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101.
BackgroundIndividuals with diabetes have greater central arterial stiffness, wave reflections, and hemodynamics, all of which promote the accelerated cardiovascular pathology seen in this population. Acute aerobic exercise has been shown to be an effective strategy for reducing central arterial stiffness, wave reflections, and hemodynamics in healthy individuals; however, the effects of acute aerobic exercise in reducing these outcomes is not well established in people with diabetes. Recently, implementation of high-intensity interval exercise (HIIE) has shown superior improvements in cardiovascular health outcomes when compared to traditional aerobic exercise. Yet, the effect of HIIE on the aforementioned outcomes in people with diabetes is not known. The purpose of this study was to (i) describe the central arterial stiffness, wave reflections, and hemodynamic responses to a bout of HIIE and moderate-intensity continuous exercise (MICE) in adults with diabetes; and (ii) compare the effects of HIIE and MICE on the aforementioned outcomes.MethodsA total of 24 adult men and women (aged 29–59 years old) with type 1 (n = 12) and type 2 (n = 12) diabetes participated in a randomized cross-over study. All participants completed the following protocols: (i) HIIE: cycling for 4 × 4 min at 85%–95% of heart rate peak (HRpeak), interspersed with 3 min of active recovery at 60%–70%HRpeak; (ii) MICE: 33 min of continuous cycling at 60%–70%HRpeak; and (iii) control (CON): lying quietly in a supine position for 30 min.ResultsA significant group × time effect was found for changes in central systolic blood pressure (F = 3.20, p = 0.01) with a transient reduction for the HIIE group but not for the MICE or CON groups. There was a significant group × time effect for changes in augmentation index at a heart rate of 75 beats/min (F = 2.32, p = 0.04) with a decrease following for HIIE and MICE but not for CON. For all other measures of central arterial stiffness and hemodynamics, no significant changes were observed (p > 0.05).ConclusionA bout of HIIE appears to lead to a greater transient reduction in central systolic blood pressure than the reduction observed following MICE; however, both HIIE and MICE improved augmentation index at a heart rate of 75 beats/min in people with diabetes. There was no significant difference in response to HIIE and MICE in all outcomes. This provides preliminary evidence on the role of HIIE on such outcomes in people with diabetes. 相似文献
102.
The development of support staff was a key aspect of the Labour government’s reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The research re-visits individuals who had acquired HLTA status between 2006 and 2009 and had participated in a questionnaire survey regarding their role at that time. A duplicate questionnaire was distributed in 2013 to 305 of these HLTAs and was followed up in 2014 by focus groups with self-selecting individuals from the original sample. To date there has been little research relating to the development of the HLTA role and the implications this has for both teachers and pupils, particularly in terms of provision for the most vulnerable learners. 相似文献
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104.
Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
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106.
This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media ‘mediated’ a period of educational change marked by moves to self‐management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media ‘issues’, how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year‐long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo‐liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work. 相似文献
107.
In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties. 相似文献
108.
Stephen Crump 《教育政策杂志》2013,28(6):631-637
Life is now a matter of selling oneself to slave-work, building roads or labouring in quarries or mines or on the railways, purposeless, meaningless, real slave-work, each integer doing his [and/ or her] mere labour, and all for no purpose, except to have money, and to get away from the old system. (…) It is as if the whole social form were breaking down, and the human element swarmed within the disintegration, like maggots in cheese. The roads, the railways are built, the mines and quarries are excavated, but the whole organism of life, the social organism, is slowly crumbling and caving in, in a kind of process of dry rot, most terrifying to see. (D. H. Lawrence, Twilight in Italy, 1997, Penguin Edition: 223/4). 相似文献
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110.
Drawing on the findings of a recent national survey, this article examines the extent to which higher education institutions in the United Kingdom meet the minimum standards recommended by the Health and Safety Executive (HSE) for the management of work‐related stressors. A comparison is also made between the average weekly working hours reported in the current survey with those found in two previous studies of the higher education sector (1998 and 2004). A sample of 9,740 academic and academic‐related employees working in higher education institutions in the UK completed a measure of seven job‐related stressors (or psychosocial hazards) (that is, demands, control, support from colleagues and managers, interpersonal relationships, role clarity and involvement in organisational change). With one exception (job control), levels of job‐related stressors in the higher education sector exceeded the benchmarks stipulated by the HSE. Stressors relating to change, role, job demands and managerial support were particularly high. Recommendations made by the HSE for interim and longer‐term targets to be achieved for the management of each stressor category are provided. Findings also revealed that average working hours remain high in the sector, with many employees continuing to exceed the weekly limit set by the UK Working Time Directive. The utility of the HSE approach in higher education institutions and ways in which the sector might work towards meeting the HSE management standards and consequently enhance employee well‐being are considered. 相似文献