Storytime with Fresh Professor,Part One     

James Miles 《Teaching Artist Journal》2016,14(3):171-175

I wasn't always the Fresh Professor. At one point, I was just another starving actor, trying to make a living. But stories change over time, as do professional desires.  相似文献   

The effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy: A systematic review     

Jozo Grgic  Bruno Lazinica  Pavle Mikulic  James W. Krieger  Brad Jon Schoenfeld 《European Journal of Sport Science》2017,17(8):983-993

Although the effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy have been investigated in several studies, the findings are equivocal and the practical implications remain unclear. In an attempt to provide clarity on the topic, we performed a systematic literature search of PubMed/MEDLINE, Scopus, Web of Science, Cochrane Library, and Physiotherapy Evidence Database (PEDro) electronic databases. Six studies were found to have met the inclusion criteria: (a) an experimental trial published in an English-language peer-reviewed journal; (b) the study compared the use of short (≤60?s) to long (>60?s) inter-set rest intervals in a traditional dynamic resistance exercise using both concentric and eccentric muscle actions, with the only difference in resistance training among groups being the inter-set rest interval duration; (c) at least one method of measuring changes in muscle mass was used in the study; (d) the study lasted for a minimum of four weeks, employed a training frequency of ≥2 resistance training days per week, and (e) used human participants without known chronic disease or injury. Current evidence indicates that both short and long inter-set rest intervals may be useful when training for achieving gains in muscle hypertrophy. Novel findings involving trained participants using measures sensitive to detect changes in muscle hypertrophy suggest a possible advantage for the use of long rest intervals to elicit hypertrophic effects. However, due to the paucity of studies with similar designs, further research is needed to provide a clear differentiation between these two approaches.  相似文献   

Sand training: Exercise-induced muscle damage and inflammatory responses to matched-intensity exercise     

Henry Brown  Brian Dawson  Martyn J. Binnie  Hugh Pinnington  Marc Sim  Tristan D. Clemons 《European Journal of Sport Science》2017,17(6):741-747

This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus.  相似文献   

The Reorder of Things: The University and Its Pedagogies of Minority Difference Roderick A. Ferguson. Minneapolis: University of Minnesota Press, 2012.     

James West 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):114-115

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Am I a Teaching Artist or an Administrator?     

James Miles 《Teaching Artist Journal》2016,14(1):46-48

James Miles writes about his transition from teaching artist to administration. Is it for everyone?  相似文献   

Does mathematics have a life of its own?     

James Robert Brown 《Metascience》2011,20(3):487-493

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Understanding key performance indicators for breast support: An analysis of breast support effects on biomechanical,physiological and subjective measures during running     

Debbie Risius  Alexandra Milligan  Jason Berns  Nicola Brown 《Journal of sports sciences》2017,35(9):842-851

To assess the effectiveness of breast support previous studies monitored breast kinematics and kinetics, subjective feedback, muscle activity (EMG), ground reaction forces (GRFs) and physiological measures in isolation. Comparing these variables within one study will establish the key performance variables that distinguish between breast supports during activities such as running. This study investigates the effects of changes in breast support on biomechanical, physiological and subjective measures during running. Ten females (34D) ran for 10 min in high and low breast supports, and for 2 min bare breasted (2.8 m·s^?1). Breast and body kinematics, EMG, expired air and heart rate were recorded. GRFs were recorded during 10 m overground runs (2.8 m·s^?1) and subjective feedback obtained after each condition. Of the 62 variables measured, 22 kinematic and subjective variables were influenced by changes in breast support. Willingness to exercise, time lag and superio-inferior breast velocity were most affected. GRFs, EMG and physiological variables were unaffected by breast support changes during running. Breast displacement reduction, although previously advocated, was not the most sensitive variable to breast support changes during running. Instead breast support products should be assessed using a battery of performance indicators, including the key kinematic and subjective variables identified here.  相似文献   

Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive?     

James McLeskey  Nancy L. Waldron 《Learning disabilities research & practice》2011,26(1):48-57

One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD.  相似文献   

Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look     

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

‘Tidy,toned and fit’: locating healthism within elite athlete programmes     

Seth Brown 《Sport, Education and Society》2017,22(7):785-798

Coaches and athletes have been increasingly inundated with power related ‘truths’ about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and fitness levels. Drawing on Gore's techniques of power, my study investigated how healthism and the cult of the body discourses were (re)produced, negotiated and resisted by coaches and elite athletes and how body pedagogies defined and shaped bodies in two high school EAPs. My analysis suggested that ‘toned and fit’ bodies signified responsible athletes compared to ‘fat’ bodies and that elite athletes disciplined their bodies to overcome pain to remain productive. In both EAPs, power circulated at the micro-level of pedagogical practice to normalise and monitor the athletes’ diet, body weight and shape, and reinforced tensions between prudentialism and hedonism.  相似文献