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41.
R. Andrew Shanely David C. Nieman Amy M. Knab Nicholas D. Gillitt Mary Pat Meaney Fuxia Jin 《Journal of sports sciences》2013,31(7):670-679
AbstractIncidence of vitamin D deficiency is increasing worldwide. The purpose of this study was to determine if supplementation with vitamin D2 from Portobello mushroom powder would enhance skeletal muscle function and attenuate exercise-induced muscle damage in low vitamin D status high school athletes. Participants were randomised to Portobello mushroom powder (600 IU/d vitamin D2) or placebo for 6 weeks. Participants then completed a 1.5-h exercise session designed to induce skeletal muscle damage. Blood samples and measures of skeletal muscle function were taken pre-supplementation, post-supplementation/pre-exercise and post-exercise. Six weeks supplementation with vitamin D2 increased serum 25(OH)D2 by 9.9-fold and decreased serum 25(OH)D3 by 28%. Changes in skeletal muscle function and circulating markers of skeletal muscle damage did not differ between groups. In conclusion, 600 IU/d vitamin D2 increased 25(OH)D2 with a concomitant decrease in 25(OD)D3, with no effect on muscular function or exercise-induced muscle damage in high school athletes. 相似文献
42.
Lynda Lewis John Trushell Pat Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):739-755
The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS. 相似文献
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44.
This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues. 相似文献
45.
Pat M. Ryan Jr. J. Edwin Culbertson Richard Harris Robert P. Friedman Frances McCurdy 《Quarterly Journal of Speech》2013,99(4):447-455
BULWER AND MACREADY: A CHRONICLE OF THE EARLY VICTORIAN THEATRE. Edited by Charles H. Shattuck. Urbana: University of Illinois Press, 1958; pp vii+278. $5.75. THE KABUKI THEATRE. By Earle Ernst. New York: Grove Press, 1959; pp. xxiii+296. With 58 half‐tone illustrations. Paper $2.45. JAPANESE THEATRE. By Faubion Bowers. New York: Hill and Wang, 1959; pp. xxi+294. Paper $2.25. DIRECTING THE PLAY: FROM SELECTION TO OPENING NIGHT. John Wray Young. New York: Harper, 1958; pp. xiv+171. $3.50. THE ANATOMY OF AMERICAN POPULAR CULTURE, 1840–1861. By Carl Bode. Berkeley: University of California Press, 1959; pp. xxii+292. $6.00. ERNESTINE ROSE AND THE BATTLE FOR HUMAN RIGHTS. By Yuri Suhl. New York: Reynal, 1959; pp. x+310. $5.75. “SUNSET”; COX: IRREPRESSIBLE DEMOCRAT. By David Lindsey. Detroit: Wayne State University Press, 1959; pp. xx+323. $5.00. ROAD OF PROPAGANDA: THE SEMANTICS OF BIASED COMMUNICATION. By Karin Dovring. Introduction by Harold D. Lass‐well. New York: Philosophical Library, 1959; pp. 158. $4.75. PERSONALITY AND PERSUASIBILITY. By Irving L. Janis, Carl I. Hovlund, and others. New Haven: Yale University Press, 1959; xiv+333. $5.00. FALLACY: THE COUNTERFEIT OF ARGUMENT. By W. Ward Fearnside and William B. Holther. Englewood Cliffs, N. J.: Prentice‐Hall, 1959; pp. vi+218. Paper $1.95. TEACHING: A PSYCHOLOGICAL ANALYSIS. By C. M. Fleming. New York: John Wiley, 1958; pp. xiii+291. $5.00. THEORY AND TECHNIQUE OF INTERPRETATION. By Martin Cobin. Englewood Cliffs, N. J.: Prentice‐Hall, 1959; pp. xii+256. $4.50. CREATIVE DISCUSSION. By Rupert L. Cort‐right and George L. Hinds. New York: Macmillan, 1959; pp. xii+303. $4.50. REPRESENTATIVE AMERICAN SPEECHES: 1958–1959. The Reference Shelf, Vol. 31, No. 3. Edited by A. Craig Baird. New York: H. W. Wilson, 1959; pp. 195. $2.50. 相似文献
46.
This article is based on research undertaken between 2009 and 2012 into the former Labour government's extremely ambitious ‘Building Schools for the Future’ (BSF) Programme and its withdrawal by the Coalition government. The project, which utilises analysis of policy documents, case studies in six local authorities (LA) and semi‐structured interviews with national and local policy actors, is being funded by Roehampton's Centre for Educational Research in Equalities, Policy and Pedagogy and the British Academy (SG100363). The focus of this article is the implications for social justice of BSF and its subsequent withdrawal. The structure of the article comprises an introduction to BSF and a summary of some of the main issues arising from it. We then move on to explore the social justice dimension of BSF as it is expressed in LA documents and in relation to the social policy aspirations of the former Labour government. In July 2010 the Coalition government discontinued the BSF programme and we track events and policy from that time, particularly focussing on the radical shift away from Labour's transformational and communitarian agenda in favour of criteria based on efficiency and value‐for‐money. We present data from our interviews with local actors on the equality and social justice impacts of this re‐orientation of policy. We conclude by arguing against the view that Labour abandoned social justice suggesting that BSF was one of a number of policies through which equality was pursued, albeit by stealth. 相似文献
47.
Susan Jones Christine Hall Pat Thomson Andy Barrett Julian Hanby 《Discourse: Studies in the Cultural Politics of Education》2013,34(1):118-131
In this article, we discuss the work undertaken in the first phase of a participatory theatre project which took place on a council housing estate in the Midlands of England, in which residents were invited to share their memories for a production which would present the history of the estate. This community is often characterised as deficient, ageing, welfare-oriented, low in educational attainment and aspiration. Interviews and field notes suggest that there was not a great amount of hope within the community for the success of a participatory arts project such as this. However, the performance attracted a large number of participants who performed to full houses over five nights. Using a place-based approach, we argue that a model of open participation led to the presentation of alternative, more positive, narratives of this community as a place to live. 相似文献
48.
Margaret Scanlon Hilary Jenkinson Pat Leahy Fred Powell Olive Byrne 《Irish Educational Studies》2013,32(3):343-357
The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic. 相似文献
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50.
In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is like to be a religious education teacher at the turn of the millennium. 相似文献