Effect of 12-week-long aerobic training programme on body composition,aerobic capacity,complete blood count and blood lipid profile among young women     

Dorota Kostrzewa-Nowak  Robert Nowak  Zbigniew Jastrz?bski  Aleksandra Zar?bska  Marta Bichowska  Izabela Drobnik-Kozakiewicz  ?ukasz Radzimiński  Agata Leońska-Duniec  Krzysztof Ficek  Pawe? Ci?szczyk 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(1):103-113

Background

Numerous data suggest that aerobic-type exercise improves lipoprotein-lipid profiles, cardiorespiratory fitness and body composition in young women. The aim of this study was to evaluate the biological response to high-low impact aerobic fitness among young women.

Materials and methods

Thirty-four young women aged 22 (19-24) years were divided into three groups: underweight (N = 10), normal weight (N = 12) and overweight (N = 12). Aerobic capacity, anthropometry and body composition together with complete blood count and lipid profile were determined before and after completion of a 12-week-long training period.

Results

The training programme caused a significant decrease in weight (by 4.3 kg, P = 0.003), body mass index (by 1.3 kg/m², P = 0.003), free fat mass (by 2.1 kg, P = 0.002), total body water (by 0.4 kg, P = 0.036), percentage of fat (by 3 percent points, P = 0.002), all analyzed skinfolds thicknesses, as well as the lipid profile in overweight group, and no changes in normal weight group. Significant changes in weight (by 4.2 kg, P = 0.005), body mass index (by 0.9 kg/m², P = 0.005), crus skinfold thickness (by 3.3 mm, P = 0.028), and in maximum oxygen uptake (by 2.49 mL/kg/min; P = 0.047) were observed among underweight women. No change in total blood count was observed in all groups.

Conclusion

Twelve-week-long fitness training programme of two alternating styles (low and high impact) has a beneficial effect on overweight young women.Key words: body composition, physical fitness, overweight, women  相似文献   

How cognitive,metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood     

Karin Bakracevic Vukman  Marta Licardo 《Educational studies》2010,36(3):259-268

This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group.  相似文献   

A bibliometric analysis of the scientific literature on Internet, video games, and cell phone addiction          下载免费PDF全文

Xavier Carbonell  Elena Guardiola  Marta Beranuy    Ana Bells 《Medical Library and Historical Journal》2009,97(2):102-107

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Literacy: An Introduction     

Janet Soler 《Literacy》2006,40(1):59-59

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National and Institutional Policies on Open Access in the United States   总被引：2，自引：0，他引：2  

MartaMestrovicDeyrup MarthaFallahayLoesch 《图书情报工作》2005,49(6):37-44

National and institutional policies on open access are not yet fully established in the United States because of the manner in which the open access movement has evolved. In this report, the authors illustrate how the open access movement has evolved within each community libraries, universities, publishing companies, government agencies, the professoriate, public interest groups, and the U.S. Congress and note what trends now are beginning to emerge.  相似文献   

The Challenge and Opportunity of Competency‐Based Counselor Education     

Patrick Akos  Suzan Z. Wasik  Angela McDonald  Michelle Soler  Diana Lys 《Counselor Education & Supervision》2019,58(2):98-111

There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency‐based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored.  相似文献   

Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant     

Mark J. Volkmann  Marta Zgagacz 《科学教学研究杂志》2004,41(6):584-602

This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large‐enrollment, inquiry‐based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, “What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?” We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college‐level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584–602, 2004  相似文献   

Linguistic differences between well‐established and predatory journals: a keyword analysis of two journals in political science     

Josep Soler  Ying Wang 《Learned Publishing》2019,32(3):259-269

Predatory publishing has become a much‐discussed and highly visible phenomenon over the past few years. One widespread, but hardly tested, assumption is the idea that articles published in predatory journals deviate substantially from those published in traditional journals. In this paper, we address this assumption by utilizing corpus linguistic tools. We compare the ‘academic‐like’ nature of articles from two different journals in political science, one top‐ranking and one alleged predatory. Our findings indicate that there is significant linguistic variation between the two corpora along the dimensions that we test. The articles display notable differences in the types and usage of keywords in the two journals. We conclude that articles published in so‐called predatory journals do not conform to linguistic norms used in higher‐quality journals. These findings may demonstrate a lack of quality control in predatory journals but may also indicate a lack of awareness and use of such linguistic norms by their authors. We also suggest that there is a need for the education of authors in science writing as this may enable them to publish in higher‐ranked and quality‐assured outlets.  相似文献   

Foregrounding equity in mathematics teacher education   总被引：1，自引：0，他引：1  

Marilyn Strutchens  Jennifer Bay-Williams  Marta Civil  Kathryn Chval  Carol E. Malloy  Dorothy Y. White  Beatriz D’Ambrosio  Robert Q. Berry III 《Journal of Mathematics Teacher Education》2012,15(1):1-7

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Smart schools on the way: How school principals from Catalonia approach the future of education within the fourth industrial revolution     

Mogas  Jordi  Palau  Ramon  Fuentes  Marta  Cebrián  Gisela 《Learning Environments Research》2022,25(3):875-893

Learning Environments Research - The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different...  相似文献