2008年北京奥运会田径项目男子运动成绩分析

德国竞技杂志2005年第4期刊登了捷克学者泰林格尔(P·Tilinger)等人对自1972年至今所有已经举行过的奥运会和世锦赛前6名运动员的成绩进行了统计处理,其中,重点分析了110m跨栏、跳高、800m跑和铁饼项目,运用数理统计的外推法建立了男子田径各个项目的回归方程,对2008年第29届奥     

Occupational Well-being Among University Faculty: A Job Demands-Resources Model

The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.     

The development of teacher education

Even those who tend to see the present merely as the product of past thought and action are convinced that in the educational process we face new conditions and new tasks, the solutions of which are not mere modifications of traditional approaches. Attempts to identify the new social and educational situation have already had an international, multidisciplinary impact. Out of the great number of concepts, the classification and evaluation of which are a continuing task for the educationalists, the author has chosen two related ideas which have gradually gained acceptance in international pedagogical discussion. as well as Director of Research at the university's Institute for Studies in Teacher Education. In addition to serving as President of the Czechoslovak Pedagogical Society, he is general editor of the series calledCzech Pedagogical Thinking. He is a member of the group set up by the Czechoslovak Academy of Arts and Sciences to study the social consequences of the scientific-technological revolution. He is the author ofThe Methodology of Teaching and Learning Science in Secondary Schools, as well as of a number of university textbooks on didactics and several studies on adult education, leisure and teacher education. He has translated widely from Russian, German and English pedagogical literature.     

The brain and fatigue: new opportunities for nutritional interventions?

It is clear that the cause of fatigue is complex, influenced by events occurring in both the periphery and the central nervous system. Work conducted over the last 20 years has focused on the role of brain serotonin and catecholamines in the development of fatigue, and the possibility that manipulation of neurotransmitter precursors may delay the onset of fatigue. While there is some evidence that branched-chain amino acid and tyrosine ingestion can influence perceived exertion and some measures of mental performance, the results of several apparently well-controlled laboratory studies have not demonstrated a positive effect on exercise capacity or performance under temperate conditions. As football is highly reliant upon the successful execution of motor skills and tactics, the possibility that amino acid ingestion may help to attenuate a loss in cognitive function during the later stages of a game would be desirable, even in the absence of no apparent benefit to physical performance. There are several reports of enhanced performance of high-intensity intermittent exercise with carbohydrate ingestion, but at present it is difficult to separate the peripheral effects from any potential impact on the central nervous system. The possibility that changes in central neurotransmission play a role in the aetiology of fatigue when exercise is performed in high ambient temperatures has recently been examined, although the significance of this in relation to the pattern of activity associated with football has yet to be determined.