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1.
DALE R. FUQUA AL W. JOHNSON MARK W. ANDERSON JODY L. NEWMAN 《Counselor Education & Supervision》1984,24(1):85-95
With the renewed interest in the role of cognition in counselor training, numerous studies examining this phenomenon have emerged. This article reviews existing literature relevant to cognitive issues in training. The effects of various cognitive attributes such as conceptual level and cognitive style are discussed. Similarly, the impact of various cognitive training strategies on trainee performance are examined, such as modification of trainee cognitions to enhance skill generalization and cognitive restructuring techniques to alter maladaptive cognitions of trainees. In addition, methodological issues that have served to limit research activity are addressed. Brief recommendations are offered for future research and training efforts. 相似文献
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SVERKER ALÄNGE 《European Journal of Engineering Education》1991,16(2):153-157
The teaching of quality management at Chalmers University is described in detail and there is discussion of some important issues to be considered. Possible developments in quality management education for engineers are discussed. 相似文献
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A 30‐s ‘all‐out’ power protocol was studied in four groups of racing cyclists including internationals (n = 8), Category 1 (n = 10), Category 2 (n = 15) and Category 3 (n = 11). Following warm‐up each subject completed five trials interspersed by 3 min of low intensity exercise on an ergowheel racing cycle ergometry system at a power output of 15 W kg–1 body weight, generated at 130 rev min–1. Temporal indices of performance included delay time (DT) to achieve the power criterion, total time (TT) of the maintenance of the power criterion and the ratio of TT/DT. ‘Explosive’ leg strength was assessed from a vertical jump. The results indicated that international and Category 1 cyclists had lower DT (2.2 ± 0.1s and 2.1 +0.0s, respectively; P<0.05), higher TT (28.1 ±0.7s and 27.0+0.7s, respectively; P<0.05) and elevated TT/DT (12.8 and 12.9, respectively; P<0.01). ‘Explosive’ leg strength was also higher (P<0.05) in the internationals than in the other groups of cyclists. The protocol provides a sport‐related method for the assessment of short term endurance performance ability in racing cyclists which may be of value in identifying the anaerobic capability of individual cyclists. 相似文献
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Saad A. Noeman Kommajosyula Sharada Hassan El-Bena Samia EL Dardery Khalid AL Sawaf 《Indian journal of clinical biochemistry : IJCB》1994,9(1):40-42
The level of seven acute phase proteins was estimated together with copper and zinc in two groups of 15 children each suffering
from hepatitis A (HAV) or Hepatitis B (HBV). The mean concentration of α-1 antitrypsin, α-2 macroglobulin, ceruloplasmin,
C3 and copper was increased uniformly in both the types of viral hepatitis. α-1 acid glycoprotein, haptoglobin and zinc levels
were decreased in both the infections. A significant decrease in albumin level was observed in HAV while the decrease was
not significant in HBV. All the paramenters were repeated after one month on the day of discharge following the disappearance
of clinical signs and symptoms wherein the haptoglobin level returned to normal in HAV. No change was observed in the level
of other acute phase proteins. The level of the trace elements returned to normal. The observed increase in the levels of
acute phase proteins at the onset does not seem to have any significant relation to the subsequent course of the disease.
However, the level of acute phase proteins and other biochemical parameters may indicate a delayed biochemical recovery phase
in conjunction with the underlying hepatic pathological changes in the course of viral hepatitis in spite of clinical recovery. 相似文献
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Michael V. Fedewa Brett S. Nickerson Michael R. Esco 《Measurement in physical education and exercise science》2020,24(2):137-146
ABSTRACTHigher relative adiposity is independently associated with adverse health consequences. As such, accurate estimates of body composition in field settings are of utmost importance. The aim of this study was to examine the validity of the Body Adiposity Index (BAI) and Relative Fat Mass (RFM) as measures of total body adiposity. BAI and RFM were assessed in young adults (n = 188, 48.4% female, 21.8 ± 4.8 years, 24.4 ± 4.6 kg/m2). Adiposity was assessed using the 4C model (%Fat4C) and derived from underwater weighing for body density, dual-energy X-ray absorptiometry for bone mineral content, and bioimpedance spectroscopy for total body water. Bivariate correlations between BAI, RFM, and %Fat4C were assessed using Pearson’s r. Differences between measures were assessed using a repeated-measures ANOVA. BAI and RFM were associated with %Fat4C (r = 0.668 and 0.827 respectively, both p < .001). BAI and RFM overestimated %Fat4C (+4.3 ± 6.1 versus +4.3 ± 4.6, respectively, p < .001). The large error limits the practical utility of these anthropometric indices.Abbreviation: ANOVA: Analysis of Variance; BAI: Body Adiposity Index; BM: Body Mass; BMI: Body Mass Index; CM: centimeter; DXA: Dual X-ray Absorptiometry; HC: Hip Circumference; KG: kilogram; RFM: Relative Fat Mass; SPSS: Statistical Package for the Social Sciencesp; WC: Waist Circumference; %Fat: Body Composition. 相似文献
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Alicia L. Fedewa Elizabeth Fettrow Soyeon Ahn Minnah Farook 《Research quarterly for exercise and sport》2018,89(2):153-163
Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks. 相似文献
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We carried out a wind tunnel test to measure cladding loads for a high-rise building of 295 m in height, which would be located in the business center of Chongqing Municipality, P. R. China. The rigid model was used to determine fluctuating local pressures on the exterior surfaces of the building. The wind tunnel test results show the cr/tical zone of wind pressures on building surfaces in both standalone and interference conditions. The computational fluid dynamics （CFD） was conducted by using the FLUENT Code to compare with the wind tunnel test results, and the steady three-dimensional turbulent flow with Realizable k-ε as a turbulence model was used. The CFD results are agree with the wind tunnel test results in regards to distributions of wind pressures over a high-rise building＇s surfaces. 相似文献
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Alicia L. Fedewa Colleen Cornelius Heather E. Erwin Soyeon Ahn Claire Stai 《The Journal of educational research》2018,111(5):584-593
Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. 相似文献