unable to establish the grounds for our choices between missionary, liberal or critical projects.  相似文献