Continuous walking and time- and intensity-matched interval walking: Cardiometabolic demand and post-exercise enjoyment in insufficiently active,healthy adults     

Kate Francis  Tom Williamson  Paul Kelly 《Journal of sports sciences》2021,39(1):23-30

ABSTRACT

We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HR_max). For IW, participants alternated between 3 min at 80% HR_max and 2 min at 50% HR_max. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O₂ showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min^?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg^?1.min^?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults.  相似文献   

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization          下载免费PDF全文

John C. Begeny  Rebecca A. Levy  Rahma Hida  Kate Norwalk 《Psychology in the schools》2018,55(2):120-136

Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization.  相似文献   

Visualization of Wormlike Micelle Fluid Flow in a Mixing Tank     

Hongyuan Wei  Jieliang Lu  Chong Gu  Kate Xu  Boonho Ng  Leping Dang 《天津大学学报(英文版)》2018,(4)

In this study,particle image velocimetry was applied to investigate flow fields of wormlike micelle(WLM) fluids in a mixing tank equipped with a four-blade,down-pumping,pitched blade turbine. First,the rheology of WLM fluids was investigated,and the Carreau model was utilized to describe their apparent viscosity. Then,the effects of the rotation speeds and rheological properties on the flow fields were studied using different WLM fluids at different rotation speeds. The results revealed that with increasing Reynolds number,the discharge angle decreases and the carven size increases. Furthermore,elastic effects of WLM fluids lead to a more curved flow and a smaller carven.  相似文献   

The relationship between grit,self-control,and early grade reading: a trial measuring soft skills in rural Tanzania     

Amy Mulcahy-Dunn  Simon J. King  Erin O. Newton  Kate Batchelder 《教育心理学》2018,38(8):997-1009

Abstract

Soft skills such as grit, self-control, and self-confidence have been shown to predict outcomes in school and in life. As such, their valid and reliable measurement is of substantial interest in educational research and policy circles. However, the vast majority of this research originates in Western countries; relatively little is known regarding the measurement of soft skills in developing country contexts and whether similar types of instruments can provide evidence of these skills. This paper presents a novel means of assessing grit, self-control, and self-confidence in rural Tanzania: through the use of scenario-based self-report questionnaires. Survey instruments were administered in three regions in Tanzania to 961 Standard 2 pupils. We found that scenario-based items provided valid and, in most cases, reliable estimates of the three tested soft skills. When comparing self-reported soft skills and reading ability, we found that both grit and self-control were significant predictors of reading and mathematics performance. After controlling for sex, region, and age, grit was found to have a stronger association with reading performance than socioeconomic status.  相似文献   

BIBCO Training and Its Influence on PCC Partnerships     

Kate Harcourt 《Cataloging & classification quarterly》2020,58(3-4):257-263

Abstract

BIBCO is one of four programs in the PCC. This article summarizes the development of BIBCO and how its cataloging training program was strikingly different from the other three programs: NACO, CONSER and SACO. BIBCO grew out of the 1990–1991 recession which created widespread anxiety over the cost of original cataloging. BIBCO attempted to reduce the cost without sacrificing quality and increase record production through the use of core records. The early training emphasized the value of cooperation. PCC’s strength in this area is seen today in its partnerships and leadership in metadata initiatives such as linked data.  相似文献   

Integrating curriculum: a case study of teaching Global Education     

Kate Ferguson-Patrick  Ruth Reynolds  Suzanne Macqueen 《欧洲师范教育杂志》2018,41(2):187-201

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers’ experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers’ professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills , for young citizens and this must begin in preservice education.  相似文献   

Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic     

Georga J. Longhurst  Danya M. Stone  Kate Dulohery  Deirdre Scully  Thomas Campbell  Claire F. Smith 《Anatomical sciences education》2020,13(3):301-311

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.  相似文献   

Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them?     

Kate Wilkinson  George Dafoulas  Hemda Garelick  Christian Huyck 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):761-777

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Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities     

Richard Crombie  Lesley Sullivan  Kate Walker  Rebecca Warnock 《Support for Learning》2014,29(1):7-23

This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.  相似文献   

Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy     

Phillippo  Kate  Griffin  Briellen  Del Dotto  B. Jacob  Lennix  Crystal  Tran  Ha 《The Urban Review》2021,53(4):591-616

The Urban Review - School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents’ promises of equitable educational...  相似文献