THE LAYMAN'S SCIENCE : GEOLOGY IN ADULT EDUCATION     

Dr. D. W. P. Corbett 《Studies in Continuing Education》2013,35(1):38-57

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Inspiratory muscle warm-up and inspiratory muscle training: separate and combined effects on intermittent running to exhaustion     

Lomax M  Grant I  Corbett J 《Journal of sports sciences》2011,29(6):563-569

In the present study, we examined the independent and combined effects of an inspiratory muscle warm-up and inspiratory muscle training on intermittent running to exhaustion. Twelve males were recruited to undertake four experimental trials. Two trials (Trials 1 and 2) preceded either a 4-week training period of 1 × 30 breaths twice daily at 50% (experimental group) or 15% (control group) maximal inspiratory mouth pressure (PImax). A further two trials (Trials 3 and 4) were performed after the 4 weeks. Trials 2 and 4 were preceded by a warm-up: 2 × 30 breaths at 40% PImax. Pre-training PImax and distance covered increased (P < 0.05) similarly between groups after the warm-up (~11% and ~5-7% PImax and distance covered, respectively). After training, PImax increased by 20 ± 6.1% (P < 0.01; d = 3.6) and 26.7 ± 6.3% (P < 0.01; d = 3.1) when training and warm-up were combined in the experimental group. Distance covered increased after training in the experimental group by 12 ± 4.9% (P < 0.01; d = 3.6) and 14.9 ± 4.5% (P < 0.01; d = 2.3) when training and warm-up interventions were combined. In conclusion, inspiratory muscle training and inspiratory muscle warm-up can both increase running distance independently, but the greatest increase is observed when they are combined.  相似文献   

Publish or perish?     

Sue Corbett 《Learned Publishing》2005,18(3):163-164

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Remembering Beijing     

Ian Corbett 《中国科学院院刊(英文版)》2012,26(4):269-269

Every General Assembly is remembered for something - in the past few years, Sydney for starting the International Year of Astronomy, Prague for Pluto, and Rio de Janeiro for the Strategic Plan. 1 thoug...  相似文献   

Mentoring the Next Generation of Higher Education Professionals     

Doris R. Corbett 《Quest (Human Kinetics)》2016,68(3):316-323

ABSTRACT

The loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding.  相似文献   

Rural Futures: Development,Aspirations, Mobilities,Place, and Education     

Michael Corbett 《Peabody Journal of Education》2016,91(2):270-282

This piece responds to the content of each of the articles in this issue and raises questions in response to some explicit and implicit themes including particularly the way that differently positioned rural youth are “oriented” in the course of their educational experience. These articles are read as accounts of people in place that confound and confront simplistic deficit assessments of educational paths, aspirations, relationships, and purposes in rural space. I suggest that this issue illustrates how rural education scholarship inevitably returns to the particular and to the material, challenging the hegemony of the placeless and abstracted neoliberal vision of education's aims in late modernity. The broad argument is that educational struggles and orientations in rural schools should be understood in relation to the crucial global challenges of sustainability and survival.  相似文献   

Child, Program, and Family Ecological Variables in Early Intervention     

Kofi Marfo  Thomas E. Dinero  Noel Browne  Don Gallant  Rosalind Smyth  Allan Corbett 《Early education and development》1992,3(1):27-44

This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed.  相似文献   

Next Generations,Catwalks, Random Walks and Arms Races: conceptualising the development of quality assurance schemes     

Don F. Westerheijden  Bjørn Stensaker  Maria J. Rosa  Anne Corbett 《European Journal of Education》2014,49(3):421-434

The emergence and development of quality assurance schemes in European countries over the last 15–20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy.  相似文献   

Exchanging ideas on evaluation: 2. Basic goals in evaluating post-training job performance Marty Smith and Al Corbett     

Marty Smith  Al Corbett 《Performance Improvement》1976,15(7):12-12

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From Dialog to Praxis: Crossing Cultural Borders in the Business and Technical Communication Classroom     

Jan Corbett 《Technical Communication Quarterly》1996,5(4):411-424

Business and technical communication textbooks take two approaches to intercultural communication: an information-acquisition approach, which provides students with information about practices in other cultures and tips for using this information in communication transactions; and a case-study approach, which encourages students to engage in dialog about problems encountered in intercultural communication. Both models enable students to confront cultural difference, but neither approach provides the means for successfully negotiating this difference. A praxis model provides an alternative strategy which enables students to negotiate cultural borders in actual workplace settings. But this model also exposes students to conflict which inevitably accompanies intercultural communication.  相似文献