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61.
Carlos Janssen Gomes da Cruz Guilherme Eckhardt Molina Luiz Guilherme Grossi Porto Luiz Fernando Junqueira Jr 《Research quarterly for exercise and sport》2017,88(3):371-376
Purpose: In a cross-sectional study design, we evaluated the resting heart rate (HRbaseline) and exercise and postexercise stress test-related chronotropic responses in male practitioners of recreational ballroom dancing (BD; n = 25, Mage = 26.6 ± 6.1 years) compared to a control group of insufficiently active nondancers (CG; n = 25, Mage = 25.9 ± 4.5 years). Method: All participants underwent a submaximal exercise test. At 85% of the maximal predicted HR, the recovery protocol was started, and heart rate recovery (HRR) was recorded during 1-min intervals for 5 min. Results: Compared with CG, BD showed lower HRbaseline (70 beats per minute [bpm] vs. 62 bpm, respectively, U = 143, p < .05, ES = .46), lower preexercise HR (94 bpm vs. 86 bpm, U = 157, p < .05, ES = .42), longer exercise test duration (346 s vs. 420 s, U = 95.5, p < .05, ES = .59), and higher HRR for 5 min postexercise (U = 1.29–1.89, p < .05, ES = .33–.50) as follows: 1st min (32 bpm vs. 40 bpm), 2nd min (45 bpm vs. 53 bpm), 3rd min (51 bpm vs. 58 bpm), 4th min (55 bpm vs. 59 bpm), and 5th min (59 bpm vs. 63 bpm). The coefficient of HRR from the 1st min to the 5th min postexercise was similar in both groups (U = 229–311, p > .05, ES = < .10–.22). Conclusion: Heightened cardiovascular functional status characterized by favorable enhanced chronotropic dynamics appears to occur in practitioners of recreational ballroom dancing, which suggests that this modality of exercise may result in health benefits. 相似文献
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64.
Vlachopoulos SP Kaperoni M Moustaka FC Anderson DF 《Research quarterly for exercise and sport》2008,79(3):283-299
The present study reported on translating the Exercise Identity Scale (EIS: Anderson & Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability. 相似文献
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66.
Ana Maria Garcia 《International journal of qualitative studies in education》2013,26(3):299-310
Multiculturalism has come to have multiple meanings depending on the context and voice it is given. In higher education it has become a symbol for particular notions about minority and majority groups, and their places in the institution. While multicultural affairs and concerns at academic institutions appear to be genuinely supported and give the impression of commitment, they are, on closer inspection, a superficial and reactionary response to environmental pressures. Multicultural initiatives are not integrated into the very heart of the institution, but, rather, relegated to a cursory importance that, while genuinely intended, maintains the status quo. This paper attempts to closely examine the process of multiculturalism in small liberal arts colleges from the perspective of a minority faculty and administrator. That is, from a simultaneous position of subject and object. 相似文献
67.
Maria A. Ruiz‐Primo Min Li Carlos Ayala Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506
The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development. 相似文献
68.
69.
A general model of performance and quality for one-stop e-Government service offerings 总被引:2,自引:2,他引:2
This paper introduces a framework and methodology for establishing indicators and metrics in order to assess the quality and performance of one-stop e-Government service offerings. The set of quality and performance indicators and metrics proposed has been derived in an outcomes assessment approach, based on the perspectives of e-Government service providers and end-users and following a goal-question-metric line of work that departs from some key quality and performance benefits. A methodology that employs the proposed framework to set improvement targets according to alternative scenarios is presented, and a strategy is elaborated for analyzing root causes of potential quality and performance shortcomings and undertaking appropriate countermeasures. Some results of application in a real case study, in the context of an EU-funded R&D project, are also provided. Finally, recommendations are given about usefulness of the proposed approach for e-Government service providers, as well as policy and decision-makers, and directions of future work are discussed in order to enhance the conceptual coverage of this approach, while at the same time not compromising its simplicity of application and generality of purpose. 相似文献
70.
Maria Amata Garito 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(1):41-47
In this paper some of the implications of the exploitation of Artificial Intelligence techniques in the educational field are presented, and the evolution of the changing quality of interaction between student and teacher is illustrated. Such historical changes are presented as a consequence of the introduction of new technologies in education. Particular aspects of Intelligent Educational Systems are presented, pointing out the innovative features of such systems compared with traditional applications. 相似文献