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Barbara S. McClanahan Kenneth D. Ward Chris Vukadinovich Robert C. Klesges Linda Chitwood Stephen J. Kinzey 《Journal of sports sciences》2013,31(6):463-469
There is evidence from previous cross-sectional studies that high volumes of certain sports, including running, swimming and cycling, may have a negative impact on bone mineral density. The aim of the present study was to evaluate prospectively the effects of high athletic training in individuals who engage in high volumes of all three of these activities (triathletes). Bone mineral density for the total body, arms and legs was determined by dual-energy X-ray absorptiometry in 21 competitive triathletes (9 men, 12 women) at the beginning of the training season and 24 weeks later. Age, body mass index, calcium intake and training volume were also recorded to examine potential mediators of bone mineral density change. Men had greater bone mineral density at all sites than women. No significant changes were observed over the 24 weeks for either total body or leg bone mineral density. Bone mineral density in both arms increased by approximately 2% in men ( P ? 0.03), but no change was observed for women. Change in bone mineral density at all sites was unrelated to age, body mass index, calcium intake and training volume. The results suggest that adverse changes in bone mineral density do not occur over the course of 6 months of training in competitive triathletes. 相似文献
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As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged
to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity
Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his
reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a
sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations
to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced
suggests that the use of this device is worth serious consideration and research in similar contexts. 相似文献
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Kate Algozzine Christina Christian Mary Beth Marr Tina McClanahan Richard White 《Exceptionality》2013,21(2):93-104
The complex mix of systematic and unsystematic discipline that characterizes most schools creates heightened potential for variation and violation in school and classroom behavior. The challenge of maintaining order intensifies with teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Little is known about the demography (i.e., who, what, where, when, how) of behavior requiring attention from administrators and other professionals in elementary schools. The need for comprehensive and continuous monitoring of what goes on in schools within the context of increasing appropriate behavior and reducing inappropriate behavior is clear. In this research, we investigated the extent of variation in problem behavior at the school and classroom level. We evaluated office referrals, reasons for removing students from the classroom for discipline, and consistency of reasons for office referrals in schools using different recording systems. Rates of referral differed greatly among teachers within schools and a small group of students accounted for most of the documented behavior problems. The results have implications for efforts to improve academic and behavior instruction in elementary classrooms, which we discuss. 相似文献