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41.
Jacqueline Tran Anthony J. Rice Luana C. Main Paul B. Gastin 《Journal of sports sciences》2015,33(3):268-276
Elite rowers complete rowing-specific and non-specific training, incorporating continuous and interval-like efforts spanning the intensity spectrum. However, established training load measures are unsuitable for use in some modes and intensities. Consequently, a new measure known as the T2minute method was created. The method quantifies load as the time spent in a range of training zones (time-in-zone), multiplied by intensity- and mode-specific weighting factors that scale the relative stress of different intensities and modes to the demands of on-water rowing. The purpose of this study was to examine the convergent validity of the T2minute method with Banister’s training impulse (TRIMP), Lucia’s TRIMP and Session-RPE when quantifying elite rowing training. Fourteen elite rowers (12 males, 2 females) were monitored during four weeks of routine training. Unadjusted T2minute loads (using coaches’ estimates of time-in-zone) demonstrated moderate-to-strong correlations with Banister’s TRIMP, Lucia’s TRIMP and Session-RPE (rho: 0.58, 0.55 and 0.42, respectively). Adjusting T2minute loads by using actual time-in-zone data resulted in stronger correlations between the T2minute method and Banister’s TRIMP and Lucia’s TRIMP (rho: 0.85 and 0.81, respectively). The T2minute method is an appropriate in-field measure of elite rowing training loads, particularly when actual time-in-zone values are used to quantify load. 相似文献
42.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. 相似文献
43.
Tran Le Huu Nghia 《Journal of Education & Work》2018,31(1):72-86
External stakeholders have increasingly participated in instructional and training activities in higher education; however, their contribution has not yet been adequately documented, especially in non-Western university contexts. This article reports a study that examined external stakeholders’ roles and factors influencing their participation in these roles in developing generic skills (GS) for students at six Vietnamese universities of different institutional contexts. Data, which were primarily collected by semi-structured interviews with 69 university leaders, academics and staff members of the Youth Union and its associates, were analysed using a content analysis approach. The analysis showed that external stakeholders participated in multiple roles in executing GS policy, including consulting relevant GS for curriculum modification, training students in these skills, providing and supervising student internships, and evaluating the effectiveness of the skills development programmes. The analysis indicated that their participation was influenced by their interests in these roles, university location and university status. University leadership, which appeared to be driven by contextual factors such as several reforms concurrently taking place, curriculum autonomy, and regulations about staff appointment, was also found to influence extremal stakeholders’ participation. 相似文献
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Ly Thi Tran 《高等教育研究与发展》2008,27(3):245-256
This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course. 相似文献
46.
Hassan R. HassabElnaby David D. Dobrzykowski Oanh Thikie Tran 《Decision Sciences Journal of Innovative Education》2012,10(2):271-294
Accounting has been faced with a severe shortage in the supply of qualified doctoral faculty. Drawing upon the international mobility of foreign scholars and the spirit of the international medical graduate program, this article suggests a model to fill the demand in accounting doctoral faculty. The underlying assumption of the suggested model is that there is enough qualified international accounting doctoral scholars who are willing to work in the United States because of natural and artificial benefits, such as the existence of national innovation, knowledge‐intensive clusters system, favorable working conditions, and career and earning prospects. A 10‐week International Accounting Post‐Doctoral Program (IAPDP) is designed to prepare academically competent international accounting faculty to be qualified to work in the United States at AACSB International‐accredited institutions. A survey was employed to examine the viability of the proposed model. Our results indicate that qualified international accounting doctoral scholars are interested in the suggested model and the nondoctoral U.S. accounting programs will represent the major job market for these IAPDP graduates. This article should be of interest to accounting educators, business schools, the American Institute of Certified Public Accountants (AICPA), the Association to Advance Collegiate Schools of Business (AACSB) International, and the American Accounting Association (AAA). 相似文献
47.
Van Nguyen Thi Bich 《Curator: The Museum Journal》2012,55(3):301-312
Abstract The Vietnamese Women’s Museum (VWM) opened in 1995 with the mission to improve public knowledge of the historical and cultural heritage of Vietnamese women in the nation’s 54 ethnic community groups. The VWM aimed to be a center for cultural exchange with women from other nations with the goal of fostering “equality, development, and peace.” At the outset it honored the positive role played by women in general, and presented some typical individuals acclaimed for their contributions and sacrifices. After some visitor research, the museum is now using a gender‐specific approach, playing the role of social critic, reflecting contemporary life, and targeting marginalized women groups. 相似文献
48.
Dunwoodie Karen Due Clemence Baker Sally Newman Alex Tran Connie 《International Journal for Educational and Vocational Guidance》2022,22(2):467-490
International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in... 相似文献
49.
Family economic status is generally considered to be an important factor associated with students’ educational outcomes. However,
to evaluate the strength of this contention, it is important to first have appropriate measures of family economic status.
Measuring the economic status of Vietnamese people has been particularly difficult as the respondents have not been able to
report accurately on their income. This has been compounded in rural populations, because of the relative economic homogeneity
of communities. This study constructed, calibrated and validated a set of items to form a measure of economic status of students’
families in rural Vietnam. 相似文献
50.
Developing Food Science Core Competencies in Vietnam: The Role of Experience and Problem Solving in an Industry‐Based Undergraduate Research Course 
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下载免费PDF全文 Karen LeGrand Lina Yamashita Cary J. Trexler Thi Lam An Vu Glenn M. Young 《Journal of Food Science Education》2017,16(4):118-130
Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges. 相似文献