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31.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Robert W. Morton 《Journal of sports sciences》2013,31(17):2037-2044
ABSTRACTLeucine metabolites may reduce training-induced inflammation; however, there is scant evidence for this assertion. We conducted a double-blind randomized controlled pragmatic trial where 40 male participants were allocated into 4 groups: α-hydroxyisocaproic acid group ([α-HICA], n = 10, Fat-free mass [FFM] = 62.0 ± 7.1 kg), β-hydroxy-β-methylbutyrate free acid group ([HMB-FA], n = 11, FFM = 62.7 ± 10.5 kg), calcium β-hydroxy-β-methylbutyrate group ([HMB-Ca], n = 9, FFM = 65.6 ± 10.1 kg) or placebo group ([PLA]; n = 10, FFM = 64.2 ± 5.7 kg). An 8-week whole-body resistance training routine (3 training sessions per week) was employed to induce gains in skeletal-muscle thickness. Skeletal muscle thickness (MT), one repetition maximum (1RM), interleukin-6 (IL-6), high-sensitivity C-reactive protein (hsCRP) and tumour necrosis factor alpha (TNF-α) were assessed at baseline and at the end of weeks 4 and 8. Time-dependent increases were detected from baseline to week 8 for MT (vastus lateralis: p = 0.009; rectus femoris: p = 0.018), 1RM (back squat: α-HICA, 18.5% ± 18.9%; HMB-FA, 23.2% ± 16%; HMB-Ca, 10.5% ± 13.8%; PLA, 19.7% ± 9% and bench press: α-HICA, 13.8% ± 19.1%; HMB-FA, 15.5% ± 9.3%; HMB-Ca, 10% ± 10.4%; PLA, 14.4 ± 11.3%, both p < 0.001), IL-6, hsCRP (both p < 0.001) and TNF-α (p = 0.045). No differences were found between groups at any time point. No leucine metabolite attenuated inflammation during training. Additionally, backwards elimination regressions showed that no circulating inflammatory marker consistently shared variance with the change in any outcome. Using leucine metabolites to modulate inflammation cannot be recommended from the results obtained herein. Furthermore, increases in inflammatory markers, from training, do not correlate with any outcome variable and are likely the result of training adaptations. 相似文献
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In this article the authors resort to a qualitative analysis of the plot of science fiction stories about a group of scientists, written by two 11th‐grade Earth and Life Science students (aged 17), and to semi‐structured interviews, with the double purpose of diagnosing their conceptions of the nature of science (namely, as regards scientists’ activity), and discussing the potentialities of this methodology in terms of research and education in science. The adopted methodology proved particularly effective in diagnosing the students’ conceptions of scientists’ characteristics, scientific activity, and science–technology–society interactions. The limited content of certain conceptions and a certain lack of knowledge on the part of the students concerning the processes and the epistemology of science highlight the need to pay explicit attention in science classes to the nature of scientific activity. Some of the ideas brought up by the students clearly show the influence of stereotypes and catastrophic scenarios depicted in films, television programs, and books, revealing media’s limitations when divulging scientific and technological themes to the general public and stressing the need for the school to promote a critical debate about science and technology images conveyed by the media. 相似文献
34.
José M. Reis‐Jorge 《Asia-Pacific Journal of Teacher Education》2005,33(3):303-319
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Seiji Isotani Helena M. Reis Danilo Alvares Anarosa A. F. Brandão Leônidas O. Brandão 《Interactive Learning Environments》2018,26(3):320-336
Interactive or Dynamic Geometry System (DGS) is a tool that help to teach and learn geometry using a computer-based interactive environment. Traditionally, the interaction with DGS is based on keyboard and mouse events where the functionalities are accessed using a menu of icons. Nevertheless, recent findings suggest that such a traditional model of interaction has a steep learning curve and is inadequate to develop DGS for devices with multi-touch screens. Thus, we propose a new interaction model for DGS based on a gesture dictionary which enables the construction and manipulation of geometric objects without the need of accessing a menu of icons. The dictionary is divided into three types: (i) kernel gestures: which are the basis for defining gestures; (ii) navigation gestures: related to the manipulation and editing of geometric objects; and (iii) basic gestures of construction: to construct geometric objects. To validate our interaction model, a DGS for mobile device, GeoTouch, has been developed using the proposed dictionary. Usability tests were performed comparing GeoTouch with three other DGS for mobile devices. The results indicate that the GeoTouch interface has fewer usability problems than the other three DGS software and it is easier to learn and interact with. 相似文献
36.
Agostinho Reis Monteiro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,9(3):193-210
INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which
has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms
a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law,
may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education;
that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high
time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension
into pedagogic culture. 相似文献
37.
Andreas Reuys Erik Kamsties Klaus Pohl Sacha Reis 《Informatik - Forschung und Entwicklung》2005,5(1):33-44
In der Produktfamilienentwicklung werden durch zwei Entwicklungsprozesse, Domain und Application Engineering, zun"achst wiederverwendbare
Entwicklungsartefakte produziert, um diese anschlie?end zur Konstruktion von kundenspezifischen Applikationen einzusetzen.
Die Wiederverwendbarkeit wird durch die explizite Definition der Variabilit"at der geplanten Applikationen einer Produktfamilie
erzielt. Diese proaktive Wiederverwendung ist bisher in den konstruktiven Entwicklungsphasen realisiert, jedoch noch nicht
im Test. Mit ScenTED (Scen_ario based TE_st Case D_erivation) wird in diesem Beitrag eine wiederverwendungsorientierte Technik
zur Testfallerstellung f"ur den Systemtest, dem Test eines ausf"uhrbaren Systems gegen spezifizierte Use-Cases, von Produktfamilien
vorgestellt. ScenTED basiert auf zwei Kernideen: der Erhaltung der Variabilit"at in Testf"allen und der Szenario-basierten
Verfeinerung der Testf"alle. Durch die Erhaltung der Variabilit"at wird die Wiederverwendbarkeit von Testf"allen gesichert;
die Szenario-basierte Verfeinerung erm"oglicht Nachvollziehbarkeit durch die durchg"angige Nutzung von Szenarien. In diesem
Beitrag wird die ScenTED-Technik an einem Beispiel erl"autert und Erfahrungen aus dem industriellen Einsatz diskutiert. 相似文献
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The ageing of the European population is creating a new demographic mix, increasing the relevance of intergenerational practice (IGP). To date, however, this field lacks an appropriate conceptual framework. This study aims to contribute to such a framework through an integrative review of peer-reviewed papers reporting on IGPs. Fifteen papers were obtained, published over the last 20 years. The main findings suggest that the wealth of IGPs lies in their versatility/diversity. In order to build an appropriate conceptual framework for IGP, it is recommended that IGP be understood as a tool to restructure society: from generations’ segregation to generations’ cooperation. 相似文献
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Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3–6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were videotaped over 3 weeks and rated for speed of learning new motor skills, future recall of the skills, attentiveness to the task, and enjoyment during the task. As hypothesized, results found that children in the pretend imagery group had significantly better visual fixation on the instructor, engagement in and enjoyment during the task, and needed less prompting and time to recall and a shorter amount of time to learn the skill than children in the traditional teaching group. There is little research in this area of learning and play, but the results of this study suggest more is warranted. 相似文献