Sand training: Exercise-induced muscle damage and inflammatory responses to matched-intensity exercise     

Henry Brown  Brian Dawson  Martyn J. Binnie  Hugh Pinnington  Marc Sim  Tristan D. Clemons 《European Journal of Sport Science》2017,17(6):741-747

This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus.  相似文献   

Progress and the values it secretes     

Hugh Lacey 《Metascience》2011,20(3):529-531

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Scandal Reporting and Business Outcomes,Welfare Effects from Internet Access,and Welfare Effects from Public Broadcasting     

Hugh J. Martin  Adam D. Rennhoff 《Journal of Media Economics》2016,29(1):1-3

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A bit of guidance on doing global science     

Lacey  Hugh 《Metascience》2017,26(1):171-172

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DIRECTORS OF RELIGIOUS EDUCATION IN CHURCHES     

Hugh Hartshorne Ph.D. 《Religious education (Chicago, Ill.)》2013,108(5):444-449

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Advertising Content and Avoidance,New Media or Old Media,and Media Coverage of Celebrity Suicides     

Hugh J. Martin  Adam D. Rennhoff 《Journal of Media Economics》2016,29(2):49-50

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Agonistic democracy and passionate professional development in teacher-leaders     

L. Hammersley-Fletcher  M. Clarke  V. McManus 《Cambridge Journal of Education》2018,48(5):591-606

Politicians and policy-makers in education routinely proclaim the centrality of schools and teachers in sustaining and consolidating democracy and democratic society. This article offers an account of teachers engaged in research in their schools and classrooms, with peers and students, so as to highlight the democratic potential of this engagement. In order to do so, it draws on an agonistic account of democracy that is distinct from more familiar liberal or procedural versions. Such an account is characterised by an emphasis on the values of constitutive pluralism, robust contestation and enduring tragedy, where the latter entails recognition of the ineliminable nature of (political) conflict and the inevitability of loss in human life. The teachers involved in this research demonstrated capacities which, it is argued, reflect an agonistic democratic ethos, including: developing the confidence to assume intellectual leadership by asking questions and eliciting and engaging plural perspectives in relation to these questions; engagement in the cut and thrust of research without the expectation of finding any final or perfect solutions; and an acceptance of difference and disagreement as constitutive and constructive elements in rethinking areas of policy and practice. Developing and encouraging these capacities, it is argued, is important in an increasingly authoritarian policy context that threatens the vital links between democracy and education highlighted by Dewey a century ago.  相似文献   

Real education in non-real time: The use of electronic message systems for instruction     

Clark N. Quinn  Hugh Mehan  James A. Levin  Steven D. Black 《Instructional Science》1983,11(4):313-327

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.  相似文献   

'Not Problems but politics'‐‐ some comments on approaches to the development of new resources for World Studies     

Hugh Starkey 《Cambridge Journal of Education》1978,8(2-3):161-164

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Childhood neglect and adulthood involvement in HIV-related risk behaviors     

Klein H  Elifson KW  Sterk CE 《Child abuse & neglect》2007,31(1):39-53

OBJECTIVE: Much research has been done to examine the long-term effects of being victimized by sexual, physical, and/or emotional abuse in childhood, but much less research has focused on the impact of childhood neglect experiences. This study examines the role that childhood neglect has on adult women's involvement in HIV-related risky behaviors. METHODS: The data come from a study of 250 "at risk" women living in the Atlanta, GA metropolitan area, most of whom were African American. Data were collected in face-to-face interviews between 1997 and 2000. Multiple regression was used to explore the relationship between childhood neglect experiences, self-esteem, attitudes toward condom use, and involvement in HIV-related risky behaviors. RESULTS: Overall, the model tested received strong support by the study data. Childhood neglect led to reduced self-esteem. Neglect was associated with worsened attitudes toward condom use and women who experienced childhood neglect also reported more involvement in HIV risk behaviors. CONCLUSIONS: HIV intervention programs ought to target women who have experienced childhood neglect, as neglect experiences have adverse impacts upon their self-esteem, condom-related attitudes, and HIV risk behavior practices in adulthood.  相似文献