Gross efficiency responses to exercise conditioning in adult males of various ages.

This study investigated gross efficiency changes in a group of 60 adult males (mean age 39.2 +/- 1.2 years) resulting from endurance training and age-related responses to such training in sub-groups (each n = 20) of younger (30.7 +/- 0.7 years), intermediate (38.3 +/- 0.5 years) and older (48.6 +/- 1.1 years) subjects. Gross efficiency (%) was calculated from work output, oxygen consumption and RER energy equivalents following 10 min standard cycle ergometry exercise at 100 W and 50 rev min-1. Measurements were made at pre-, mid- and post-8 months of training, which involved progressive walking/jogging activities designed to enhance endurance capacity. In the total group, VO2 decreased pre- to post-training from 2.15 +/- 0.02 to 1.93 +/- 0.01 1 min-1 (P less than 0.01). In the sub-groups, both the younger and older subjects showed a significantly reduced VO2, from 2.17 +/- 0.01 to 1.98 +/- 0.04 1 min-1 and 2.05 +/- 0.08 to 1.86 +/- 0.03 1 min-1 respectively (P less than 0.05), but no significant changes were noted at mid-training. In the intermediate age subjects, while there were trends towards a reduced VO2, none was significant. The ANOVA revealed increased mean gross efficiency in the total group from pre- (14.3 +/- 0.1%) to post- (15.5 +/- 0.2%) (P less than 0.05) but not at mid-training (14.8 +/- 0.2%). While similar trends were observed in the sub-groups, gross efficiency increases were not significant, although changes in gross efficiency were reflected in VO2. The findings suggest that during standardized exercise, oxygen cost may be reduced and gross efficiency increased in adult males following endurance training and that such changes may take place over a variety of age ranges.     

Similarity of Interpersonal Behaviour in Career Counselling

This article explores how similarities in expected and perceived in-session behaviour between clients and career counsellors are related to evaluation of sessions. Interpersonal behaviour was defined by the Structural Analysis of Social Behaviour, SASB (Benjamin, Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996a; Journal of Personality Assessment, 66(2), 248–266, 1996b; Interpersonal diagnosis and treatment of personality disorders. New York, NY, Guilford Press). Fifteen dyads of clients and career counsellors in a Swedish upper secondary school participated. The hypotheses were that if clients and career counsellors had more similar expectations regarding their behaviour and more similar perceptions of in-session behaviour this would lead to more positive evaluations of the session. Only weak support was found for an association between positive evaluation of sessions and interpersonal similarities in expectations and experiences of behaviour.

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Résumé. Comportement interpersonnel dans l’entretien vocationnel. Cet article explore la manière dont les similitudes dans le comportement attendu et perçu à l’intérieur de sessions entre des clients et des conseillers d’orientation sont liées à l’évaluation de ces sessions. Le comportement interpersonnel a été défini par la Structural Analysis of Social Behaviour, SASB(Analyse Structurale du Comportement Social, ASCS) (Benjamin, 1996). Quinze dyades de clients et de conseillers d’orientation dans une école secondaire suédoise de deuxième cycle ont participé à cette étude. Les hypothèses étaient que si les clients et les conseillers d’orientation avaient des attentes concernant leur comportement et des perceptions du comportement intra-session plus proches, ceci mènerait à des évaluations plus positives de la session. On n’a trouvé qu’un faible appui à l’association entre l’évaluation positive des sessions et les similitudes interpersonnelles dans les attentes et les perceptions comportementales.Zusammenfassung. Interpersonelles Verhalten in der Beruflichen Beratung. Dieser Artikel untersucht die Einflüsse zwischen dem erwarteten und dem wahrgenommenen Verhalten von Klienten und Beratern während Beratungssitzungen und der Bewertung dieser Sitzungen. Das interpersonelle Verhalten wurde auf der Grundlage der “Strukturanalyse für soziales Verhalten (Structural Analysis of Social Behaviour, SASB, Benjamin, 1996) ausgewertet. Fünfzehn Klienten-Berater-Paare aus einer höheren Sekundar-Schule in Schweden nahmen an der Untersuchung teil. Ausgangshypothese war, dass die Bewertung der Beratungssitzung um so positiver ausfallen würde, je ähnlicher sich die Verhaltenserwartungen von Klienten und Beratern und die gegenseitigen Verhaltenswahrnehmungen sind. Für diesen vermuteten Zusammenhang zwischen positiver Bewertung einer Sitzung und interpersonellen Verhaltenserwartungen und –beobachtungen wurde jedoch nur ein sehr schwacher Nachweis gefunden.Resumen. Comportamiento Interpersonal en la Orientación (personalizada) para la Carrera. Este artículo explora cómo las semejanzas en el comportamiento esperado y percibido en las sesiones de orientación entre los clientes y los orientadores están relacionadas con la evaluación de dichas sesiones. El comportamiento interpersonal fue definido en el Análisis Estructural del Comportamiento Social (Benjamín, 1996). Participaron quince díadas de clientes y orientadores en una escuela secundaria superior sueca. La hipótesis de partida era que si los clientes y orientadores tenían expectativas semejantes con respecto a su comportamiento y percepciones más parecidas sobre el comportamiento en la sesión, esto llevaría a evaluaciones más positivas de la sesión. Los resultados proporcionaron sólo un débil apoyo a la relación entre la evaluación positiva de las sesiones y las semejanzas interpersonales en expectativas y experiencias de comportamiento.

     

Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry

This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and knowledge, e.g., spectrophotometry as a method for the determination of the concentration of a compound in a solution. In so doing, modifications in transposing tasks and knowledge to the learning situation can be monitored. The remote laboratory is described, as well as the specific features that alter the degree of fidelity of the learning situation in comparison with the expert one. It is conjectured that these alterations might represent actual benefits for learning.     

Student Success in University Education: A Multi-measurement Study of the Impact of Student and Faculty Factors on Study Progress

This study focuses on the factors that determine study progress and numerical success rate in higher education. Study progress is influenced at three levels, namely the student level, course/institute level and government level. It is expected that various groups of economic, social, psychological and organisational factors will together influence the study progress. This study uses a multi-level and multi-disciplinary framework, in so far as it considers all of these factors at the different levels. The database contains about 9,000 students and 60 courses at the institutional level. The results show the relative importance of student level and institutional factors on study progress.     

Student Preference Rates for Predominately Online,Compressed, or Traditionally Taught University Courses

Universities and colleges in the United States are actively searching for new ways to increase student enrollment as one means to offset recent government budget cuts in educational funding. One proposal at a particular institution involves transitioning a commuter university from a traditional semester length calendar to one that offers predominately online and compressed courses. University students responded to a survey, based on a number of variables, regarding their impressions of taking considerably more online and compressed courses in lieu of traditionally taught courses. While the students wanted to keep the traditional semester calendar, findings showed that some of the benefits of online and compressed teaching schedules were appealing.     

二氧化钛光催化及其在废水有机污染物处理中的应用展望

通过对二氧化钛光催化原理、制备方法、对有机污染物处理研究现状、影响二氧化钛光催化的因素、提高光催化效率方法、在污水处理中的应用及研究方向等六个方面综述 ,说明TiO2 光催化在废水有机污染物处理中有广阔的应用前景