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11.
Danielle M. Logue Sharon M. Madigan Mirjam Heinen Sarah-Jane McDonnell Eamonn Delahunt Clare A. Corish 《European Journal of Sport Science》2019,19(1):112-122
ABSTRACTIntroduction: Low energy availability (LEA) results in physiological adaptations, which can contribute to unfavourable health outcomes. Little information exists on risk of LEA in active individuals competing in different sports or levels of competition. The aims of this study were to (1) identify risk of LEA in females competing at different levels of competition and (2) investigate associations between risk of LEA, illness and dietary habits. Methods: The validated questionnaire, ‘Low Energy Availability in Females Questionnaire’ was distributed online (November 2016–February 2017) to assess risk of LEA. Twenty-nine additional questions collected information on demographics, illness history and dietary habits. Participants were considered at risk of LEA if they attained a score of?≥?8 and were grouped into: (i) international; (ii) provincial/inter-county; (iii) competitive; and (iv) recreationally active. Chi-square and logistic regression analyses were used to explore differences between those at risk or not at risk of LEA. Results: Risk of LEA was identified in 40% (n?=?331) of 833 participants and was 1.7 and 1.8 times more likely in international and provincial/inter-county athletes compared to those who were recreationally active (International: odds ratios (OR) 1.68, 95% confidence intervals (95%CI) 1.12–2.54; Provincial/inter-county: OR 1.83, 95%CI 1.20–2.77). In participants at risk of LEA, missing >22 days of training during the previous year due to illness occurred 3 times more frequently (OR 3.01, 95%CI 1.81–5.02). Conclusion: Risk of LEA was widespread in this heterogeneous sample. Awareness of LEA and the development of appropriate energy management strategies to ensure athlete health across levels of competition are required. 相似文献
12.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献
13.
Sharon Parsons 《International Journal of Science Education》2013,35(9):989-1005
This article relates stories of what I have learned by engaging in autobiographical analysis of my work as a science educator, over a seven year period. These stories can be described loosely as 'a play with three acts'. During each act I am played by a somewhat different feminist character who is not only influenced by her own pedagogical and philosophical underpinnings (feminisms) but, by her own disciplinary and institutional contexts. The first act presents an historical feminist perspective. The second act can be described as an emerging postmodern feminist story. The third act is a feminisms story which is where I currently locate my practice. 相似文献
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This article presents early evaluation data on the effectiveness of an ethics-based sex education program, the Sexual Ethics for a Caring Society Curriculum (SECS-C), which strives to develop adolescents’ thinking about sex so that they might act ethically in relation to other people and reflect ethically upon sexual messages and events in the world around them. Unlike typical evidence-based curricula that measure prevention goals from a health perspective, effectiveness was measured in terms of attitude change. Seventy-nine 9th graders from 7 diverse classrooms at a charter school received 8 lessons from the curriculum. Pre and post measures assessed belief in rape myths (the Illinois Rape Myth Acceptance Scale) and bystanderism (the Bystander Attitude Scale, Revised (BAS-R)). The students showed improvements with regard to rape myth attitudes but not with regard to their beliefs in the likelihood of intervening in troublesome sexual situations. 相似文献
17.
Sharon Raver Robert C. Dwyer 《International Journal of Disability, Development & Education》1986,33(1):65-72
This paper documents the effectiveness of a substitute activity in decreasing the frequency of eye poking in a 3‐year‐old nonretarded visually impaired child who was involved in a highly participatory, full‐day reading program with four sighted classmates. Following 49 days of training, eye poking had been eliminated, and the subject was able to read 25 word cards. Elements to consider when selecting a substitute activity to interrupt an established self‐stimulating behaviour such as eye poking are discussed. 相似文献
18.
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive
professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science
materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers
is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant
differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms
scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly
more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length
and reported lower levels of preparedness to use reform pedagogical approaches. 相似文献
19.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
20.
Sharon K. Gibson 《Innovative Higher Education》2006,31(1):63-79
This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning. 相似文献