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排序方式: 共有191条查询结果,搜索用时 31 毫秒
71.
W. T. Jordan Ronald G. Burns Laura E. Bedard Tony A. Barringer 《Journal of Criminal Justice Education》2013,24(2):298-310
In an effort to explore criminal justice interns’ observations of misconduct and reporting patterns of their observations, a survey of criminal justice interns was conducted after their internships were completed. Students from four universities in the South (n = 463) were asked to participate. While only 2 percent of respondents reported observing illegal behavior by criminal justice agency personnel, over half of the respondents reported observing behavior they suspected was illegal; knew to be violations of department policy; or recognized as generally unprofessional behavior. 相似文献
72.
Kerry Purdue Diane Gordon‐Burns Alexandra Gunn Barbara Madden Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education. 相似文献
73.
Stephen F Burns Heather Corrie Ester Holder Thomas Nightingale David J Stensel 《Journal of sports sciences》2013,31(3):251-260
This study investigated the effect of a single session of resistance exercise on postprandial lipaemia. Eleven healthy normolipidaemic men with a mean age of 23 (standard error = 1.4) years performed two trials at least 1 week apart in a counterbalanced randomized design. In each trial, participants consumed a test meal (1.2?g fat, 1.1?g carbohydrate, 0.2?g protein and 68 kJ?·?kg?1 body mass) between 08.00 and 09.00?h following a 12?h fast. The afternoon before one trial, the participants performed an 88?min bout of resistance exercise. Before the other trial, the participants were inactive (control trial). Resistance exercise was performed using free weights and included four sets of 10 repetitions of each of 11 exercises. Sets were performed at 80% of 10-repetition maximum with a 2?min work and rest interval. Venous blood samples were obtained in the fasted state and at intervals for 6?h postprandially. Fasting plasma triacylglycerol (TAG) concentration did not differ significantly between control (1.03?±?0.13?mmol?·?l?1) and exercise (0.94?±?0.09?mmol?·?l?1) trials (mean?± standard error). Similarly, the 6?h total area under the plasma TAG concentration versus time curve did not differ significantly between the control (9.84?±?1.40?mmol?·?l?1?·?6?h?1) and exercise (9.38?±?1.12?mmol?·?l?1?·?6?h?1) trials. These findings suggest that a single session of resistance exercise does not reduce postprandial lipaemia. 相似文献
74.
Kate M. Edwards Victoria E. Burns Christropher Ring Douglas Carroll 《Journal of sports sciences》2013,31(8):855-862
Abstract The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress. 相似文献
75.
Masashi Miyashita Stephen F. Burns David J. Stensel 《Journal of sports sciences》2013,31(14):1473-1482
Abstract In this study, we compared the effects of accumulated and continuous running on resting arterial blood pressure. Ten normotensive/pre-hypertensive men, aged 25.0 ± 4.2 years (mean ± s), participated in three 2-day trials at least one week apart in a randomized, repeated-measures design. On Day 1, participants rested (control) or ran at 70% of maximum oxygen uptake in either ten 3-min bouts (30 min rest between bouts) or one continuous 30-min bout. On Day 2, participants rested throughout the day. Blood pressure was measured at hourly intervals throughout Days 1 and 2. Mean resting systolic blood pressure on Day 2 was 6% lower during the accumulated and continuous running trials compared with the control trial (110 ± 6 vs. 110 ± 8 vs. 117 ± 6 mmHg respectively; P < 0.05), but there were no differences in resting diastolic blood pressure among the three trials (70 ± 7 vs. 69 ± 6 vs. 70 ± 5 mmHg respectively). These findings demonstrate that accumulating 30 min of running throughout the day in short bouts is as effective as 30 min of continuous running for reducing resting systolic blood pressure on the next day in young normotensive/pre-hyptertensive men. 相似文献
76.
The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests. Rather than students' verbal and nonverbal responsiveness interacting, only students' nonverbal responsiveness significantly affected teachers' liking of students and willingness to comply with student requests. Students' nonverbal responsiveness accounted for 66% of the variance in teachers' liking of students and 31% of the variance in teachers' willingness to comply with student requests. It was also hypothesized that teachers' liking of students would moderate the effect of student responsiveness on teacher compliance. This hypothesis was not supported. 相似文献
77.
PREDICTING THE RETENTION OF UNIVERSITY STUDENTS 总被引:7,自引:1,他引:6
Survival analysis was used to model theretention of 8,867 undergraduate students at OregonState University between 1991 and 1996. Attrition wasfound to increase with age, and decrease with increasing high school GPA and first-quarter GPA.Non-residents had higher attrition rates than didresident and international students, and students takingthe Freshman Orientation Course appeared to be atreduced risk of dropping out. Statistically significantassociations of retention with ethnicity/race andcollege at first enrollment were also noted. Aproportional hazards regression model was developed topredict a student's probability of leaving school basedon these demographic and academic variables. Theseanalyses are helping to guide the university's effortsto improve retention through marketing, recruitment, and the development of orientation and otherprograms. 相似文献
78.
79.
80.
William A. Ellegood Jill Bernard Bracy Donald C. Sweeney II Mimi Duncan Kathleen Burns 《Journal of Further & Higher Education》2019,43(3):418-433
In this study, we investigate the joint impacts of class size, modality of content delivery and instructor workloads on 1078 student performances from 2010 through 2014 in a required College of Business Administration Information Systems (IS) course at a public Midwestern university, controlling for 11 demographic and other factors that might impact student performance. Class size, modality of delivery and instructor assignments are strategic college decisions affected by and subject to administrative policies that can impact the probabilities of student performance. Using the Akaike Information Criteria (AIC) and Chi-square significance tests, we construct a parsimonious binary logit model of individual student performance in the IS course and examine the effects of the administratively controllable factors on student performance. We find that the class size and the assignment of instructors to teach the course significantly impact student performance while modality of delivery does not. We offer and evaluate administrative policy recommendations likely to improve student performances. 相似文献