Non-linear resistance training reduces inflammatory biomarkers in persons living with HIV: A randomized controlled trial     

Hugo Ribeiro Zanetti  Lucas Gonçalves da Cruz  Camilo Luís Monteiro Lourenço  Fernando de Freitas Neves  Mário Leon Silva-Vergara  Edmar Lacerda Mendes 《European Journal of Sport Science》2016,16(8):1232-1239

The purpose of this study is to analyse the effect of 12 weeks of non-linear resistance training (NLRT) on anthropometry, muscle strength and inflammatory biomarkers in persons infected with human immunodeficiency virus (PIHIV). Thirty previously sedentary PIHIVs were randomized into the NLRT (n?=?15) and control (CON, n?=?15) groups. NLRT group were submitted to 12 weeks of training, whereas the CON group maintained their daily habits. At baseline and after 12 weeks, both groups underwent anthropometric evaluations and blood sampling for the analysis of inflammatory biomarkers. Analysis of covariance using preintervention values as covariate was performed to determine the effects of exercise on anthropometry, muscle strength, cytokines levels and T cells. Significance was set at p?p?p p?=?.009), blood levels of interleukin (IL)-1β (p?=?.029), IL-6 (p?=?.005), IL-8 (p?=?.010), and tumour necrosis factor (TNF)-α (p?=?.001) and an increase in muscle strength (p?p?=?.030) and CD4⁺ (p?=?.004) and CD8⁺ (p?相似文献   

Higher bone mass in prepubertal and peripubertal female footballers     

M. Plaza-Carmona  G. Vicente-Rodríguez  A. Gómez-Cabello  M. Martín-García  J. Sánchez-Sánchez  L. Gallardo 《European Journal of Sport Science》2016,16(7):877-883

Objectives: The main aim of this study was to compare the bone mass of female football players with controls of different pubertal stages. Methods: Sixty five girls aged 8–14 years (10.14?±?0.1, Tanner stages I–IV) participated in the study. Twenty participants were prepubertal (10 prepubertal control) and 45 peripubertal (15 peripubertal control). All footballers trained two days per week while the control group did not perform regular physical activity outside of school. Body composition was assessed by Dual-energy X-ray absorptiometry. Analysis of covariance was performed to evaluate differences in lean and bone masses. Results: Significant differences in lower-body extremities lean mass (LLM) between peripubertal groups were found (P?P?P?Conclusion: Female footballers showed higher bone and lean masses compared to control counterparts; these differences are already detectable at prepubertal ages and more consistent after pubertal spurt.  相似文献   

School counsellors in cultural diversity contexts. An analysis of their practice / El orientador escolar en contextos de diversidad cultural. Un análisis de su práctica     

Inmaculada González-Falcón  José M. Coronel-Llamas  R. Ignacio Correa-García 《Cultura y Educación》2016,28(2):419-433

This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity.  相似文献   

Recent Work on Flourishing as the Aim of Education: A Critical Review     

Kristján Kristjánsson 《British Journal of Educational Studies》2017,65(1):87-107

Flourishing, understood along semi-Aristotelian lines, has re-emerged recently as an account of the ideal aim of education, for instance, in works by educational philosophers Brighouse, White and de Ruyter. This article aims at critically reviewing this new paradigm by subjecting it to philosophical and educational scrutiny. Throughout I compare and contrast this paradigm with Aristotelian flourishing and explore the specific role of teachers as facilitators of students’ flourishing and sense of meaning.  相似文献   

Collaborative action research between schools,a continuing professional development centre for teachers and the university: a case study in Spain     

Maria Elena González Alfaya  Maria Ángeles Olivares García  Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers.  相似文献   

Reliability of the new environmental paradigm for analysing the environmental attitudes of Senegalese pupils in the context of conservation education projects     

M. Grúňová  M. Sané  Jan Cincera  Roman Kroufek 《Environmental Education Research》2019,25(2):211-221

The New Environmental Paradigm scale for children was developed and validated in Western nations but has seldom been applied in non-western countries. The aim of the current study is to examine the scale’s validity for schoolchildren in Senegal. The study was conducted in three regions of Senegal in November and December 2015, and a total 782 schoolchildren with an average age of 13 years participated. We used Cronbach’s alpha and confirmatory factor analysis to assess the consistency of the scale. The principal component analysis was used to reveal the different potential dimensions of our data-set. Given the low internal consistency of the scale and the unexpected responses to certain items, the scale seems to be rather unreliable for the investigated population. This difference could be caused by specific cultural features encompassing strong religious beliefs, different understandings of the place of humankind in nature, and weak awareness of humans’ impact on the natural world.  相似文献   

THE DEVELOPMENT OF PERSONALITY,ABILITIES AND SOCIAL RELATIONS IN A SPECIAL CLASS     

László Balogh  Kálmán Nagy 《High Ability Studies》1991,2(2):134-138

Two years have passed since our first report on the project with primary school children at Törökszentmiklós. New results indicate that participation in the project has accelerated the development of abilities, has led to mainly favourable personality changes and has promoted the formation of advantageous social structures in the classroom. In the future, in addition to increasing support for the children's personal wellbeing (for instance, provision of more free time, promotion of communication skills), the work of four terms will be completed in three.  相似文献   

Spanish validation of the Basic Psychological Needs at Work Scale: A measure to predict teachers’ well-being in the workplace     

Ángel Abós Catalán  Javier Sevil Serrano  José Antonio Julián Clemente  José Martín-Albo Lucas  Luis García-González 《International Journal for Educational and Vocational Guidance》2018,18(2):127-148

The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers’ BPNs could effectively provide guidance for school policies to improve teaching and learning.  相似文献   

Teaching STEM education through dialogue and transformative learning: global significance and local interactions in Mexico and the UK     

Catherine Montgomery  Juan Manuel Fernández-Cárdenas 《师资教育杂志》2018,44(1):2-13

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Hungarian experiences in international student achievement surveys     

Zoltán Báthory 《Prospects》1992,22(4):434-440

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