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21.
Jonas K. Enqvist Patrik H. Johansson Thibault Brink-Elfegoun Linda Bakkman Björn T. Ekblom 《Journal of sports sciences》2013,31(9):947-955
Abstract Energy turnover was assessed in two conditions of mixed ultra-endurance exercise. In Study 1, energy expenditure and intake were measured in nine males in a laboratory over 24 h. In Study 2, energy expenditure was assessed in six males during an 800-km Adventure race (mean race time 152.5 h). Individual correlations between heart rate and oxygen uptake ([Vdot]O2) were established during pre-tests when kayaking, cycling, and running. During exercise, energy expenditure was estimated from continuous heart rate recordings. Heart rate and [Vdot]O2 were measured regularly during fixed cycling work rates to correct energy expenditure for drift in oxygen pulse. Mean energy expenditure was 18,050 ± 2,390 kcal (750 ± 100 kcal · h?1) and 80,000 ± 18,000 kcal (500 ± 100 kcal · h?1) in Study 1 and Study 2 respectively, which is higher than previously reported. Energy intake in Study 1 was 8,450 ± 1,160 kcal, resulting in an energy deficit of 9,590 ± 770 kcal. Body mass decreased in Study 1 (?2.3 ± 0.8 kg) but was unchanged in Study 2. Fat mass decreased in Study 2 (?2.3 ± 1.5 kg). In Study 1, muscle glycogen content decreased by only 60%. Adventure racing requires a high energy expenditure, with large inter-individual variation. A large energy deficit is caused by inadequate energy intake, possibly due to suppressed appetite and gastrointestinal problems. The oxygen pulse, comparing start to 12 h of exercise and beyond, increased by 10% and 5% in Study 1 and Study 2 respectively. Hence, estimations of energy expenditure from heart rate recordings should be corrected according to this drift. 相似文献
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The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
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Sustainable design issues are complex and multi-faceted and need integration in the education of young designers. Current research recommends a holistic view based on problem-solving and inter-disciplinary work, yet few design educators have brought these ideas to their full consequence. Sustainability education for designers is still often rooted in environmental issues, providing incomplete understanding of the broader relationships at hand. The article reflects on a case study of a student-initiated multi-disciplinary design project in Haiti. This reflection allows for discussing a number of issues related to establishing an educational agenda for incorporating social sustainability in design education, including recommendations for how to address motivation, expected learning outcomes, and feedback and guidance. 相似文献
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In the last half century higher education has had to respond to a rapidly accentuated process of globalisation. Consequently, universities worldwide are more concerned with internationalisation than before. Stier identifies three intrinsic internationalisation ideologies (idealism, instrumentalism and educationalism) in higher education. Drawing from these ideologies and using discourse analysis, written documentation on internationalisation from 31 universities in 12 countries has been analysed to explore the self‐presentations that universities project of themselves in discursive space. Focal questions were: (1) what types of rhetorical devices are used in university’s self‐presentations and (2) what are the ideological consequences of this use? Five idealtypical self‐presentations were discussed. One conclusion drawn is that universities must harmonize politically controversial dichotomies, which produces consensus narratives. Yet there are potential tensions between these dichotomies. On the language level these tensions are resolved by harmonising different ideals. 相似文献
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Jonas Lieberkind 《Scandinavian Journal of Educational Research》2013,57(6):710-730
In Scandinavian schools, there is a significant tradition for creating a democratic context of experience; this tradition is gradually being challenged by new political and economic movements and increasing focus on tests, assessments, knowledge, and skills. The purpose of this study is to analyze and discuss the status of the current context of experience in Scandinavian schools and the students' perceptions of the classroom environment. The study is based on a historical and secondary analysis of the International Civic and Citizenship Education Study (ICCS). The ICCS is large-scale comparative study investigating more than 140,000 Year 8 students in more than 5,300 schools from 38 countries. The conclusion is that the Scandinavian school still, to a considerable degree, develops a democratic and open environment. However, this is not without challenges. The results reveal an asymmetry between the open dialogue-based classroom and the students' poor influence in decision-making at school. 相似文献
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Nieli Langer 《Educational gerontology》2013,39(8):752-764
Aging is a complex process that involves factors such as cultural, ethnic, and gender differences and is unique to each individual. Love, sexual intimacy, and sexuality are characteristics that help define individuals and often contribute to how well they will continue to live and age. Enhanced knowledge and healthy attitudes about sexual needs and feelings of older adults living in the community or in long term care settings may help to dispel negative myths, stereotypes, and self-fulfilling attitudes in older adults and in the general public. This awareness will support the perception that full sexual expression is part of the entire extent of adulthood. 相似文献