Variability in muscle damage after eccentric exercise and the repeated bout effect     

Chen TC 《Research quarterly for exercise and sport》2006,77(3):362-371

The first purpose of this study was to determine a possible explanation for the variability in the response to eccentric exercise by having participants repeat the same exercise 1 year apart. The second purpose was to examine whether initial injury in response to eccentric exercise was associated with the extent of the repeated bout effect (RBE). Male students performed 30 eccentric contractions (ECC) of the elbow flexors using a dumbbell set at 80% of the pre-exercise maximal isometric force (MIF). Participants were then classified into low (LR; n=6), medium (MR; n=6), high (HR; n=5), and higher (HrR; n=7) based on the increase in blood creatine kinase (CK) activity. A year later, participants repeated this exercise (ECC30). Four days after ECC30, participants performed 70 eccentric contractions (ECC70). Range of motion, MFI upper arm circumference, soreness, and blood CK activity were measured before and up to 9 days after each bout. The change in the criterion measures following ECC and ECC30 were similar for each group. There were no further changes in all parameters after ECC70 for MR, HR, and HrR, although there was a small increase in CK after ECC70 for LR. LR showed a smaller RBE after ECC70 compared with the other groups. It is concluded that participants who exercised 1 year apart showed remarkably similar responses between the bouts. The extent of the RBE following the second bout for the LR group is less for participants who demonstrate the least evidence of muscle damage after a first exercise bout.  相似文献   

A Dilemma in Teaching Practice Assessment: The Lottery of Competitive Ratings     

John Henry  Neil Pateman  Richard Tinning 《Asia-Pacific Journal of Teacher Education》1986,14(2):45-55

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Propositional logic as a model for adolescent intelligence-additional considerations     

Trevor G. Bond 《Interchange》1978,9(2):93-98

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W(h)ither the deaf community? Population, genetics, and the future of Australian sign language     

Johnston T 《American annals of the deaf》2004,148(5):358-375

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Evoking and provoking Bourdieu in educational research     

Trevor Gale  Bob Lingard 《Cambridge Journal of Education》2015,45(1):1-8

This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection.  相似文献   

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom     

Mike Sharples  Eileen Scanlon  Shaaron Ainsworth  Stamatina Anastopoulou  Trevor Collins  Charles Crook 《学习科学杂志》2015,24(2):308-341

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Access denied? Twenty-first-century technology in schools     

Trevor Male  Kevin Burden 《Technology, Pedagogy and Education》2014,23(4):423-437

This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else’s ideas to active learning experiences that empower people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and challenges, however, which suggest that for many students the current situation is ‘Access denied’.  相似文献   

Thoughts on British politics     

Trevor Smith 《Higher Education Quarterly》1976,30(4):462-469

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Bridging homes and classrooms: advancing students’ capabilities     

Sugiono Sugiono  Trevor Gale 《Teaching Education》2018,29(1):17-32

This paper investigates the capabilities of remote rural teachers in Indonesia’s Probolinggo Regency to make meaningful pedagogic connections between students’ homes and their classrooms. The term capabilities is derived from Sen’s to Nussbaum’s capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable. Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers’ syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful in terms of solving real-life issues or problems. Teachers need to accommodate ‘local’ knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of ‘connections’ and ‘inclusivity’, their classroom practices still need strengthening in their adherence to the general substance of the CA.  相似文献   

A Quantitative Analysis of PhD Students' Views of Supervision   总被引：1，自引：1，他引：1  

Trevor Heath 《高等教育研究与发展》2002,21(1):41-53

Data on supervision were obtained from questionnaires completed by 355 PhD candidates when they submitted their theses at The University of Queensland. The aim was to provide data that could be used in efforts to enhance the quality of postgraduate supervision. The median age of these candidates was 33, and the 58% who had been full-time throughout took a median of 3.2 years. One third had a single supervisor and the rest one or more associate supervisors. Almost all (85%) expressed satisfaction with the expertise of their supervisor(s). For those who did express dissatisfaction it was not possible to determine the extent to which this reflected problems with the candidate or the supervisor; and if the supervisor, the extent to which it was related to the level of commitment, or to excess workload, or to other factors. Formal meetings were held at least fortnightly with 67% in the early stages, but the frequency decreased in mid-candidature, and increased again towards the end. The frequency also depended on an interaction between gender, discipline area, whether full time or part time candidates, and whether from Australia or overseas. Where meetings were held at least fortnightly, 70-85% expressed satisfaction with a range of aspects of supervision. Supervisors began to require written work from 86% during the first year, and by the time they submitted their thesis, 83% had one or more publications. Most (89%) attended one or more conferences, mainly at national or international level, and had presented one or more papers at conferences. Candidates in the sciences met more frequently with their supervisors, published more papers, and included their supervisor as co-author more often, and also gave more seminars than did those in the humanities and social sciences.  相似文献