Soccer and Zumba as health-promoting activities among female hospital employees: a 40-weeks cluster randomised intervention study

Abstract

The aim of this study was to evaluate the physiological effects of soccer and Zumba among female hospital employees during a 40-week intervention period. Hospital employees (n = 118) were cluster-randomised to either a soccer group (n = 41), a Zumba group (n = 38) or a control group (n = 39). Both training groups were encouraged to perform 1-h training sessions twice a week outside working hours throughout the 40 weeks. Maximal oxygen uptake (VO₂ max), blood pressure and body composition were measured and blood samples collected before and after the intervention period. Using intention-to-treat analyses, the Zumba group improved VO₂ max compared to the control group (2.2 mL · kg^?1 · min^?1, 95% CI, 0.9, 3.5, P = 0.001), with no significant increase in the soccer group (1.1 mL · kg^?1 · min^?1, 95% CI, ?0.2, 2.4, P = 0.08). Both intervention groups reduced total body fat mass and fat percentage compared to the control group (P < 0.01). In the soccer group, but not the Zumba group, a significant difference in lower limb bone mineral density and bone mineral content was observed in comparison to the control group (P < 0.01). Furthermore, the soccer group, but not the Zumba group, had increased plasma osteocalcin (6.6 µg · L^?1, 95% CI, 2.2, 11.0, P < 0.01) and decreased plasma leptin (?6.6 µg · L^?1, 95% CI, ?12.5, ?0.7, P < 0.05) compared to the control group. The present study suggests that workplace-initiated soccer and Zumba training comprising 1–2 sessions per week outside working hours may promote physiological health among female hospital employees.     

影响篮球比赛罚球命中率的心理因素分析

现代篮球比赛竞争日趋激烈,以罚球来决定胜负的比赛越来越多。高水平的比赛中,心理素质往往起着比技术更重要的决定性作用,如何提高罚球命中率是运动员和教练员面临的一个重要课题。本文通过对2011—2012赛季中国职业篮球联赛、山东师范大学篮球联赛和齐鲁师范学院篮球联赛的调查研究,从情绪、注意、压力等方面对篮球罚球命中率的影响进行了论述。     

我国大学生学情状态与影响机制的实证分析

采用整群分层抽样的方法,使用自编量表对全国23个省、直辖市和自治区52所高校的92122名大学生进行学习观、课堂体验、学习方式和学习收获的调查。结果显示:我国大学生的学习观、课堂体验、学习方式和学习收获偏正面,但还存在着许多需要进一步改善的地方。大学生的学习观和课堂体验既直接影响学习收获,也通过学习方式间接影响到学习收获。学习观、课堂体验和学习方式对学习收获的影响在不同类型高校中存在差异。根据大学生学习情况调查与指标结构分析的结果,提出如下对策与建议:转变大学生学习观和学习方式,强化大学生的多维学习体验;进一步提升教师的教学能力,促进大学生多维途径的互动;深化高等学校课程教学改革,全面提高大学生的学习成效;实行分类管理,形成高校各自的办学理念和风格;建立全国高等学校分类教学质量评估系统,持续实施国家大学生分类教学质量监测。     

Sarin钻石切工比例仪的溯源问题

选择和确认参考标准物质,根据国家和实验室有关规定,运用参考标准物质自校准Sarin钻石切工比例仪,对Sarin钻石切工比例仪溯源问题进行了研究。通过溯源,该仪器测量的最大直径、最小直径、高度(全深)、全深比等数据已溯源至深圳市计量检定站直至国家基准。实验室参加了中国国家实验室认可委(CNAL)组织的全国钻石分级能力验证计划活动,测量结果均为满意结果,证明该仪器符合检验要求。     

Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers

Abstract

We exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.     

CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning

Content and language integrated learning (CLIL) has been widely implemented in Europe. This article presents a randomised controlled field experiment on the effects of CLIL on students' science learning. Thirty sixth-grade intermediate-track German secondary-school classes (722 students) were randomly assigned to learn (5 lessons, 90 min each) a physics topic taught either in German or in English and German. We expected that the monolingually taught students would outperform the bilingually taught ones immediately after the intervention. For the follow-up test 6 weeks later, the same or smaller differences between the groups were expected due to the potential for a deeper processing of the subject matter in the bilingual condition. The results showed that the bilingually educated students' learning gains were smaller than the monolingually educated ones' immediately after the intervention (d = −0.21) and at follow-up (d = −0.23). The expectation of more sustainable processing was not supported.