Food attitudes in female athletes: association with menstrual cycle length     

Williams NI  Leidy HJ  Flecker KA  Galucci A 《Journal of sports sciences》2006,24(9):979-986

The aim of this study was to examine the relationship between indicators of risk of disordered eating, body image and varied menstrual cycle lengths. Altogether, 151 female athletes were invited from 16 sports and 70 female non-athletic controls were recruited from a university lecture class. The participants completed several surveys, including demographics, menstrual cycle history, physical activity, Eating Disorder Inventory (EDI) and the Three Factor Eating Questionnaire (TFEQ). Selected EDI subscales were summed to reflect eating disorder risk and body image. Menstrual cyclicity was based on self-reported cycle length for the last 6 months (normal cycles = 26-32 days, irregular cycles < or =26 or >32 days). Athletes overall had more irregular cycles (29.1%) than the non-athletes (15.7%) (P < 0.05). There were significant differences in scores for eating disorder risk, body dissatisfaction, drive for thinness, cognitive restraint (TFEQ) and disinhibition (TFEQ), only when athletes were divided based on menstrual cyclicity (i.e. irregularly cycling athletes had higher scores than athletes with normal menstrual cycle lengths). No differences in these scores were found between non-athletes with normal or irregular menstrual cycle lengths. In conclusion, irregularly short or long menstrual cycle length is associated with subtle indications of higher risk of disordered eating in female athletes.  相似文献   

As far as the eye can see     

Heather Joseph 《Learned Publishing》2005,18(2):83-84

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Classical Test Theory in Historical Perspective     

Ross E. Traub 《Educational Measurement》1997,16(4):8-14

What were the historic origins of classical test theory? What have been major milestones in its development?  相似文献   

Effect of three classroom listening conditions on speech intelligibility     

M Ross  T G Giolas 《American annals of the deaf》1971,116(6):580-584

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Differences and Perceived Differences in Teacher Education Programmes at a CAE and a University     

Ross Telfer 《Asia-Pacific Journal of Teacher Education》1982,10(2):9-21

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The pricing of books: a market view     

Neill Ross 《Learned Publishing》1988,1(3):105-115

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Analysis of reference transactions using packaged computer programs.     

N Calabretta  R Ross 《Medical reference services quarterly》1984,3(3):23-47

Motivated by a continuing education class attended by the authors on the measurement of reference desk activities, the reference department at Scott Memorial Library initiated a project to gather data on reference desk transactions and to analyze the data by using packaged computer programs. The programs utilized for the project were SPSS (Statistical Package for the Social Sciences) and SAS (Statistical Analysis System). The planning, implementation and development of the project are described.  相似文献   

The role of value orientations in curricular decision making: a rationale for teachers' goals and expectations.     

C D Ennis  J Ross  A Chen 《Research quarterly for exercise and sport》1992,63(1):38-47

This research examined the role of value orientations in curricular decision making from the perspective of high school physical education teachers and students. Educational value orientations served as the theoretical base for the research. Teachers who exhibited one of two paired orientations, disciplinary mastery/learning process (DM/LP) or ecological integration/social reconstruction (EI/SR), were interviewed to examine the extent to which their value orientations influenced their stated (a) goals for student learning, and (b) expectations for academic performance and behavior. Students were also interviewed to investigate the extent to which they acknowledged these goals and expectations. Data were analyzed using constant comparison. Results suggested that goals and expectations of DM/LP and EI/SR teachers were distinctly different and that comments from students in the EI/SR teachers' classes did not reflect their teachers' goals and expectations. Dynamical system theory was used to conceptualize value orientations as attractors within the educational ecosystem. Teachers working from weak EI/SR value attractors may be limited by learner, instructional, and contextual constraints.  相似文献   

Evolution of Higher Education Finance in Australia     

Ross Harrold 《Higher Education Quarterly》1992,46(4):321-337

Central policymakers are becoming more aware of the possibilities of implementing their policies by using 'softer' discretionary financial instruments in preference to 'harder' directives and conditions attached to granted funds. A typical technique within this softer approach is to offer block grants to any target organization which contracts to pursue specific policy goals and to account for their achievement. Policymakers effectively perceive themselves as 'quasi-consumers', prepared to 'buy' the achievements of their target organizations. Following its new self-perception, the Commonwealth has 'invited' higher education institutions to 'enjoy' the financial benefits of its new Unified National System. Membership is open, however, only to those institutions which undertake to achieve specific organizational reforms desired by the Commonwealth. Moreover block recurrent grants flow to member institutions only after teaching and research targets have been individually negotiated and contracted. An endnote updates the final section on the Relative Funding Model.  相似文献   

COMMENT ON GLASS'RESPONSE     

Ross E.  Traub 《Journal of Educational Measurement》1968,5(4):343-344

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