Anthropometric and training characteristics of female marathon runners as determinants of distance running performance     

P Bale  S Rowell  E Colley 《Journal of sports sciences》1985,3(2):115-126

The purpose of this study was to determine how female marathon runners of varying standards differed in body composition and physique and in their training regimes, and secondly to develop predictors of distance running performance from the anthropometric and training variables. Female marathon runners (n = 36), all participants in a national 10 mile (16 km) road racing championship, were divided into three groups according to their best time for the 26.2 mile race. They were assessed for body composition and somatotype using anthropometric techniques and completed a questionnaire about their current training for the marathon. No difference was found between the groups of distance runners when measured for height, bone widths and circumferences. The three groups were found to have similar body weights of approximately 53 kg, a value which is much lower than the average for sedentary women, but which compares favourably with those from previous studies of female long distance runners. While all the runners had a lower per cent fat, as measured from skinfold thicknesses, than sedentary women, the elite runners were seen to have significantly lower values (P less than 0.05) than the other two groups. The difference in body fat was particularly reflected in the triceps skinfold value. There was also a tendency for the elite runners to be more ectomorphic and less endomorphic than the others. The better runners were seen, on the whole, to have been running longer, and to have more strenuous regimes, both in terms of intensity of training and distance run per week. Multiple regression and discriminant function analyses indicated that the number of training sessions per week and the number of years training were the best predictors of competitive performance at both 10 mile and marathon distances. They also indicated that a female long distance runner with a slim physique high in ectomorphy has the greatest potential for success.  相似文献   

The Librarian's Labor's Lost Or Much To-Do,But Nothing (Done)     

Rowell E 《Bulletin of the Medical Library Association》1932,21(2):57-72

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Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years     

Samantha Plate  Lisa Yankowitz  Leslie Resorla  Meghan R. Swanson  Shoba Sreenath Meera  Annette Estes  Natasha Marrus  Meredith Cola  Victoria Petrulla  Aubrey Faggen  Juhi Pandey  Sarah Paterson  John R. Pruett Jr.  Heather Hazlett  Stephen Dager  Tanya St. John  Kelly Botteron  Lonnie Zwaigenbaum  Joseph Piven  Robert T. Schultz  Julia Parish-Morris  IBIS Network 《Child development》2022,93(2):468-483

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.  相似文献   

Examination of a Group Counseling Model of Career Decision Making With College Students          下载免费PDF全文

P. Clay Rowell  A. Keith Mobley  Gulsah Kemer  Amanda Giordano 《Journal of College Counseling》2014,17(2):163-174

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.  相似文献   

A brief update from across the big pond’s troubled waters: beliefs,science, politics,and action research     

Lonnie Rowell 《Educational Action Research》2018,26(1):4-8

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Editorial     

Lonnie Rowell 《Educational Action Research》2020,28(4):557-560

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Cognitive conflict: Its nature and use in the teaching of science     

J. A. Rowell  C. J. Dawson 《Research in Science Education》1979,9(1):169-175

Summary The thrust of this article is that although different theories may share some of the same terminology they may differ considerably in the interpretation which they impose on it and, therefore, on the educational practices which they underwrite. Specifically a brief examination has been made here of the concept of cognitive conflict as it occurs in the theories of Bruner, Case and Piaget-Inhelder, and of the similarities and differences in classroom practices which arise from theoretical commitment.  相似文献   

On the Occasion of the Ground Breaking for the National Museum of African American History and Culture,February 22, 2012     

Lonnie Bunch 《Curator: The Museum Journal》2012,55(3):257-258

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EMPOWERING IMAGES OF THE MINISTER AS TEACHER     

J. Cy Rowell 《Religious education (Chicago, Ill.)》2013,108(1):64-78

The resistance of many ministers to the teaching role may be rooted in the dynamics of power and control, as seen in their preference for one‐to‐one and one‐to‐many dimensions of ministry rather than the one‐to‐group context of teaching. Another source of resistance is the minister's narrow understanding of teaching and the minister's limited repertoire of teaching skills. This paper proposes seven metaphors for teaching that can be clustered under one dominant motif—interpreter. These metaphors may empower a minister's move toward a self‐image as teacher  相似文献   

Exposure to Violence Across the Social Ecosystem and the Development of Aggression: A Test of Ecological Theory in the Israeli–Palestinian Conflict     

Paul Boxer  L. Rowell Huesmann  Eric F. Dubow  Simha F. Landau  Shira Dvir Gvirsman  Khalil Shikaki  Jeremy Ginges 《Child development》2013,84(1):163-177

Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior.  相似文献