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31.
Amy Vivien Tanner Birthe Vejby Nielsen Judith Allgrove 《Journal of sports sciences》2013,31(7):680-689
AbstractThe aim of this study was to examine the acute response to plasma and salivary cortisol and testosterone to three training protocols. Ten trained endurance athletes participated in three experimental trials, such as interval training (INT), tempo run (TEMP) and bodyweight-only circuit training (CIR), on separate days. Blood and saliva samples were collected pre- and 0, 15, 30 and 60 min post-exercise. Peak post-exercise salivary cortisol was higher than pre-exercise in all trials (P < 0.01). After INT, salivary cortisol remained elevated above pre-exercise than 60 min post-exercise. Salivary testosterone also increased post-exercise in all trials (P < 0.05). Plasma and salivary cortisol were correlated between individuals (r = 0.81, 0.73–0.88) and within individuals (r = 0.81, 0.73–0.87) (P < 0.01). Plasma and salivary testosterone was also correlated between (r = 0.57, 0.43–0.69) and within individuals (r = 0.60, 0.45–0.72), (P < 0.01). Peak cortisol and testosterone levels occurred simultaneously in plasma and saliva, but timing of post-exercise hormone peaks differed between trials and individuals. Further investigation is required to identify the mechanisms eliciting an increase in hormones in response to CIR. Furthermore, saliva is a valid alternative sampling technique for measurement of cortisol, although the complex, individual and situation dependent nature of the hormone response to acute exercise should be considered. 相似文献
32.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
33.
In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview
about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to
ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday
reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent
to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over
45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and
a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income
than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did.
Methodological issues and some educational implications are discussed. 相似文献
34.
Girls' and boys' reasoning on cultural and religious practices: a human rights education perspective
Annamagriet de Wet Cornelia Roux Shan Simmonds Ina ter Avest 《Gender and education》2012,24(6):665-681
Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls' positioning in their specific communities. From the findings it became evident that the participants were aware of conforming to particular cultural and religious practices. However, some participants also challenged how they perceived these practices and the roles of girls in their communities. The article highlights the necessity of embarking on a gendered perspective towards human rights education. 相似文献
35.
36.
Kristen Nielsen 《Journal of Research in Reading》2014,37(1):1-16
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation. 相似文献
37.
The scope of the present study was first to evaluate the cross‐cultural reliability and validity of the Social Emotional Questionnaire (SEQ) and second to estimate and compare the prevalence rates of childhood developmental and psychiatric disorders in the general population of young children in the Netherlands and Greece. To this end, the caregivers of 1748 Dutch and 384 Greek 4–12‐year‐old children from the general population completed the SEQ. The number of children displaying symptoms of childhood developmental disorders was estimated by applying the Diagnostic and Statistical Manual of Mental Disorders‐IV criteria of symptom occurrence. Results showed that the reliability and the construct validity of the SEQ were acceptable in both countries and for all the age‐groups of children. Concerning the prevalence, the Greek children were found to display overall significantly more symptoms of developmental disorders than the Dutch children. However, when the number of children suffering from psychiatric symptoms in the clinical range was estimated using the clinical criteria provided by categorical classification systems, no statistical significant differences emerged between the two countries. This finding suggests that when the criterion of clinical impairment is applied in diagnostic procedures, the number of children suffering from severe psychiatric disorders is about equal in the two countries. The implications of the study are discussed. 相似文献
38.
Cecilia Nielsen 《Scandinavian Journal of Educational Research》2013,57(5):551-565
Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space. 相似文献
39.
Klaus Nielsen 《Studies in Continuing Education》2013,35(3):247-261
This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation. 相似文献
40.
Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research. 相似文献