The sensitivity of the alternative maximal accumulated oxygen deficit method to discriminate training status     

Alessandro M. Zagatto  Fabio Y. Nakamura  Fabio Milioni  Willian E. Miyagi  Rodrigo A. B. de Poli  Johnny Padulo 《Journal of sports sciences》2017,35(24):2453-2460

The purpose of the study was to investigate the sensitivity of an alternative maximal accumulated oxygen deficit (MAOD_ALT) method to discriminate the “anaerobic” capacity while comparing: least trained (LT) participants (n = 12), moderately trained (MT) participants (n = 12), endurance trained (ET) participants (n = 16), and rugby (RG) players (n = 11). Participants underwent a graded exercise test on a treadmill and a supramaximal effort for assessing MAOD_ALT. MAOD_ALT was calculated as the sum of oxygen equivalents from the phosphagen and glycolytic metabolic pathways. MAOD_ALT was significantly higher (P < 0.05) in RG (64.4 ± 12.1 mL · kg^?1) than in ET (56.8 ± 5.4 mL · kg^?1; effect size [ES] = 0.77; +13.5%), MT (53.8 ± 5.3 mL · kg^?1; ES = 1.08; +19.8%), and LT (49.9 ± 4.5 mL · kg^?1; ES = 1.50; +36.4%). In addition, the magnitude-based inference analysis revealed that MAOD_ALT was likely (LT vs. MT), very likely (MT vs. RG, and ET vs. RG) and most likely (LT vs. ET, and LT vs. RG) different between all groups, except for MT and ET, which presented an unclear difference. In conclusion, MAOD_ALT was sensitive enough to distinguish the “anaerobic” capacity in individuals with different training status, especially for RG players compared with LT participants and MT participants.  相似文献   

Shadow education: private supplementary tutoring and its implications for policy makers in Asia     

W. Ariyadasa de Silva 《Compare》2015,45(1):176-179

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Effective School Improvement in Mathematics     

A.A.M. Houtveen  W.J.C.M. van de Grift  B.P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3-4):337-376

This article addresses the evaluation of the Mathematics Improvement Programme. The results show that the programme improved the learning results of pupils in grade 3 with half a standard deviation and reduced the percentage of struggling pupils to less than 1%. Fifteen percent of the variance in pupil results is to be explained at the school level. About a quarter of this 15% can be explained by differences between the experimental and the comparison group. All of this condition variance is explained by the experimental variables. Five out of 10 implementation features contribute significantly to differences in pupil results.  相似文献   

Archives in motion: Concrete steps towards the digital disclosure of audiovisual content     

Laurence Hauttekeete  Tom Evens  Katrien De Moor  Dimitri Schuurman  Erik Mannens  Rik Van de Walle 《Journal of Cultural Heritage》2011,12(4):459

Various authors have stressed the need for an adequate archiving and preservation policy of audiovisual material, given its cultural, historical, juridical, social and economic value. In view of the sustainable preservation of audiovisual material, the opening up of the archive is seen as a real challenge. Various aspects, such as requirements concerning formats, metadata standards and legal implications, need to be taken into account. Furthermore, different types of users should be able to consult the archive in a user-friendly way, a factor which should not be neglected. This article studies and discusses the current situation in Flanders regarding the digitisation and disclosure of the Flemish audiovisual cultural heritage, comprising the audiovisual material in the archives of different Flemish institutions, including broadcasters, (post-) production companies, government institutions and cultural organizations. Based on 45 qualitative interviews, a SWOT analysis is created to assess the strengths, weaknesses, opportunities and threats concerning the digitisation and disclosure of the audiovisual archive. Moreover, this environmental analysis includes some recommendations concerning the future preservation of this audiovisual cultural heritage.  相似文献   

ICEM & SIIE 2011 Joint Conference “Old meets new - media in education” – A review     

Lúcia Pombo  Maria José Loureiro  Marina McIsaac  João Correia de Freitas 《Educational Media International》2013,50(1):77-80

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Inducing mind sets in self‐regulated learning with motivational information     

R. Martens  C. de Brabander  J. Rozendaal  M. Boekaerts  R. van der Leeden 《Educational studies》2010,36(3):311-327

The way students perceive a learning climate (e.g. controlling or stimulating) is significantly influenced by feedback and assessment. However, at present much is unclear about the relation between feedback and motivational state. More specifically, the interplay with student characteristics is unclear. Since there is a strong increase of group work, the central research question is what are the effects of positive, neutral or negative feedback presented to collaborating teams of students, on students’ intrinsic motivation, performance and on group processes? One hundred thirty‐eight higher education students participated in this study. There were no significant differences in performance across conditions. Multi‐level analysis enabled a detailed comparison between groups and individual members of groups. Amongst others, it was found that feelings of competence facilitate the effect of positive feedback at the group level, which suggests that positive feedback boosts interest especially in groups of highly competent students.  相似文献   

Supporting science: Reflections of an advisory teacher     

Max de Bóo 《Education 3-13》2013,41(3):12-16

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Neuropsicología del desarrollo     

J. de Ajuriaguerra 《Infancia y Aprendizaje》2013,36(2):5-22

RESUMEN

El artículo presenta una visión histórica general de la evolución de la Psicología, describiéndose la contribución de autores como Ribot, Piaget y Wallon a una psicología experimentalista y comparativista. Se hace un repaso del problema de las relaciones de la fisiología del sistema nervioso con el estudio de la conducta. El sujeto existe sólo gracias al funcionamiento de su actividad neuro-endocrina, el sistema nervioso es condición necesaria pero no suficiente para la actividad mental. El antiguo conflicto entre las teorías de lo innato y lo adquirido se ha planteado siempre desde el punto de vista del individuo ya adulto, olvidándose casi siempre de la infancia y su desarrollo cognitivo. De cara a abordar correctamente el estudio del desarrollo del niño se hacen una serie de consideraciones para superar las contradicciones entre lo biológico y lo psicológico.  相似文献   

Action‐research and Food and Nutrition Security: A school experience mediated by conceptual graphic representation tool     

Ivete Teresinha Graebner  Elizabeth Maria Talá de Souza 《International Journal of Science Education》2013,35(6):809-827

This study deals with the development of a graphic representation tool as a way to support educational planning in an elementary school in the rural area of Brasilia (Brazil’s capital), aiming at the implementation of an integrated action‐research project focusing on hunger and nutrition. The graphic tool made it possible to promote dialogical–reflexive interactions among school teachers as to the identification of competencies and skills in elementary education curriculum and generating apprenticeship themes, scientific concepts, and educational activities. It also constitutes a useful tool for the teaching staff to realize the interdependences among the many school subjects, and to understand their practices, thus leading to self‐evaluation with greater awareness for potential for transformation.  相似文献   

Same,Similar, or Something Completely Different? Calibrating Student Surveys and Classroom Observations of Teaching Quality Onto a Common Metric     

Rikkert M. van der Lans  Wim J.C.M. van de Grift  Klaas van Veen 《Educational Measurement》2019,38(3):55-64

Using item response theory, this study explores whether student survey and classroom observation items can be calibrated onto a common metric of teaching quality. The data comprises 269 lessons of 141 teachers that were scored on the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument and the My Teacher student survey. Using Rasch model concurrent calibration, items from both instruments were calibrated onto a common one‐dimensional metric of teaching quality. Most items were found to fit the model. Challenges pertain mainly to items measuring teaching students learning strategies and differentiation. Explanations for these difficulties are discussed.  相似文献