Do the effects of high intensity 40 km cycling upon left ventricular function and cardiac biomarker during recovery vary with time of day?     

F. Chan-Dewar  W. Gregson  G. Whyte  D. Gaze  J. Waterhouse  J. Wen 《Journal of sports sciences》2013,31(4):414-423

Abstract

Twelve healthy participants performed two identical high-intensity 40 km cycling trials (morning and evening) under controlled laboratory conditions. Echocardiograms and venous blood samples were collected before and after each exercise bout. Cardiac electro-mechanical-delay (cEMD) was measured as QRS-complex onset to peak systolic (S’) and early diastolic (E’) tissue velocities. Myocardial strain and strain rates were assessed in longitudinal, circumferential and radial planes at the left ventricular apex and base. Cardiac troponin I (cTnI) and N-terminal Pro-Brain Natriuretic Peptide (NT-proBNP) were assessed as biomarkers of cardiomyocyte damage and wall stress. cEMD was lengthened after both morning (S’: 160 ± 30 vs. 193 ± 27; E’: 478 ± 60 vs. 620 ± 87, P < 0.05) and evening (S’: 155 ± 29 vs. 195 ± 31; E’: 488 ± 42 vs. 614 ± 61, P < 0.05) trials. A reduction in peak S’ (morning: 6.96 ± 1.12 vs. 6.66 ± 0.89; evening: 7.09 ± 0.94 vs. 7.02 ± 0.76) was correlated with cEMD (r = ?0.335, P < 0.05). Peak longitudinal strain was reduced, atrial strain rates were sporadically increased in both trials post-cycling. cTnI was elevated in only two participants (0.04 µg · L^?1, 0.03 µg · L^?1), whilst NT-proBNP was below the clinical cut-off point in all participants. Prolonged-cycling resulted in a lengthening of cEMD, small changes in aspects of left ventricular deformation and sporadic increases in cardiac biomarkers. None of these effects were moderated by time-of-day.  相似文献   

Acculturation in elite sport: a thematic analysis of immigrant athletes and coaches     

Robert Joel Schinke  Kerry R. McGannon  Randy Cesar Battochio  Greg D. Wells 《Journal of sports sciences》2013,31(15):1676-1686

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Memory Drum Theory's C Movement     

Mark G. Fischman  Robert W. Christina  Greg J. Anson 《Research quarterly for exercise and sport》2013,84(3):312-318

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Personal Meaning and Vocational Differentiation: Reversing the Decrement Effect     

Margaret A. Moore  Greg J. Neimeyer 《Journal of Career Development》1997,24(2):83-94

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Season of birth is related to child retention rates, achievement, and rate of diagnosis of specific LD   总被引：1，自引：0，他引：1  

Martin RP  Foels P  Clanton G  Moon K 《Journal of learning disabilities》2004,37(4):307-317

A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed.  相似文献   

Principals of audit: testing,data and ‘implicated advocacy’     

Greg Thompson  Nicole Mockler 《Journal of educational administration and history》2016,48(1):1-18

Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003 Ball, S., 2003. The teacher's soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through those same performative processes and technologies. These have become compelling in schools and principals are ‘doubly bound’ through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive ‘field’ of ‘principal’ (within larger regimes of truth such as schools, leadership, quality and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN – the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice.  相似文献   

Attachment representations of deaf adults     

McKinnon CC  Moran G  Pederson D 《Journal of deaf studies and deaf education》2004,9(4):366-386

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Personal construct systems in vocational development and information-processing     

Greg J. Neimeyer 《Journal of Career Development》1989,16(2):83-96

Greg J. Neimeyer is Associate Professor, Department of Psychology, University of Florida, Gainesville, Florida 32611.  相似文献   

Responses to Wyse and Styles' article, “Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’” (Literacy, 41, 1, April 2007)     

Margaret Cook  Alison Littlefair  Greg Brooks 《Literacy》2007,41(3):169-170

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Doing time in the sociology of education     

Bob Lingard  Greg Thompson 《British Journal of Sociology of Education》2017,38(1):1-12

Abstract

This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing.  相似文献