Initial hydration status, fluid balance, and psychological affect during recreational exercise in adults     

Peacock OJ  Stokes K  Thompson D 《Journal of sports sciences》2011,29(9):897-904

There is little information on the impact of hydration status on the psychological response to exercise despite potential implications for adherence to an exercise programme and for overall health and fitness. We investigated initial hydration status, fluid balance, and psychological responses associated with a typical recreational exercise session in healthy adults. Fifty-two participants performed a freely chosen gymnasium-based exercise session at a fitness centre, with ad libitum access to fluids. Urine samples were collected on arrival for analysis of osmolality. Sweat loss was estimated from the change in body mass after correction for fluid intake and urinary losses. Subjective psychological ratings were recorded before and after exercise. Pre-exercise urine osmolality was above 900 mOsmol · kg(-1) (used as a threshold for hypohydration) in 37% of participants. Fluid intake during exercise was 390 ± 298 mL, while estimated sweat loss was 794 ± 391 mL. The percentage change from pre-exercise body mass was -0.62 ± 0.20%. Physically active adults who arrived to take part in exercise hypohydrated reported more negative changes in psychological affect in response to their subsequent freely chosen recreational exercise session than those classified as euhydrated prior to exercise (-0.2 ± 0.7 vs. 0.8 ± 0.7; P < 0.005).  相似文献   

Language and practice     

Collins H 《Social studies of science》2011,41(2):271-300

What are the relative contributions of language and physical practice to practical understanding? The resolution of a series of puzzles depends upon the answer. I argue that language is, and must be, more central than physical practice in individual acquisition of practical understanding. Only this makes it possible for there to be a sociology of scientific knowledge, for there to be scientific specialities, for there to be a division of labour in society and for there to be a society that is more than a set of narrow and isolated worlds. Physical practice remains central to human culture but its influence is at the collective level at which languages are formed, rather than the individual level at which practical abilities are acquired. Domain languages 'contain' practices, and it is from these that individuals draw much, usually most, of their practical understanding. Because the individual level and the domain level have not previously been distinguished, certain philosophical problems have been wrongly cast and mistakes have been made. Domains of practice/language are embedded within one another in fractal-like relationships, and this is how we can make sense of higher levels of coordinated action. The ideas of 'special interactional expert', 'practice language' and 'methodological interactionalism' are introduced.  相似文献   

Is undergraduate debt an impediment to postgraduate enrolment in England?          下载免费PDF全文

Paul Wakeling  Gillian Hampden‐Thompson  Sally Hancock 《British Educational Research Journal》2017,43(6):1149-1167

Changes to undergraduate student funding arrangements in England have prompted concerns that increased indebtedness will deter graduates from postgraduate study. While it is clear that student debt has increased substantially in recent years, international evidence is equivocal on whether such debt is a deterrent to further study and there is hardly any prior research on this topic in the UK context. Using a large‐scale survey of 2009 and 2012 graduates from six selective English universities, we investigate the association between undergraduate debt, other graduate characteristics and progression to postgraduate study. We find some association of higher debt levels with lower rates of progression to postgraduate study, although this reduces when controlling for other factors, such as degree‐level attainment and subject discipline. Within a multivariate logistic regression model predicting progression to postgraduate study we find that debt is not a statistically significant predictor, although other characteristics are important. This indicates, we suggest, that underlying financial resources, rather than debt per se, are critical in enabling access to postgraduate study. We consider the implications of recently announced loans for postgraduate study in England given these findings.  相似文献   

A design study of a multimedia instructional grammar program with embedded tracking     

Natalya A. Koehler  Ann D. Thompson  Gary D. Phye 《Instructional Science》2011,39(6):939-974

This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer’s multimedia learning theory (2001), Sweller’s cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning paradigm (Klauer and Phye, Rev Educ Res 78(1):85–124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student’s declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, Contemp Educ Psychol 16:87–94, 1991; Phye et al., Empirical methods for evaluating educational interventions, Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts, intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited most from the program. Preliminary results are encouraging for the aforementioned integrative efforts.  相似文献   

