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排序方式: 共有114条查询结果,搜索用时 31 毫秒
91.
Brooke R. Brisbine Julie R. Steele Elissa J. Phillips 《Journal of sports sciences》2020,38(5):528-533
ABSTRACTAlthough breast pain is problematic for many active women, no published research has investigated breast pain experienced by elite female athletes. This study aimed to examine the extent that mastalgia and exercise-induced breast pain affected the sporting performance of elite female athletes during training and competition. A custom-designed online survey with questions related to sport participation, as well as the frequency, severity and perceived performance effects of mastalgia and exercise-induced breast pain, was distributed to sporting organisations, coaches, medical staff and teams/clubs throughout Australia. Five hundred and forty female athletes competing nationally or internationally across 49 different sports participated in the survey. Sixty-three percent of respondents reported experiencing breast pain associated with their menstrual cycle and 33% reported that this pain worsened during activity. Forty-four percent of athletes reported experiencing exercise-induced breast pain during training or competition. Both types of breast pain were also reported to negatively affect sporting performance (20% and 32%, respectively). Mastalgia associated with the menstrual cycle and exercise-induced breast pain should be acknowledged as potential problems affecting the sporting performance of elite female athletes. Awareness around the impact of breast pain and the development and implementation of breast pain management strategies are essential for this population. 相似文献
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Observations of primary pupils in a small Interactive Science Centre are analysed using a new model of play, practice and problem solving derived from a range of literature. It is shown from pupils’ activities, comments and reflections some time later that the transition from the characteristics of play is quite sharp and depends on the reduction of instruction density. Observations of slower learners at the Centre helps to identify two, possibly successive, features of this creative phase in the activities. 相似文献
96.
Oliver W. Edwards Caitlyn McKinzie Bennett Brooke Johnson 《Journal of educational and psychological consultation》2013,23(2):188-205
ABSTRACTPerceptions teachers have regarding their students are associated with their students’ school performance. Similarly, students’ psychoeducational and psychosocial functioning are partly shaped by their beliefs about teachers’ opinions of them. Psychoeducational performance and psychosocial interactions are linked with perceived stereotype threats. Stereotype threat refers to how a person’s fear or anxiety about confirming a negative stereotype associated with being a member of a stigmatized group undermines their performance in evaluative contexts. This work offers a theoretical and practical prevention and intervention teaching and learning framework to ameliorate stereotype threat. We describe the stereotype threat interruption model (STIM) as a consultation model that delineates stereotype threat and provides teacher-focused, student-centered, and environment-applied consultation strategies to abrogate its effects. STIM is applicable in graduate training and in the professional environment. It highlights a prevention science teaching and learning framework that proactively encourages healthy student development and efficient consultation services. 相似文献
97.
Brooke Fisher Liu J. Suzanne Horsley Abbey Blake Levenshus 《Journal of Applied Communication Research》2013,41(2):189-213
This study investigates the differences and similarities in communication practices between the public and private sectors. Through a survey of 976 government and corporate communicators, 12 organizational attributes previously identified in research on the government communication decision wheel (Liu & Horsley, 2007; Liu & Levenshus, 2008) were tested. The results indicated differences between the two groups in budgets, political influence, communication frequency, public pressure, interaction with other organizations, media coverage frequency, media coverage evaluation, and impact of legal frameworks as they relate to communication practices. No significant differences in diversity of publics, opportunities for professional development, participation in organizational leadership, or management support for communication between the two groups were found. The findings allowed for refinement of this developing model of government communication. 相似文献
98.
Social and Emotional Competence in Children of Depressed Mothers 总被引:3,自引:0,他引:3
Sherryl H. Goodman Donna Brogan Mary Ellen Lynch Brooke Fielding 《Child development》1993,64(2):516-531
The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children. 相似文献
99.
Responses to breaches in cybersecurity are increasingly reliant on criminal justice practitioners. However, while the demand for criminal justice participation in cybersecurity increases daily, most universities are lagging in their educational and training opportunities for students entering criminal justice agencies. This paper discusses the need for cybersecurity programs in criminal justice, and examines how the evolution of this “new crime” has become an issue for criminal justice professionals in addition to computer science experts. A review of existing cybersecurity programs in Texas suggests that most four-year universities have yet to develop courses/programs in criminal justice. Course recommendations, sample syllabi for cybersecurity courses in criminal justice, and recommendations for development of these programs are included. 相似文献
100.
Students with the most significant cognitive disabilities (SCD) are the 1% of the total student population who have a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behaviors and who require individualized instruction and substantial supports. Historically, these students have received little instruction in science and the science assessments they have participated in have not included age‐appropriate science content. Guided by a theory of action for a new assessment system, an eight‐state consortium developed multidimensional alternate content standards and alternate assessments in science for students in three grade bands (3–5, 6–8, 9–12) that are linked to the Next Generation Science Standards (NGSS Lead States, 2013 ) and A Framework for K‐12 Science Education (Framework; National Research Council, 2012 ). The great variability within the population of students with SCD necessitates variability in the assessment content, which creates inherent challenges in establishing technical quality. To address this issue, a primary feature of this assessment system is the use of hypothetical cognitive models to provide a structure for variability in assessed content. System features and subsequent validity studies were guided by a theory of action that explains how the proposed claims about score interpretation and use depend on specific assumptions about the assessment, as well as precursors to the assessment. This paper describes evidence for the main claim that test scores represent what students know and can do. We present validity evidence for the assumptions about the assessment and its precursors, related to this main claim. The assessment was administered to over 21,000 students in eight states in 2015–2016. We present selected evidence from system components, procedural evidence, and validity studies. We evaluate the validity argument and demonstrate how it supports the claim about score interpretation and use. 相似文献