Normalization effect of sports training on blood pressure in hypertensives

Abstract

In this study, we assessed the extent to which 2000-m rowing ergometer performance predicted final rankings at the World Junior Rowing Championship in a sample of 398 junior rowers competing in 13 events. The rowers' ergometer performance times were examined using a questionnaire, and in all 13 events they correlated (P ≤ 0.039) with the final rankings at the Championship. The strongest correlations were observed for ergometer performance times in junior women's single sculls (r = 0.92; P < 0.001), followed by junior men's single sculls (r = 0.80; P < 0.001) and junior women's double sculls (r = 0.79; P < 0.001). The observed correlations were higher for smaller boats – singles, doubles, and pairs (r = 0.64–0.92; P ≤ 0.025) – than for larger boats – quads, fours, and eights (r = 0.31–0.70; P ≤ 0.039). Linear regression analyses were used to construct regression equations to predict final rankings based on 2000-m rowing ergometer performance times for each event. Although correlations in 10 of the 13 events were above r = 0.5, the large standard errors of the estimate impaired the prediction of rankings in all of the studied events. Using these equations, the most probable rowing ergometer performance times required for a particular ranking in a given rowing event might easily be calculated.     

Determinants predicting undergraduates’ intention to adopt e-learning for studying english in chinese higher education context: A structural equation modelling approach

Education and Information Technologies - This study explores the determinants that predict undergraduates’ intention to adopt e-learning for studying English on the basis of the extended...     

Effects of light and temperature conditions on flowering in Mat Rush

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How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai,China

Curriculum reforms with a focus on helping students ‘learn to learn’ are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward.     

Patrick Geddes and Museum ideas in Dundee and Beyond

One of the first things Patrick Geddes did on taking up the post of Professor of Botany at University College, Dundee was to establish a botanical museum. Throughout his life museums were of great importance to him, and were central to his theories as an educationalist. The Outlook Tower in Edinburgh was the most famous demonstration of these theories, but this short introductory paper also looks at less well known aspects of them, such as his ground-breaking paper to the Museums Association conference in Dundee in 1907, his unpublished book.

Museums

Actual and Possible, and his attempts to win the directorship of the Edinburgh Museum of Science and Art.     

A split-list approach for relevance feedback in information retrieval

In this paper we present a new algorithm for relevance feedback (RF) in information retrieval. Unlike conventional RF algorithms which use the top ranked documents for feedback, our proposed algorithm is a kind of active feedback algorithm which actively chooses documents for the user to judge. The objectives are (a) to increase the number of judged relevant documents and (b) to increase the diversity of judged documents during the RF process. The algorithm uses document-contexts by splitting the retrieval list into sub-lists according to the query term patterns that exist in the top ranked documents. Query term patterns include a single query term, a pair of query terms that occur in a phrase and query terms that occur in proximity. The algorithm is an iterative algorithm which takes one document for feedback in each of the iterations. We experiment with the algorithm using the TREC-6, -7, -8, -2005 and GOV2 data collections and we simulate user feedback using the TREC relevance judgements. From the experimental results, we show that our proposed split-list algorithm is better than the conventional RF algorithm and that our algorithm is more reliable than a similar algorithm using maximal marginal relevance.     

Relating Higher Education with the Labour Market: Graduates’ expectations and employers’ requirements

The paper takes into discussion the issue of quality of higher education services, from the perspective of graduates and employers as main beneficiaries of higher education services, by putting face to face expectations of students at graduation with employers’ requirements. In the two surveys conducted in 2006 in Romania, both graduates and employers have been asked about skills and abilities developed through higher education programmes and the extent to which these correspond to their expectations and requirements. The discussion is relevant to the vast literature presenting the skills debate, employment and graduates transition to the labour market, as well as to the literature presenting students’ expectations from higher education.     

An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments

Despite the high stakes attached to students’ performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the secondary level, and to characterize the challenges that both English Language Learners (ELLs) and non-English-Language Learners (non-ELLs) experience with this type of writing. Findings from these studies reveal that (1) in the context of New York City schools, exposition/argument is the most prevalent genre assigned as a writing task in secondary classrooms, as well as the most valued; and that (2) while both Intermediate ELLs and non-ELLs articulated Translating (the process of articulating ideas in the conventions of written English) as the most frequent challenge, the two groups differed in the kinds of Translating challenges and in the types and range of other challenges they articulated: ELLs articulated fewer challenges specifically related to the genre of exposition than did non-ELLs. Based on these findings we suggest several new approaches to classroom diagnostic assessment of writing, and raise issues to be considered in these approaches.