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Kayvan Khoramipour Aref Basereh Amirhoseein Ahmadi Hekmatikar Lindy Castell Ruheea Taskin Ruhee 《Journal of sports sciences》2021,39(1):101-107
ABSTRACT As the world is witnessing the epidemic of coronavirus disease 2019, emerging genetics and clinical pieces of evidence suggest a similar immunopathology to those of severe acute respiratory syndrome and Middle East respiratory syndrome. Staying at home to prevent the spread of the virus and consequently being largely inactive is associated with unintended consequences. These can actually enhance the infection risk and exacerbate poor health conditions including impaired immune function. Physical activity is a feasible way of improving health, particularly physical and mental health in a time of social isolation. However, people with certain health conditions in these circumstances may need a special physical activity programme in addition to any exercise they may already be performing via online programmes. This review aims to provide practical guidelines during the COVID-19 quarantine period. We suggest performing aerobic, resistance training, respiratory muscle training and yoga in the healthy, and in those with upper respiratory tract illness, patients with lower respiratory tract illness should be restricted to respiratory muscle training and yoga. In addition, vitamins D and C, omega-3 fatty acids, and regular consumption of fruit and vegetables might be considered as nutritional aids to support the immune system in those affected by COVID-19. 相似文献
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Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities 
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下载免费PDF全文 Jennifer M. Cullen Evette A. Simmons‐Reed Lindy Weaver 《Psychology in the schools》2017,54(9):965-978
Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self‐prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self‐directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance. 相似文献
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Orthia LA 《Public understanding of science (Bristol, England)》2011,20(4):525-542
Much of the public understanding of science literature dealing with fictional scientists claims that scientist villains by their nature embody an antiscience critique. I characterize this claim and its founding assumptions as the "mad scientist" trope. I show how scientist villain characters from the science fiction television series Doctor Who undermine the trope via the programme's use of rhetorical strategies similar to Gilbert and Mulkay's empiricist and contingent repertoires, which define and patrol the boundaries between "science" and "non-science." I discuss three such strategies, including the literal framing of scientist villains as "mad." All three strategies exclude the characters from science, relieve science of responsibility for their villainy, and overtly or covertly contribute to the delivery of pro-science messages consistent with rationalist scientism. I focus on scientist villains from the most popular era of Doctor Who, the mid 1970s, when the show embraced the gothic horror genre. 相似文献
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Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology 1 were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education. 相似文献
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Lindy A. Orthia 《Minerva》2016,54(3):353-373
Since the mid-twentieth century, the ‘Scientific Revolution’ has arguably occupied centre stage in most Westerners’, and many non-Westerners’, conceptions of science history. Yet among history of science specialists that position has been profoundly contested. Most radically, historians Andrew Cunningham and Perry Williams in 1993 proposed to demolish the prevailing ‘big picture’ which posited that the Scientific Revolution marked the origin of modern science. They proposed a new big picture in which science is seen as a distinctly modern, western phenomenon rather than a human universal, that it was invented in the Age of Revolutions 1760–1848, and that science be de-centred within the new big picture: treated as just one of many forms of human knowledge-seeking activity. Their paper is one of the most highly cited in the history of science field, and has the potential to transform the way that science educators, science communicators, science policy-makers and scientists view science. Yet the paper and historians’ scholarly response to it are not well-known outside the history discipline. Here I attempt to bridge that disciplinary gap with a review of scholarly papers published 1994–2014 that cited Cunningham and Williams or otherwise discussed the Scientific Revolution, to gauge the extent of support for the old and new big pictures. I find that the old big picture is disintegrating and lacks active defenders, while many scholars support aspects of the new big picture. I discuss the significance of this for scholars in ‘applied’ fields of science studies such as education, communication and policy. 相似文献
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Lindy Scott 《Christian Higher Education》2015,14(1-2):52-65
Study abroad programs are in vogue today, especially among Christian colleges and universities. It is, therefore, appropriate to ask tough questions of these programs. Do they help our students become more mature followers of Jesus? Are they respectful of people in the target culture? College and university leaders must focus in particular on how study abroad programs are framed to take advantage of the cultural interface between students’ sending culture and their receiving culture, the partnerships that are built between institutions and communities, and some of the key learning experiences we ought to seek and provide for all involved. How can Christian colleges and universities best engage with the opportunities and demand for studying abroad without turning them into glorified tourism experiences? How can institutions set up study abroad sites that are mutually beneficial to the sending institution as well as the host institution and their immediate communities? These questions are addressed by examining the effectiveness of two study abroad programs, one at Wheaton College and the other at Whitworth University, to see how well they embody four operating principles implied in relevant passages of the Bible: radical equality, deep immersion, transforming conflict, and respect for global Christianity. 相似文献
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Australian universities are enrolling a larger and more diverse undergraduate student population. Counter to this trend, several states have developed plans to restrict entrance into the teaching profession. This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Eighty-three regionally enrolled pre-service teachers agreed to complete self-report questionnaires that assessed engagement with learning and emotional intelligence. The questionnaire data were supplemented with findings from a series of focus groups. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average. Measures of emotional intelligence did not add to the model. The results support the need to consider pre-service teachers’ motivation and engagement with learning, especially given the high stakes nature of proposed reforms to initial teacher education programmes. 相似文献
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Linda J. Harrison Sharynne McLeod Lindy McAllister Jane McCormack 《Australian Journal of Learning Difficulties》2017,22(1):35-48
AbstractThis study sought to assess the level of correspondence between parent and teacher report of concern about young children’s speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4–5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language pathologist using the Diagnostic Evaluation of Articulation and Phonology; (2) parent-reported concern using the Parent Evaluation of Developmental Status (PEDS); (3) teacher-reported concern using the PEDS. Agreement between parent identification of SSD and clinical assessment was high (86–90%). Agreement between teacher identification and clinical assessment was lower, and varied by state (Victoria 80%; NSW 63%). Differences in the accuracy of early childhood teachers’ identification of SSD are considered in relation to early childhood policies regarding the provision of speech-language pathology services in preschool settings. 相似文献
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Lindy K. Parker Catherine Y. Chang Kimere K. Corthell Maggie E. Walsh Greg Brack Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125
All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research. 相似文献