大运动量训练时自由式摔跤运动员应激激素变化的探讨

观察了大运动量训练期8名自由式摔跤运动员应激激素、焦虑水平及主观强度感的变化。研究过程中,每周安排11次大运动量训练,共进行2次实验,每次3个取样点(运动前、即刻和次日晨)。结果显示,两次取样时期次日晨ACTH水平较运动后即刻明显降低;C水平在第二次取样运动后即刻水平和次日晨水平明显高于运动前的,并且该时期运动后即刻C水平也明显高于第一次取样时期运动后即刻水平;E水平在第二次取样运动后即刻水平明显高于第一次取样运动后即刻的,且次日晨该激素水平也明显高于第一次取样次日晨的;血浆β-END水平在第二次取样运动后即刻水平明显高于运动前,也高于第一次取样运动后即刻,第二次取样次日晨该激素水平均低于运动前和运动后即刻水平,同时低于第一次取样次日晨的;血清NE水平变化与β-END水平变化类似;而RPE等级和焦虑水平在两次测试中呈现出运动后即刻水平高于运动前和次日晨的趋势,但不明显;RPE等级与诸多应激激素之间存在着弱相关关系。这预示着,在运动员身体机能评定工作中欲采用简单易行的显示身体机能的外部指标来表现不易测到的内部变化还需努力。     

The family caregiver after the institutionalization of the dependent elderly relative

The objective of this study was to assess the relationship between the institutionalization of a dependent elderly relative and the family caregiver’s mental health, quality of life and caregiving satisfaction. We present data from 140 family caregivers caring for elderly family members, of whom 77 continued to live with family members and 63 had been institutionalized. We evaluated the factors influencing the decision to institutionalize the dependent relative, the effect of institutionalization on the caregiver’s psychological well-being and quality of life and the impact of strategies to find the meaning and cope with the relative’s placement on the caregiver’s emotional health and quality of life. Care does not end after institutionalization, but the stressors the caregiver faces change. Our results suggest that finding meaning increases satisfaction and reduces feelings of overload. They show that after institutionalization, stressors affecting caregivers are partly relieved, and that finding meaning increases the caregiver’s satisfaction, while decreasing the degree of overload. Our data, further, indicates that a good relationship and cooperation between the staff of the institution and the family are important to improve the caregivers’ emotional health and quality of life, and consequently, the quality of life of the dependent elderly relative.     

Collaborative action research through technologically mediated agoras

The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.     

Self-protection profiles of worth and academic goals in university students

European Journal of Psychology of Education - This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies...     

The use of portfolios to foster professionalism: attributes,outcomes, and recommendations

The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy.     

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).     

Application of a lexical-semantic intervention programme for students with Specific Language Impairment / Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.     

Determinants of successful internationalisation processes in business schools

We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels.