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Alan M. Nevill Edward M. Winter Steve Ingham Adam Watts Georgios S. Metsios Arthur D. Stewart 《Journal of sports sciences》2013,31(9):1009-1016
Abstract The aim of the present study was to identify when body mass index (BMI) is unlikely to be a valid measure of adiposity in athletic populations and to propose a simple adjustment that will allow the BMI of athletes to reflect the adiposity normally associated with non-athletic populations. Using data from three previously published studies containing 236 athletes from seven sports and 293 age-matched controls, the association between adiposity (sum of 4 skinfold thicknesses, in millimetres) and BMI was explored using correlation, linear regression, and analysis of covariance (ANCOVA). As anticipated, there were strong positive correlations (r = 0.83 for both men and women) and slope parameters between adiposity and BMI in age-matched controls from Study 1 (all P < 0.001). The standard of sport participation reduced these associations. Of the correlations and linear-regression slope parameters between adiposity and BMI in the sports from Studies 2 and 3, although still positive in most groups, less than half of the correlations and slope parameters were statistically significant. When data from the three studies were combined, the ANCOVA identified that the BMI slope parameter of controls (5.81 mm · (kg · m?2)?1) was greater than the BMI slope parameter for sports (2.62 mm · (kg · m?2)?1) and middle-distance runners (0.94 mm · (kg · m?2)?1) (P < 0.001). Based on these contrasting associations, we calculated how the BMI of athletes can be adjusted to reflect the same adiposity associated with age-matched controls. This simple adjustment allows the BMI of athletes and non-athletes to be used with greater confidence when investigating the effect of BMI as a risk factor in epidemiological research. 相似文献
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ABSTRACTLearning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students’ growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of ‘digital native’, yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship. 相似文献
45.
Elizabeth L. Winter 《期刊图书馆员》2013,64(3-4):439-445
TRANSFER is an initiative of the UK Serials Group (UKSG) that seeks to address the issues that can arise when journals change publishers. The TRANSFER Code of Practice, first released in 2008, has made some important strides in improving the process by which journals transfer from one publisher to another. There is still much work to be done, and the TRANSFER Working Group is committed to continuing to develop and disseminate procedures and policies surrounding the transfer of journals between publishers so that the annual movement of journals causes less disruption for all parties involved. 相似文献
46.
Robert Winter 《Educational Media International》2013,50(4):178-180
Abstract The article describes the study undertaken of how to help disadvantaged teenagers by the Johann Jacobs Foundation of Switzerland and the Russell Sage Foundation of New York. It presents its conclusions, and the follow up of these during the European NetDays Awareness Week in October 1997. 相似文献
47.
Christine Winter 《International Studies in Sociology of Education》2013,23(2):153-175
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers. 相似文献
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This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research. 相似文献
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Mario Winter 《Informatik - Forschung und Entwicklung》2000,15(3):121-132
Zusammenfassung. Bei der iterativen, inkrementellen Software-Entwicklung werden Klassen sukzessive spezifiziert, implementiert bzw. ge?ndert
oder erweitert, klassengetestet und zu einem ausführbaren Anwendungssystem integriert. Integrations- und Regressionstest stellen
dabei besonders wichtige und h?ufig ausgeführte Testaktivit?ten dar, die zudem aufgrund der vielf?ltigen Interaktionsm?glichkeiten
in objektorientierten Programmen sehr komplex sind. Integrations- und Regressionstest werden in der Literatur stets separat
behandelt, obwohl sie durchaus ?hnliche Teilaktivit?ten beinhalten. Bestehende Ans?tze zum objektorientierten Integrationstest
betrachten entweder strukturelle oder verhaltensorientierte Systembeschreibungen. In diesem Beitrag stellen wir das Klassen-Botschaftsdiagramm
(KBD) vor, ein Struktur und Verhalten objektorientierter Programme gleicherma?en berücksichtigendes interaktionsbasiertes
(Test-)Modell. Wir skizzieren Algorithmen zur ?nderungsanalyse, Ableitung einer Integrationsstrategie und Auswahl von Regressionstestf?llen
nach der Modifikation bestehender Klassen. Abschlie?end werden die Ergebnisse einiger mit Smalltalk-80 Klassen durchgeführter
Experimente zur Evaluierung des Verfahrens vorgestellt.
Eingegangen am 14. Dezember 1999 / Angenommen am 19. Juni 2000 相似文献