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51.
The use of dieting, rapid weight loss, and frequent weight fluctuation among athletes competing in weight-class and leanness sports have been considered a problem for years, but the extent of the problem and the health and performance consequences have yet to be fully examined. Most studies examining these issues have had weak methodology. However, results from this review indicate that a high proportion of athletes are using extreme weight-control methods and that the rules of some sports might be associated with the risk of continuous dieting, energy deficit, and/or use of extreme weight-loss methods that can be detrimental to health and performance. Thus, preventive strategies are justified for medical as well as performance reasons. The most urgent needs are: (1) to develop sport-specific educational programmes for athletic trainers, coaches, and athletes; (2) modifications to regulations; and (3) research related to minimum percentage body fat and judging patterns. 相似文献
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In the post-pillarized society of the Netherlands, formal religious education still is structured according to religious dividing lines. “Religion” in confessional schools is a compulsory subject; in public schools, taking a so-called neutral position with regard to religious traditions, “Religion” is an optional subject (Protestant, Roman Catholic, or Islamic religious education or Humanistic World View Education), taught to pupils on parents’ request. Nowadays, due to processes of modernization, globalization, and individualization, the position of religion in society has changed and subsequently the position of “Religion” as a subject in classes has changed. These days for principals and teachers in public schools it is urgent to reflect on their positionality regarding (religious and secular) worldview education. In this contribution we present our findings from document analysis and from (focus group) interviews with principals, and from observations in public schools, resulting in a plea for “Life Orientation for all” as a compulsory subject in all schools for all pupils. 相似文献
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Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being. 相似文献
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Ina Fourie 《Health information and libraries journal》2009,26(3):171-186
Objective: A review, focusing on emotion, was conducted of reported studies on the information behaviour of healthcare professionals (2004–2008). Findings were intended to offer guidelines on information services and information literacy training, to note gaps in research and to raise research interest. Method: Databases were searched for literature published from January 2004 to December 2008 and indexed on eric , Library and Information Science Abstracts, medline , Psyc INFO, Social Services Abstracts, Sociological Abstracts, Health Source: Nursing/Academic Edition; Library, Information Science & Technology Abstracts; Psychology and Behavioral Sciences Collection; Social Work Abstracts; Soc INDEX with Full Text; SPORTDiscus ; cinhal ; and the ISI Web of Knowledge databases. Key journals were manually scanned and citations followed. Literature was included if reporting on issues concerning emotion. Results: Emotion in information behaviour in healthcare contexts is scantily addressed. This review, however, offers some insight into the difficulty in identifying and expressing information needs; sense making and the need to fill knowledge gaps; uncertainty; personality and coping skills; motivation to seeking information; emotional experiences during information seeking; self‐confidence and attitude; emotional factors in the selection of information channels; and seeking information for psychological or emotional reasons. Conclusion: Suggestions following findings, address information literacy programs, information services and research gaps. 相似文献
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Jason Owen-Smith John Gascoigne Alan Chalmers Audra J. Wolfe Ivan Crozier Jan Crosthwaite Jonathan Simon Peter Anstey William Clower Mark Parascandola Robert L. Campbell Charlotte Bigg R. J. Hankinson Nicolas Rasmussen Christer Nordlund Nessy Allen Craig Sean McConnell David Oldroyd Edward Wisniewski Jessie Saul Stephanie H. Kenen Ina Roy Bradley Monton Dianah Leigh Jackson 《Metascience》2001,10(2):232-319
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Theo van Dellen Ina Heidekamp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):735-759
This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is “voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees’ quest for “freedom of learning for work”. This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees’ experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning. 相似文献
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This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK–4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed iPads demonstrated a myriad of teaching and learning opportunities. Overall, teachers integrated iPads into the existing curriculum to complement or enhance their lessons, provide different choices for students to engage with content, or for them to delve deeper into the content. Additionally, iPads were often used in interdisciplinary ways, involving a combination of at least two different content areas during one lesson. 相似文献