Testing for factorial invariance of the Modified Leadership Scale for Sports: using a Japanese version   总被引：1，自引：1，他引：0  

Hyungil Harry Kwon  Siwan Han  Etsuko Ogasawara 《Asia Pacific Journal of Education》2011,31(1):65-76

The objective of this study was to provide empirical evidence to support psychometric properties of a modified four-dimensional model of the Leadership Scale for Sports (LSS). The study tested invariance of all parameters (i.e., factor loadings, error variances, and factor variances–covariances) in the four-dimensional measurement model between two groups of student-athletes. For testing multi-group invariance of the proposed scale, 335 middle school and 320 high school student-athletes in Japan participated in this study. The modified version of the LSS consists of 35 items representing training instruction, democratic behaviour, positive feedback, and social support. A chi-square difference test was employed for model comparisons. The results supported configural, metric, scalar and factor variance–covariance invariance in the modified LSS across the two student-athlete groups.  相似文献   

The acquisition of phoneme awareness in children learning the hiragana syllabary     

Claire M. Fletcher-Flinn  G. Brian Thompson  Megumi Yamada  Makiko Naka 《Reading and writing》2011,24(6):623-633

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Developing tomorrow’s decision-makers: opportunities for biotechnology education research     

Annette Hilton  Kim Nichols  Harry Kanasa 《The Australian Educational Researcher》2011,38(4):449-465

Globally, science curricula have been described as outdated, and students perceive school science as lacking in relevance. Declines in senior secondary and tertiary student participation in science indicate an urgent need for change if we are to sustain future scientific research and development, and perhaps more importantly, to equip students with the knowledge and skills to make informed decisions related to scientific research. This paper argues that a good starting point would be the inclusion of more contemporary areas of science in middle school curricula. One such area with continually emerging developments is biotechnology. This paper further argues the need for research into the impact of biotechnology education that would allow students to go beyond learning about biotechnological processes and products to explore their benefits and risks through an integrated approach, where biotechnology education were extended to include subject areas beyond science, such as social sciences, health education, and English. Such an approach is important, in light of research that suggests that the general public has a limited understanding of biotechnology and that public dissemination of information is insufficient to allow individuals to make informed decisions about or to develop attitudes towards, the varied applications of biotechnology. If we are to educate students to be tomorrow’s informed decision-makers, we must start by addressing their understanding of and attitudes towards emerging sciences. Further research is needed to broaden our understanding of how to achieve these goals.  相似文献   

Psychopathology at school: theorizing mental disorders in school     

Harry Daniels 《British Journal of Sociology of Education》2015,36(5):785-797

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Economic analysis of World Bank education projects and project outcomes     

Ayesha Yaqub Vawda  Peter Moock  J. Price Gittinger  Harry Anthony Patrinos 《International Journal of Educational Development》2003,23(6):645-660

This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost–benefit analysis and cost–effectiveness analysis and the quality of project outcomes. Economic analysis of projects is a tool for weeding out potentially poor investments and selecting potentially worthwhile ones. Good practice education projects require good economic analysis—analysis of demand, of the counterfactual private sector supply, of the project’s fiscal impact, of lending’s fungibility—and strong sector work before project design.  相似文献   

Modeling and Diagnosing Domain Knowledge Using Latent Semantic Indexing     

Jared T. Freeman  Bryan T. Thompson  Marvin S. Cohen 《Interactive Learning Environments》2013,21(3):187-209

A Latent Semantic Index (LSI) was constructed from arguments made by navy officers concerning events in an anti-air warfare scenario. A model based on LSI factor values predicted level of domain expertise with 89% accuracy. The LSI factor space was reduced using MDS to five dimensions: aircraft route, aircraft response, kinematics, localization, and an unclassifiable element. Arguments in the localization category were reliably more common among officers with the greatest expertise. Automated classification of arguments into these elements achieved 84% accuracy. LSI may be a useful tool for automating aspects of modeling expertise and diagnosing knowledge deficiencies.  相似文献