Intensity-dependent reductions in resting blood pressure following short-term isometric exercise training     

Kyle F. Gill  Susan T. Arthur  Ian Swaine  Gavin Richard Devereux  Yvette M. Huet  Erik Wikstrom 《Journal of sports sciences》2015,33(6):616-621

To reduce resting blood pressure, a minimum isometric exercise training (IET) intensity has been suggested, but this is not known for short-term IET programmes. We therefore compared the effects of moderate- and low-intensity IET programmes on resting blood pressure. Forty normotensive participants (22.3 ± 3.4 years; 69.5 ± 15.5 kg; 170.2 ± 8.7 cm) were randomly assigned to groups of differing training intensities [20%EMG_peak (~23%MVC, maximum voluntary contraction, or 30%EMG_peak (~34%MVC)] or control group; 3 weeks of IET at 30%EMG_peak resulted in significant reductions in resting mean arterial pressure (e.g. ?3.9 ± 1.0 mmHg, P < 0.001), whereas 20%EMG_peak did not (?2.3 ± 2.9 mmHg; P > 0.05). Moreover, after pooling all female versus male participants, IET induced a 6.9-mmHg reduction in systolic blood pressure in female participants, but only a 1.5-mmHg reduction in systolic blood pressure in male participants, although the difference was not significant. An IET intensity between 20%EMG_peak and 30%EMG_peak is sufficient to elicit significant resting blood pressure reductions in a short-term training period (3 weeks). In addition, sexual dimorphism may exist in the magnitude of reductions, but further work is required to confirm this possibility, which could be important in understanding the mechanisms responsible.  相似文献   

Sewing with young fingers     

Karey Solomon 《Early Childhood Education Journal》1985,13(2):20-21

Two hundred years ago, four-year-old Americans learned fine motor coordination as they sewed fine seams, stitching together scraps of fabric that would later become a useful patchwork quilt. Show a needle to today's preschooler and it is doubtful that the child will know what it might be used for, let alone which end to thread.Karey Solomon is a teacher at the Windsong School in Valois, NY. Her book, Crochet: A Continuous Thread, will be published by Arco in 1986.  相似文献   

Contextualized mobile game-based learning application for computing education     

Yadav  Alok Kumar  Oyelere  Solomon Sunday 《Education and Information Technologies》2021,26(3):2539-2562

This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.

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'Pedagogy,Identity and the Construction of a Theory of Symbolic Control': Basil Bernstein questioned by Joseph Solomon     

Basil Bernstein  Joseph Solomon 《British Journal of Sociology of Education》1999,20(2):265-279

In this interview, Basil Bernstein replies to Joseph Solomon's questions concerning the concept of pedagogy, its role in his theory of symbolic control and cultural production, reproduction and change, and its capacities to deal with different modes of construction and regulation both inside and outside the context of formal education. Furthermore, the questions probe Bernstein's key concept of boundary, its relation to code and the production of social identities. The final issues discussed raise questions about Bernstein's methodology, and changes and weaknesses in the theory.  相似文献   

Effects of parental verbal aggression on children's self-esteem and school marks.     

C R Solomon  F Serres 《Child abuse & neglect》1999,23(4):339-351

OBJECTIVE: The aim of the study was to distinguish the effects of verbal aggression from those of physical aggression and investigate whether parental verbal violence has negative effects on children's self-esteem and academic achievements. METHOD: One hundred and forty-four 10-year-old children completed the Harter Self-perception Profile for Children questionnaire and a questionnaire concerning their mothers' and fathers' verbal aggression towards them and their use of physical punishment. The researchers used school records to obtain the subjects' marks in French (their native language) and Mathematics. RESULTS: Six children had never been the targets of either verbal aggression or physical punishment. Thirty-four children had been subjected to both types of aggression. Verbal aggression alone was found to be in significant negative correlation with three of six components of self-esteem. Verbal aggression alone was also found to be in significant negative correlation with French marks. In addition children who had been subject to greater verbal aggression had lower self-esteem and lower marks in French than children who had been subject to lesser verbal aggression. They were also significantly negatively affected in a fourth component of self-esteem. CONCLUSIONS: Parental verbal aggression alone as separate and distinct from physical punishment contributes to lowering children's self-esteem and school achievements. Given the extent of the use of verbal aggression by ordinary parents the authors suggested a need for parent education on the topic of positive methods of child rearing.  相似文献   

Standardized Teacher Testing Fails Excellence and Validity Tests     

John P. Portelli  R. Patrick Solomon  Sarah Barrett  Donatille Mujawamariya 《Teaching Education》2013,24(4):281-295

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the government's stated objectives of greater competency and accountability. More specifically, the paper focuses on findings relating to teacher competency, with particular reference to criterion, ecolological and consequential validity, and alternative assessment strategies. The teacher candidates' responses raise serious issues about the content and format of the test since they believe that it neither achieves accountability nor does it secure excellence in teaching. These concerns echo the major concerns found in the literature.  相似文献   

Comforting Apprehensive Communicators: The Effects of Reappraisal and Distraction on Cortisol Levels Among Students in a Public Speaking Class     

Jennifer S. Priem  Denise Haunani Solomon 《Communication quarterly》2013,61(3):259-281

The aim of this study was to examine the effects of interpersonal communication as a source of comforting on the physiological stress associated with giving an in-class speech. Cortisol was used as an objective measure of stress reactivity, and the effects of distracting or reappraisal messages were examined. Salivary cortisol was collected from 42 students enrolled in an introductory public speaking course, in five intervals. The final collection showed that participants in the distraction condition experienced significantly less stress than participants in the control condition. The discussion highlights the importance of understanding the trajectory of decay to detect the stress-reducing benefits of comforting communication.  相似文献   

Employers’ Perceptions of Online Accounting Education     

Manouchehr Tabatabaei  Alison Solomon  Emily Strickland  Eddie Metrejean 《The American journal of distance education》2013,27(3):196-206

The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education. Also, the reputation of the candidate’s institution, as well as the candidate’s grade point average and work experience, all have an impact on an employer’s hiring decision. However, the perception of respondents is that online education is becoming more acceptable. Further, the online education experience of recruiters does not impact their hiring decisions.  相似文献   

Compelling diversities,educational intersections: policy,practice, parity     

Yvette Taylor 《Gender and education》2013,25(3):243-250

The ninth international Gender and Education Association Conference Compelling Diversities, Educational Intersections hosted by the Weeks Centre for Social and Policy Research, London South Bank University engages with key debates surrounding the interplay between dynamics of education, work, employment and society in the context of crisis, upheaval and cutbacks, which reconfigure axes of intersectional inequalities. In considering diversity in education, this conference looks at the relationship between new equality regimes and continued educational inequalities, exploring organisational ambivalence, change and resistance. Participants will be asking important questions about the role of feminist research at a time when education, and its variously placed subjects (academics, pupils, students, and policy-makers), wrestle with the commitments and contentions in doing diversity and being diverse. This brief commentary piece probes at what – and who – is being compelled into, through and for diversity and explores the promises, pay-offs and pains of diversity when siphoned off from equality, justice and parity as policy and practice goals.  相似文献   

Self‐Compassion: A Mentorship Framework for Counselor Educator Mothers          下载免费PDF全文

Coralis Solomon  Sejal Mehta Barden 《Counselor Education & Supervision》2016,55(2):137-149

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self‐compassion framework for mentors to increase emotional resilience of mothers in counselor education.  相似文献