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71.
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Muslim athletes should fast from sunrise to sunset each day throughout the 30 days of Ramadan. Most athletes will continue to train throughout Ramadan, and they may also be required to compete at this time, but they will also engage in the religious, cultural, and social activities that Ramadan represents. The available evidence indicates that high-level athletes can maintain performance during Ramadan if physical training, food and fluid intake, and sleep are appropriate and well controlled. Individualized monitoring of athletes may help to prevent fatigue and overtraining and to reduce the risk of consequent illness and injury. The timing and intensity of training may require adjustment to optimize the training response, and training close to or after sunset may have advantages, but this will vary between individual and team sports and between environments that are predominantly Muslim and those that are predominantly non-Muslim. Training late in the day allows nutrition interventions after training to promote adaptations to the training stimulus, to promote recovery, and might help to reduce muscle damage. Sleep deficits have a number of adverse effects on well-being and performance, and athletes should ensure adequate sleep throughout Ramadan. In non-Muslim majority environments, especially in team sports, coaches and athletes should be sensitive to the needs of their team-mates who may be fasting. Event organizers should take account of the needs of Muslim athletes when scheduling the dates and timings of sports competitions. 相似文献
73.
Johnson RJ Ross MW Taylor WC Williams ML Carvajal RI Peters RJ 《Child abuse & neglect》2006,30(1):75-86
OBJECTIVE: The current study examined the prevalence and characteristics of childhood sexual abuse in a jailed-based population. METHODOLOGY: A retrospective, self-reported survey was administered over an 8-week period to a random sample of 100 men who were incarcerated in a county jail in Southeastern Texas. The survey included questions about childhood sexual experiences before and after puberty, drug history and use, and sexual risk-taking behaviors. RESULTS: Of the 100 male inmates who participated in this study, 59% reported experiencing some form of sexual abuse before puberty, and all such instances occurred before or at the age of 13 years. The first episode of childhood sexual abuse began at an average age of 9.6 years (SD = 2.4), and ended at an average age of 13.0 years (SD = 2.3). Kissing and touching without intercourse (64%) was the common pattern of sexual abuse experience reported. The total number of perpetrators was 165, with 10% male and 90% female. Friends (n = 72) and family (n = 56) were the most frequent perpetrators. CONCLUSION: Childhood sexual abuse may be more prevalent among inmates than among males in the general population. These results show a high percentage of inmates who report a history of childhood sexual abuse; this rate is higher than those reported by other studies for incarcerated males. The findings support the belief held by professionals in the criminal justice field that a significant number of incarcerated males may have been victims of sexual abuse. 相似文献
74.
Ronald W. Morris 《Sex education》2013,13(4):405-422
Defining ‘success’ in sexuality education solely in terms of quantitative outcome measures is woefully inadequate. All too often, such measures presuppose and perpetuate a narrow and overly instrumental view of sexuality and education. Research and evaluation favouring quantitative measures of effectiveness tend to amplify short‐term results and mediocre ends at the expense of more substantive insight into the complexities and nuances of human action and good practice. The paper begins with a true story involving a teenager and high‐risk behaviours. This story serves as a basis for an allegorical exploration of programme development, goals and vision. The allegory offers a context for thinking about the importance of research and evaluation methods that focus on expressive action, agency and symbolic metaphorical thinking as opposed to measurable behaviours and linear logical thinking. 相似文献
75.
Ronald D. Owston 《Technology, Pedagogy and Education》2013,22(2):239-250
ABSTRACT The relationship between the computer and the teaching of writing is complex; it varies over time, is embedded in the classroom social context, and depends on the teacher's instructional goals. In this article, several dimensions of this relationship are explored to provide illustrations of its complexity. The conclusion is that the computer literacy workshops or courses typically found in pre‐service or in‐service teacher educational programmes are inadequate to prepare teachers for the teaching of writing with computers. New kinds of courses need to be developed that examine how computers affect classroom culture and the writing process. 相似文献
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Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(4):345-350
Changes in the new Carl D. Perkins Vocational and Applied Technology Education Act of 1990 have added to existing state and regional accrediting agency pressures for competency‐based instruction. Because of these increasing pressures, deans, department chairs, and administrators of federal vocational funds administered under the act are, and will continue to be, required to provide evidence that their programs are competency based. A three‐step model to competency‐based programs as well as administrator guidelines for needed documentation are presented. 相似文献
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Ronald D. Opp Penny Poplin Gosetti 《Community College Journal of Research & Practice》2013,37(7-8):609-627
This study involved trend and predictive analyses to examine changes in the proportional representation of women full-time faculty by race/ethnicity from 1991 to 1997 in a sample of 1,024 matched two-year colleges. Large, Hispanic-serving, Historically Black, and California two-year colleges, along with the percentage of women administrators of color entered as significant positive predictors of change in the proportional representation of women full-time faculty of color. These findings open the door, not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in two-year colleges. 相似文献
80.