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71.
The aim of this study was to examine the metabolic effect of a female soccer match in elite and sub-elite teams. Blood samples were taken (24 h before, immediately after and 18 h after official soccer matches) to determine haematological, electrolytic and hormonal variables, as well as the levels of cell damage and oxidative stress in 14 elite and 14 sub-elite players. Our results show increases in white blood cell count (P < 0.001) and the percentage of neutrophils (P < 0.001), and decreases in the percentage of lymphocytes (P < 0.05), eosinophils (P < 0.001), monocytes (P < 0.001) and basophils (P < 0.05) immediately post-match. Increases were also found in lactate dehydrogenase activity (P < 0.001), uric acid (P < 0.001), albumin (P < 0.001), total antioxidant status (P < 0.001) and free testosterone levels (P < 0.01). Creatine kinase activity significantly increased 18 h post-match (P < 0.01) and the concentrations of several ions, glucose and proteins were found to be altered immediately post-match. Overall, our results show that playing a soccer match exerts specific metabolic effects on female players, resulting in muscle damage, oxidative stress and biochemical and hormonal variations. On the basis of some interesting correlations, we also suggest that exercise-induced cell breakdown may enhance antioxidant capacity of the soccer players. 相似文献
72.
Susana Martínez Guillem 《传播与批判/文化研究》2017,14(3):238-253
In this article, I develop the notion of precarious privilege to investigate dialectics of cultural (re)production, in relation to both specific discursive practices and broader discursive formations. Using the Indignad@s social movement as an example, I locate, interpret, and critique a series of disidentification dynamics shaping the movement as a whole, as well as the rhetoric of specific participants. Regarding the rise and development of Indignad@s, precarious privilege illuminates a conflicted social position enabled by disidentification from the current crisis of neoliberalism in Western Europe—a conjuncture that the movement strives to both expose and exploit. As for the views expressed by specific activists, precarious privilege helps explain the discursively enacted disidentification from the imagined aspects of their and others’ (supra)national cultural identities. Grounded in this analysis, I emphasize the potentiality but also the limitations of this generalized tension between residual and emergent dynamics shaping Indignad@s’ political practices. 相似文献
73.
Cristina Martínez‐Losada Susana García‐Barros 《International Journal of Science Education》2013,35(7):827-854
The aim of teaching science at secondary school level is that of achieving the scientific literacy of all citizens. This must involve diverse objectives, among which may be found the development of procedural skills (thought, manipulative, communicative, etc.). The new curricula of many countries provide for these objectives. However, it is important to know to what extent the teaching staff consider them as true content to be taught. In this article, we analyse the opinions of secondary school teachers belonging to schools in north‐western Spain with regard to how they value different types of procedures. Our findings show that the surveyed teachers establish differences between various procedural skills as far as the recognition of their presence in the classroom and their evaluation are concerned, although it may be said that they generally value procedural skills highly. These findings are discussed. In addition, the persistence of traditional conceptions in the teaching of science, as well as the difficulty of assuming that the changes promoted by new curricular approaches are addressed, are highlighted. 相似文献
74.
The interplay between Twitter and media organizations has been an increasing area of research. This article examines how talk radio stations have adopted Twitter at an institutional level, based on a comparative study of the official accounts of three prominent talk radio stations in Canada in 2010 and 2011. While talk radio is considered an interpersonal medium, our analysis shows the stations mainly use Twitter as a one-way medium to broadcast news updates, rather than to engage with audiences. Our findings suggest a divergence between institutional and individual social media practices, with official accounts as formal channels of communication. 相似文献
75.
We present a new variable-length encoding scheme for sequences of integers, Directly Addressable Codes (DACs), which enables direct access to any element of the encoded sequence without the need of any sampling method. Our proposal is a kind of implicit data structure that introduces synchronism in the encoded sequence without using asymptotically any extra space. We show some experiments demonstrating that the technique is not only simple, but also competitive in time and space with existing solutions in several applications, such as the representation of LCP arrays or high-order entropy-compressed sequences. 相似文献
76.
Mathematics learning and practice in and out of school: A framework for connecting these experiences
Joanna O. Masingila Susana Davidenko Ewa Prus-Wisniowska 《Educational Studies in Mathematics》1996,31(1-2):175-200
A variety of researchers in the last fifteen years have described how people learn and use mathematics in out-of-school situations. These researchers have found that mathematics learning and practice in and out of school differ in a number of ways. In this paper we examine and discuss these differences while maintaining the position that while some differences may be inherent, many differences can be narrowed so that mathematics learning and practice in school and out of school can build on each other and be connected. Before discussing a framework that we think sheds some light on connecting these experiences, we present some research from several of our studies that illustrates some of the differences between in-school and out-of-school mathematics practice and lays the groundwork for the discussion of the framework.We then discuss Saxe's (1991) research framework for gaining insight into the interplay between sociocultural and cognitive development processes through the analysis of practice participation (p. 13). Although Saxe's framework is a method for studying the interplay between sociocultural and cognitive development processes, we propose that it may be helpful in working towards connecting in-school and out-of-school mathematics learning and practice. Thus, we discuss the framework with illustrations from our own research, and then elaborate on ways to make this interplay between in-school and out-of-school contexts more deliberate. 相似文献
77.
Valle Antonio Cabanach Ramón G. Núñez José C. González-Pienda Julio Rodríguez Susana Piñeiro Isabel 《Research in higher education》2003,44(5):557-580
The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement. 相似文献
78.
The study of family variables has become increasingly critical in understanding outcomes typically considered program driven. Research linking family variables to parental involvement in early intervention programs for young children with disabilities is generally lacking. The purpose of this study was to determine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Service providers rated mothers' and fathers' involvement in early intervention programs Mother and fathers completed a battery of self-report questionnaires related to a variety of constructs, such as family functioning, marital adjustment, social supports, stress, coping, and parental involvement. Structural equating modeling was used to test the predictive ability of family variables. Two different models were developed for mothers and fathers. Results indicated significant outcomes for both group, largely supporting the proposed model. The coping variable emerged as a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental involvement. 相似文献
79.
Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
80.