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531.
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Tiffany Lewis 《Communication quarterly》2013,61(3):282-301
Talking about a difficult event may reduce discloser distress, but it may increase it in the listener. This essay offers a model that assesses some antecedent and interactional variables proposed to be involved with listening and connected with listeners' negative distress. Based on 82 reports of interactions with close relational others, levels of negative distress correlated positively with the amount of responsibility people felt for the other and time reported listening to the others' disclosure. Those who reported validating the other also reported more negative distress than did those who said their response style was to give advice. This article offers possible modifications to the model based in these results. 相似文献
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Drawing on interviews with Muslim parents, students, and teachers in a Midwestern city, as well as one of the author's (Sabry's) own experiences as a member in the local Muslim community, this paper documents and describes the challenges faced by Muslim youth in U.S. schools. Grounded in the theoretical framework of cultural mismatch, the paper presents key themes of the interviews with regards to the areas of curriculum, instruction, and home-school relations. Based on these findings, and using Banks' Multicultural Education Dimensions, a proactive model of cooperation between the families of Muslim students and the public school system is proposed. The paper concludes by urging other scholars to investigate the schooling of Muslim students in the U.S. and encouraging members of the Muslim community to share their U.S. schooling experiences. 相似文献
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Darren L. Richardson Michael J. Duncan Alfonso Jimenez Paul M. Juris Neil D. Clarke 《European Journal of Sport Science》2019,19(2):234-246
Objectives: To investigate the effects that high-velocity, low-load (HVLL) and low-velocity, high-load (LVHL) resistance exercise, performed once or twice-weekly, have on indices of functional performance (primary outcome), maximal strength, and body composition (secondary outcomes) in older adults.Methods: In a randomised, controlled, multi-armed, parallel design, 54 moderately-highly active, but resistance exercise naïve older adults (aged 60–79 years), attended baseline and post-10-week intervention assessment sessions. Physical and functional assessments were completed, and predicted one-repetition maximums (1-RM) were obtained for eight exercises. Participants were then randomised into one of five conditions: HVLL once-weekly (HVLL1: n?=?11) or twice-weekly (HVLL2: n?=?11), LVHL once-weekly (LVHL1: n?=?10) or twice-weekly (LVHL2: n?=?11), no-exercise control condition (CON: n?=?11). The HVLL conditions completed 3 sets of 14 repetitions at 40% 1-RM and the LVHL conditions, 3 sets of 7 repetitions at 80% 1-RM. In total, 50 participants completed all testing and were included in analyses.Results: Only LVHL2 improved 30-sec chair stand performance (p?=?.035; g?=?0.89), arm curls (p?=?.011; g?=?1.65) and grip-strength (p?=?.015; g?=?0.34) compared to CON. LVHL2 improved maximal strength compared to CON for 7/8 exercises (p?.05). Whereas, LVHL1 and HVLL2 only improved seated row and chest press compared to CON (p?.05).Conclusion: Possibly due to the lower intensity nature of the HVLL conditions, LVHL, twice-weekly was most beneficial for improving functional performance and strength in moderately-highly active older adults. Therefore, we recommend that exercise professionals ensure resistance exercise sessions have sufficient intensity of effort and volume, in order to maximise functional performance and strength gains in older adults. 相似文献
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Carol A. Potter, a research associate at the University of Durham, and Helen L. Richardson, a governor trainer and support co-ordinator, explore an approach to the development of reflective abilities amongst classroom assistants, whose need for appropriate training was recognised in the White Paper Excellence in Schools (DfEE, 1997). 相似文献
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William Richardson 《British Journal of Educational Studies》2002,50(1):3-56
This essay provides an assessment of the development of educational studies as a field of enquiry in the United Kingdom since 1940. The narrative embraces the UK as a whole but also offers an account of distinctive aspects of the evolution of the field in each constituent country over three broad periods: 1940-1959; 1960-1982; and 1983 to the present. 相似文献