Classroom teachers and physical activity integration     

Donetta J. Cothran  Pamela Hodges Kulinna  Alex C. Garn 《Teaching and Teacher Education》2010

This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations.  相似文献   

V. A. Ginsburgh and P.-M. Menger (eds.), Economics of the Arts: Selected Essays     

Alex Tabarrok 《Journal of Cultural Economics》1998,22(4):285-287

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Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules     

Rebecca Zwick  Jeffrey C. Sklar  Graham Wakefield  Cris Hamilton  Alex Norman  Douglas Folsom 《Educational Measurement》2008,27(2):14-27

In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website.  相似文献   

Our special bomb     

Alex Wellerstein   《Endeavour》2009,33(2):44-45

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Effects of multicycle-run training on triathlete performance     

Hue O  Valluet A  Blonc S  Hertogh C 《Research quarterly for exercise and sport》2002,73(3):289-295

The purpose of this study was to determine the effect of triathlon training using multiple, short cycle-run sequences (multicycle-run training) on cycle-run performance. Twelve competitive triathletes, randomized into two groups, underwent multicycle-run training or normal training for 6 weeks. During this period, baseline training remained the same for both groups, and only the high-intensity component differed. The differentiated exercises were performed at or above 100% maximal aerobic velocity. The improvements in overall cycle-run performance were similar (3.3 +/- 1.4 % and 6.1 +/- 1.7% rise in Performance in multicycle-run and normal training, respectively). However, the improvement in performance was significantly greater for the multicycle-run training (-11.2 +/- 6.8 s versus -1.2 +/- 7. 7 s for multicycle-run training and normal training, respectively) during both the cycle-run change and the first 333-m lap, which together are termed the cycle-run transition. We concluded that 6 weeks of multicycle-run training did not induce greater improvement in cycle-run performance than did normal training in competitive triathletes. However, it did induce significant improvement in the cycle-run transition. This finding indicates that multicycle-run training may help competitive triathletes to develop greater skill and better physiological adaptations during this critical transition period of the triathlon race.  相似文献   

How has your science data grown? Digital curation and the human factor: a critical literature review     

Alex H. Poole 《Archival Science》2015,15(2):101-139

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The match demands of international rugby sevens     

Alex Ross  Nicholas Gill  John Cronin 《Journal of sports sciences》2015,33(10):1035-1041

The purpose of this study was to quantify the global match demands of international rugby sevens and to compare the match demands of forwards and backs, and between tournament rounds. To assess the match demands, global positioning system (GPS) and video analysis were collected from 27 international rugby sevens players from the same team across an entire International Rugby Board Sevens World Series season. Differences in running demands and match activities between forwards and backs were mostly trivial and small (ES = 0.05–0.84) while differences in running demands and match activities between Pool and Cup rounds were trivial (ES = 0.001–0.12). Cup round matches showed an increase in long-duration ball-in-play sequences (proportion ratio 0.46). These findings suggest international rugby sevens forwards and backs experience similar match demands while overall match demands remain consistent across tournament rounds.  相似文献   

An off-the-shelf integrated microfluidic device comprising self-assembled monolayers for protein array experiments     

Mirit Hen  Maria Ronen  Alex Deitch  Efrat Barbiro-Michaely  Ziv Oren  Chaim N. Sukenik  Doron Gerber 《Biomicrofluidics》2015,9(5)

Microfluidic-based protein arrays are promising tools for life sciences, with increased sensitivity and specificity. One of the drawbacks of this technology is the need to create fresh surface chemistry for protein immobilization at the beginning of each experiment. In this work, we attempted to include the process of surface functionalization as part of the fabrication of the device, which would substitute the time consuming step of surface functionalization at the beginning of each protein array experiment. To this end, we employed a novel surface modification using self-assembled monolayers (SAMs) to immobilize biomolecules within the channels of a polydimethylsiloxane (PDMS) integrated microfluidic device. As a model, we present a general method for depositing siloxane-anchored SAMs, with 1-undecyl-thioacetate-trichlorosilane (C₁₁TA) on the silica surfaces. The process involved developing PDMS-compatible conditions for both SAM deposition and functional group activation. We successfully demonstrated the ability to produce, within an integrated microfluidic channel, a C₁₁TA monolayer with a covalently conjugated antibody. The antibody could then bind its antigen with a high signal to background ratio. We further demonstrated that the antibody was still active after storage of the device for a week. Integration of the surface chemistry into the device as part of its fabrication process has potential to significantly simplify and shorten many experimental procedures involving microfluidic–based protein arrays. In turn, this will allow for broader dissemination of this important technology.  相似文献   

The Pet Shop（英文）     

Roderick Hunt  Alex Brychta 《英语大王(小学)》2014,(4):4-5

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Technology integration in higher education and student privacy beyond learning environments—A comparison of the UK and US perspective     

Iria Giuffrida  Alex Hall 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1587-1603

Technology integration in higher education (HE) has brought immense innovation. While research is investigating the benefits of leveraging, through learning analytics, the data created by the greater presence of technology in HE, it is also analysing the privacy implications of vast universes of data now at the fingertips of HE administrators. This paper argues that student privacy challenges linked to technology integration occur not only within but also beyond learning environments, namely at the enterprise level. By analysing the UK and US legal frameworks surrounding how HE institutions respond to parents demanding disclosure of their adult children's personal data in the event of mental health crises, this paper offers an example of real and complex privacy issues, often overlooked by interdisciplinary inquiry, that exist in the ‘interstitial space’ between HE technology and privacy law. The purpose of conducting a comparative analysis was to demonstrate that countries with different privacy regimes are similarly ill-equipped to address certain student privacy issues at the HE enterprise level, leaving HEIs exposed to potential litigation/regulatory risks. The contribution of this work is to invite greater interdisciplinary awareness of, and inquiry into, student privacy beyond learning environments.  相似文献