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Irwin C Desbrow B Ellis A O'Keeffe B Grant G Leveritt M 《Journal of sports sciences》2011,29(5):509-515
In this study, we investigated the impact of a controlled 4-day caffeine withdrawal period on the effect of an acute caffeine dose on endurance exercise performance. Twelve well-trained and familiarized male cyclists, who were caffeine consumers (from coffee and a range of other sources), were recruited for the study. A double-blind placebo-controlled cross-over design was employed, involving four experimental trials. Participants abstained from dietary caffeine sources for 4 days before the trials and ingested capsules (one in the morning and one in the afternoon) containing either placebo or caffeine (1.5 mg · kg(-1) body weight · day(-1)). On day 5, capsules containing placebo or caffeine (3 mg · kg(-1) body weight) were ingested 90 min before completing a time trial, equivalent to one hour of cycling at 75% peak sustainable power output. Hence the study was designed to incorporate placebo-placebo, placebo-caffeine, caffeine-placebo, and caffeine-caffeine conditions. Performance time was significantly improved after acute caffeine ingestion by 1:49 ± 1:41 min (3.0%, P = 0.021) following a withdrawal period (placebo-placebo vs. placebo-caffeine), and by 2:07 ± 1:28 min (3.6%, P = 0.002) following the non-withdrawal period (caffeine-placebo vs. caffeine-caffeine). No significant difference was detected between the two acute caffeine trials (placebo-caffeine vs. caffeine-caffeine). Average heart rate throughout exercise was significantly higher following acute caffeine administration compared with placebo. No differences were observed in ratings of perceived exertion between trials. A 3 mg · kg(-1) dose of caffeine significantly improves exercise performance irrespective of whether a 4-day withdrawal period is imposed on habitual caffeine users. 相似文献
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ABSTRACTThis paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or both of these LCT dimensions have guided their practice in the teaching of English for academic writing and specifically, the development of their students’ critical dispositions by teaching them how to apply lenses to analyse texts so that they may make informed judgements. Data from classroom interventions and student writing are provided. It is hoped that this paper elicits further discussion in the growing field of applying LCT and may draw attention to the role of the EAP teacher as expert in linguistics and the need to focus more on knowledge in EAP writing courses. 相似文献
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Applebee Dennis Bennett-Day Brooke Ferrari James Pritchard Patrick Boettger-Tong Holly 《Journal of Science Education and Technology》2021,30(4):539-549
Journal of Science Education and Technology - Spatial reasoning is a valuable cognitive tool which enables navigation of the body in relation to other objects in space, permits deconstruction of... 相似文献
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Brooke Harris Garad 《British Educational Research Journal》2021,47(4):942-958
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth. 相似文献
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Jasmine Tunstall 《Curator: The Museum Journal》2012,55(3):287-299
Abstract Under the Human Rights Act, the Human Rights Commission is responsible for education and advocacy about human rights in New Zealand. In order to reach more people and ensure human rights education is ongoing, the commission initiated a human rights community development approach, creating the Taku Manawa (My Human Rights) program. Representatives from key community organizations were selected for a regional pilot program. These representatives were then trained in the knowledge and ability needed to undertake human rights advocacy and implement this advocacy in their communities. This paper explains how the Waikato Museum was first identified as a key community organization or a “human rights museum.” Exploring the relationship with the Human Rights Commission and leaders from local and national community organizations, this paper also examines how Taku Manawa has encouraged positive social change and greater awareness of human rights issues through the Waikato Museum’s community events, public programming, and exhibition planning. 相似文献
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Parker Janise S. Marano Elizabeth Manson Delharty Ruja Erica Manigo Christian Sarathy Ashwini Rees Brooke Shin Erin 《The Urban Review》2022,54(3):367-389
The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore... 相似文献