Aerobic exercise and type a behaviour     

Lori A. Schmied  Hannah Steinberg  Tim Moss  Elizabeth A. Sykes 《Journal of sports sciences》2013,31(5):433-445

The Type A behaviour pattern is a well‐documented, if controversial, risk factor for coronary heart disease. Surprisingly, relatively little work has been reported on ways of modifying this behaviour pattern. Aerobic exercise, with its demonstrated benefits for both cardiovascular reactivity and psychological ‘well‐being’, is a promising treatment. The literature is reviewed and recommendations are made for practical applications and future research.  相似文献   

Health-inclusive higher education: listening to students with disabilities or chronic illnesses     

Kate Hughes  Tim Corcoran  Roger Slee 《高等教育研究与发展》2016,35(3):488-501

This paper reports on a small-scale project undertaken with tertiary students who identified as having an impairment either at enrolment or by registering with the university's Disability Support Unit (DSU). The aim of the study was to explore with these students ways in which the university was currently meeting their academic support needs and the ways in which these needs might be better met. Consistent with the definition of disability within the Australian Disability Discrimination Act, it became apparent that a significant number of students who identified with that definition, or sought help from disability services, also presented with needs arising from chronic illness. The majority of participants cited an emotional or psychological illness, rather than a physical, intellectual or sensory one, as a possible precursor to difficulties in engagement with the university. We conclude by considering whether commonly used institutional categories are apposite to an understanding of the ways in which students perceive themselves and, importantly, their engagement with the university and success within it.  相似文献   

Promoting historical contextualisation in classrooms: an observational study     

Tim Huijgen  Paul Holthuis  Carla van Boxtel  Wim van de Grift 《Educational studies》2019,45(4):456-479

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.  相似文献   

An evaluation of APT: an Animated Program Tracer for novice Prolog programmers     

Tim Rajan 《Instructional Science》1991,20(2-3):89-110

This paper describes an approach to evaluating the usefulness of an Animated Program Tracer (APT) in communicating run-time information to novice Prolo programmers. The method used in the evaluation consists of a set of programs which have been specially designed to elicit how novices think Prolog programs are executed, and thus to reveal how accurate their model of program execution is. Two experiments are reported. The first determines the misconceptions that novices hold about the runtime actions of the Prolog interpreter, and produces six different categories of misconception. The second experiment investigates the ability of APT to communicate run-time information to novice Prolog programmers. A scoring technique was used to interpret subjects' answers, and shows that there was a significant improvement in the scores of the group who saw programs traced by APT when compared with a control group who saw no trace.  相似文献   

Promoting historical contextualization: the development and testing of a pedagogy     

Tim Huijgen  Wim van de Grift  Carla van Boxtel  Paul Holthuis 《课程研究杂志》2018,50(3):410-434

The aim of this explorative study was to develop and test a pedagogy aimed at promoting students’ ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test–post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students’ ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions.  相似文献   

Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation     

Tim De Feyter  Ralf Caers  Claudia Vigna  Dries Berings 《Learning and individual differences》2012,22(4):439-448

The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning the impact of neuroticism, we suggest a moderating role of self-efficacy. Hierarchical, moderated mediation and mediated moderation regression analyses were performed on longitudinal data collected from 375 students of a University college in Belgium. The findings revealed a positive indirect effect of neuroticism on academic performance at higher levels of self-efficacy, complemented by a positive direct effect of neuroticism at lower levels of self-efficacy. Finally, this study showed that conscientiousness positively affected academic performance indirectly through academic motivation, but also that it is a condition for the indirect impact of extraversion, neuroticism, and conscientiousness.  相似文献   

Addressing Child Maltreatment in New Zealand: Is Poverty Reduction Enough?     

Tim Dare  Rhema Vaithianathan  Irene De Haan 《Educational Philosophy and Theory》2014,46(9):989-994

Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand (Boston, 2014, Educational Philosophy and Theory). His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty” (Boston 2014, pp. 10–11). One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and poverty, Boston’s recommendations might be expected to go some way to addressing New Zealand’s appalling child maltreatment statistics. However, Boston himself identifies both fiscal and political barriers to the implementation of his proposed strategy. “Fundamentally”, he observes, “without adequate multi-party agreement, it will be hard to reduce child poverty on a durable basis” and “[c]urrently, such agreement is lacking” (Boston, 2014, p. 21). Even if we accept Boston’s strategies for child-poverty reduction, then, it is prudent to consider other responses to the consequences of child poverty. Significant and controversial aspects of New Zealand’s 2013 White Paper for Vulnerable Children can be read in this light, and one of them – the proposal to use predictive risk modeling (PRM) to identify children at risk of maltreatment – is the focus of this commentary.  相似文献   

Philosophy and Education: a personal retrospective     

Laurence Stott 《International Journal of Research & Method in Education》2013,36(1):49-53

This article reports a follow‐up study of students who had failed or had not completed the first year of an Advanced General National Vocational Qualification (GNVQ‐‐an academic qualification with a vocational focus intended mainly for 16‐18 year‐olds) in Business Studies in 1995‐96. Failure is usually attributed to student deficiency or deficient course‐related factors. Yet student accountability assumes capability, understanding and lack of coercion in making choices. In the present research these assumptions were critically examined and found misleading. The students’ career histories since the end of the course first year are sketched and the way in which the subjects made sense of their decisions and experience is reported. It is argued that simple ideas of choice, while supporting assignment of blame to failing students and exonerating their institutions, do not illuminate factors involved in making poor choices, or the way in which students who are ‘at risk’ can be supported.  相似文献   

An Exploratory Study of Factors Influencing Audience's Attitudes Toward Imported Television Programs in Taiwan     

Kenneth C. C. Yang  Tim K. Tso 《媒体管理杂志》2013,15(1):19-27

The diffusion of international television programs has been an important area of international communication research. In this article, we use theoretical constructs from country-of-origin and cultural proximity literatures and develop a model to explain audience's attitudes toward and willingness to watch imported television programs from China. Our study used a questionnaire survey method to collect data from 553 respondents in Taiwan. We examined television programs imported from China, a country that has tried to invade Taiwan to destroy its democracy in the past decades. Regression analyses found that, whereas cultural proximity was an important predictor, animosity turned out to be a more powerful predictor of Taiwanese audience's attitudes toward television programs from China. The results also demonstrated that if the Taiwanese audience perceived China as holding less animosity and more cultural proximity, they had more positive attitudes and were more willing to watch television programs imported from China.  相似文献   

Journalism and Critical Engagement: Naiveté, Embarrassment,and Intelligibility     

Tim Markham 《传播与批判/文化研究》2013,10(2):158-174

This article explores the possibility of journalists acting as custodians of critical engagement, drawing on Rancière's conception of dissensus as organized disagreement over the conditions of understanding. It begins by assessing the status that worthiness and naiveté have as negative symbolic capital in the journalistic field, before asking whether journalists' ambivalent detachment from the objects of their inquiry hinders their ability to engage critically with experts in other fields. It argues that journalism's role in marshaling dissensus amounts to making clear the limits and absences of intelligibility in journalism and other fields, in distinction to disseminating knowledge as such.  相似文献