The effects of 4 weeks normobaric hypoxia training on microvascular responses in the forearm flexor     

S. Fryer  K. Stone  T. Dickson  A. Wilhelmsen  D. Cowen  J. Faulkner 《Journal of sports sciences》2019,37(11):1235-1241

Intermittent exposure to hypoxia can lead to improved endurance performance. Currently, it is unclear whether peripheral adaptions play a role in improving oxygen delivery and utilization following both training and detraining. This study aimed to characterize skeletal muscle blood flow (mBF), oxygen consumption (mV?O₂), and perfusion adaptations to i) 4-weeks handgrip training in hypoxic and normoxic conditions, and ii) following 4-weeks detraining. Using a randomised crossover design, 9 males completed 30-min handgrip training four times a week in hypoxic (14% FiO₂ ~ 3250m altitude) and normoxic conditions. mBF, mV?O₂ and perfusion were assessed pre, post 4-weeks training, and following 4-weeks detraining. Hierarchical linear modelling found that mV?O₂ increased at a significantly faster rate (58%) with hypoxic training (0.09 mlO₂·min^?1 · 100g^?1 per week); perfusion increased at a significantly (69%) faster rate with hypoxic training (3.72 μM per week). mBF did not significantly change for the normoxic condition, but there was a significant increase of 0.38 ml· min^?1 · 100ml^?1 per week (95% CI: 0.35, 0.40) for the hypoxic condition. During 4-weeks detraining, mV?O₂ and perfusion significantly declined at similar rates for both conditions, whereas mBF decreased significantly faster following hypoxic training. Four weeks hypoxic training increases the delivery and utilisation of oxygen in the periphery.  相似文献   

Editorial     

Alec Ross 《Higher Education》1989,18(6):637-637

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Understanding caring in context: Negotiating borders and barriers     

Jaci Webb  Bruce Wilson  Dickson Corbett  Rhonda Mordecai 《The Urban Review》1993,25(1):25-45

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Insignificant figures,statistical insignificance,and misconclusions     

W. Patrick Dickson 《科学教学研究杂志》1973,10(2):183-185

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Academics as Teachers     

Alec Ross 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):77-78

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Self-reported ability assessment in rock climbing   总被引：1，自引：1，他引：0  

Draper N  Dickson T  Blackwell G  Fryer S  Priestley S  Winter D  Ellis G 《Journal of sports sciences》2011,29(8):851-858

Level of ability within rock climbing is generally expressed in terms of a "best ascent", rated using various grading systems within the sport. The most common method of obtaining this information is via self-report. The aim of this study was to examine the validity of self-reported climbing grades. Twenty-nine competitive rock climbers (17 males, 12 females) were first asked to report their current (defined as within the last 12 months) best on-sight lead ascent grade (Aus/NZ). The participants then climbed a specifically designed indoor route, under on-sight conditions (one attempt, no route practice or preview), to obtain an assessed grade. The route increased in difficulty, and was such that the distance achieved by the climber corresponded to a particular grade. The mean (±standard deviation) self-reported and assessed grade was 22.6?±?3.4 and 22.0?±?3.0 (Aus/NZ) respectively. Despite slight over- and underestimations in males and females respectively, there was no statistically significant difference between self-reported and assessed on-sight climbing grades. The results of this study suggest that self-reported climbing grades provide a valid and accurate reflection of climbing ability.  相似文献   

Video‐mediated Judgements of Personal Characteristics Based Upon Non‐verbal Cues     

Owen D. W. Hargie  David A. Dickson 《Learning, Media and Technology》1991,17(1):31-43

The process of forming initial judgements to do with a range of personal attributes such as age, marital status, personality, etc. plays an important part in making contact with other people and forming relationships with them (Kleinke, 1986). It has also been the subject of extensive psychological enquiry of late (Cook, 1984). The twofold objectives of the present investigation were, firstly, to establish the degree of correspondence between observers’ judgements based upon video presentations of subjects, and subjects’ actual age, marital status, religion, socio‐economic status and personality; and, secondly, to determine the types of nonverbal cue upon which such impressions were founded. Results revealed that only in the case of age did the correlation between observered and actual values of the variable reach significance. The nonverbal cues implicated seemed to be mostly to do with subjects’ appearance, hair and face. More broadly, appearance, as a general category of observation, was extensively represented throughout the study, irrespective of the accuracy of the specific judgement arrived at. Results are discussed within the context of existing research findings. Limitations of the study are identified and suggestions made as to ways in which this work may be extended, particularly in respect of the importance of video and television replays as an observational medium.  相似文献   

A Re-Conceptualization of Rogers' Core Conditions: Implications for Research, Practice and Training     

Pauline Irving  David Dickson 《International journal for the advancement of counseling》2006,28(2):183-194

Rogers' core conditions remain influential in international counselling practice despite decades of equivocal research findings regarding their effectiveness. It has been argued that ambiguity and lack of clarity in Rogers' (1957) original definitions is a major factor in the development of misunderstanding and multiple operationalizations of the core conditions for research and training purposes. This paper presents an innovative re-conceptualization of the core conditions based on social psychological models of attitude. It is argued that this model has the potential to integrate existing work from a range of perspectives and provide a framework for future research and development.  相似文献   

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

Kevin?S.?KrugEmail author  Kole?W.?Dickson  Julie?A.?Lessiter  John?S.?Vassar 《Innovative Higher Education》2016,41(3):255-267

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.  相似文献   

Perceptions and knowledge of preservice and inservice educators about early reading instruction   总被引：2，自引：0，他引：2  

Candace Bos  Nancy Mather  Shirley Dickson  Blanche Podhajski  David Chard 《Annals of dyslexia》2001,51(1):97-120

A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally, they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher education. Just prior to publication, the editorial office was informed of the untimely death of the first author, Candace Bos, who died on August 13, 2001.  相似文献