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101.
Verheyden B Eijnde BO Beckers F Vanhees L Aubert AE 《Journal of sports sciences》2006,24(11):1137-1147
The purpose of this study was to evaluate the effects of a realistic, feasible, and commonly used fitness training programme on cardiac autonomic control in 14 sedentary men aged 62.0 +/- 6.1 years (mean +/- s). All participants performed a one-year fitness training programme in which training intensity and frequency were specifically chosen to be compliant for the majority of the participants (2-3 sessions per week at moderate intensity). At the same time, a reference group consisting of 15 sedentary age-matched men (age 64.2 +/- 6.5 years) did not change their habitual physical activity. Measurements were performed before and after the training intervention. Cardiac autonomic control was inferred from resting values (supine and standing) of heart rate variability (HRV) computed in the frequency domain over 10-min intervals. Endurance capacity was evaluated during a maximal incremental bicycle ergometer test. In spite of an increase in peak oxygen consumption (VO2peak) by 6.4% after training, heart rate in the training group remained unchanged at rest and at the same metabolic demand. No changes in resting parameters of HRV were shown for either groups or positions. Results from this study provide no evidence of a clinically meaningful increase in the vagal modulation to the sinus node at rest after one year of low-volume and moderate-intensity fitness training in men aged 55-75 years. 相似文献
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The scholarly literature on innovation was for a long time not very voluminous. But as shown in the paper, this is now rapidly changing. New journals, professional associations and organizational units within universities focusing on innovation have also been formed. This paper explores the cognitive and organizational characteristics of this emerging field of social science and considers its prospects and challenges. The research reported in this paper is based on a web-survey in which more than one thousand scholars worldwide took part. 相似文献
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ABSTRACT Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning. 相似文献
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The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain whether the combination of a collaborative, networked approach at the initial design stage, augmented with visualisations, has changed the way educators design their courses at The Open University, UK. Analysis of 148 learning designs shows both before and after the introduction of Learning Design, which of the pedagogic decisions that educators made substantially changed. Courses that were designed after the introduction of Learning Design were more focused on the development of a range of skills and included fewer assimilative activities (reading, watching videos and listening to audio). Our findings suggest that by visualising the design upfront, educators focused less on traditional teaching patterns, such as the ‘teach, practice, apply’ model. Remarkably, just by visualising initial decisions and working in collaborative workshops, educators created more student-centred and creative designs aimed to develop a range of skills which support students in both their studies and the workplace. Further studies are needed to establish whether these pedagogic decisions have an impact on student outcomes and whether these findings can be replicated in different institutions. 相似文献
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Team‐based learning (TBL) is an instructional strategy that combines independent out‐of‐class preparation for in‐class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small‐group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre‐class reading of assigned materials, an individual self‐assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in‐house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture‐based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL. Anat Sci Ed 1:3–9, 2008. © 2007 American Association of Anatomists. 相似文献
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ABSTRACTConservation of wooden objects exposed outdoors is extremely difficult and complex due to their constant exposure to fluctuating weather conditions and biological degradation. Filling the gaps in such objects requires the use of specific materials that in particular can adapt to changes in wood dimensions in response to humidity variations. Various materials have been used so far for filling voids in wooden artefacts but none of them was entirely suitable. Therefore, the authors have attempted to provide the basic characteristics of the selected commonly used filling materials based on pine wood powder or glass microballoons as fillers and Paraloid® B-72, Klucel® G, or glutin glue as binders, as the first step in research aiming at developing new and more appropriate gap-fillers. Special attention was paid to the dimensional stability of filling materials upon drying and exposure to water vapour and liquid water. The overall results indicate that among the examined fills those consisting of Paraloid® B-72 and glass microballoons revealed best properties as they were relatively dimensionally stable upon drying and exposure to moisture – despite high absorption of water – and were quite easy to finish. Generally, better properties were observed for filling materials containing higher concentrations of adhesives and these materials will be modified in the next step of the research. Since the main drawbacks of the examined gap-fillers were low water resistance, poor dimensional stability upon drying or exposure to water vapour or liquid water, and fragility or friability, future research into their modification will head towards improvement of the above-mentioned properties. 相似文献
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Bart K. Holland 《Teaching Statistics》2011,33(1):20-22
This article describes a lively classroom demonstration that may be used to help develop students' understanding of the concept of a distribution, and to provide a foundation for the intuitive link between distributions and hypothesis testing. 相似文献
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Chuderski Adam Jastrzębski Jan Kroczek Bartłomiej Kucwaj Hanna Ociepka Michał 《Metacognition and Learning》2021,16(1):15-35
Metacognition and Learning - Participants rated Intuition, Suddenness, Pleasure, and Certainty accompanying their solutions to items of a popular fluid intelligence test – Raven’s... 相似文献