Thoracoabdominal breathing motion pattern and coordination of professional ballet dancers     

Isabella Martins Rodrigues  Gustavo Ramos Dalla Bernardina  Karine Jacon Sarro  Guido Baroni  Pietro Cerveri  Amanda Piaia Silvatti 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):51-62

Ballet training includes exercises of high and moderate intensities, which require breathing control for a good performance. This study describes the thoracoabdominal motion of professional dancers and compares the breathing patterns between professional dancers and non-dancers. Participants of this study were four male and four female (30.33 ± 4.64 years) professional dancers and four male and four female (22.75 ± 1.49 years) non-dancers. The participants executed two breathing manoeuvres while sitting motionless: quiet breathing (QB) and vital capacity (VC). The 3D coordinates of 32 retro-reflective markers positioned on the trunk were used to calculate the volume of the superior thorax, inferior thorax and abdomen. Principal component analysis was applied in the volume variation of each trunk compartment to search for dominant independent variables in a breathing motion pattern. The correlation coefficient was calculated to verify the coordination between the compartments during the breathing manoeuvres. A predominance of the superior thorax or abdomen movement was found in both groups. The professional ballet dancers have an efficient breathing pattern and maintain the same breathing pattern in QB and VC manoeuvres. On the other hand, the non-dancers group showed relevant changes of the breathing pattern to respond to a greater breathing effort, like in VC.  相似文献   

Exploring the validity of a teachers’ self-efficacy scale in five countries   总被引：2，自引：0，他引：2  

Robert M. Klassen  Mimi Bong  Ellen L. Usher  Wan Har Chong  Vivien S. Huan  Isabella Y.F. Wong  Tasos Georgiou 《Contemporary educational psychology》2009

The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings.  相似文献   

Cross-cultural adaptation and psychometric properties of the Portuguese version of the youth experience survey for sport (P-YES-S)     

Patrícia Aparecida Gaion Rigoni  José Roberto Andrade do Nascimento Junior  Isabella Caroline Belem  Lenamar Fiorese Vieira 《Measurement in physical education and exercise science》2018,22(4):310-321

This study investigated adaptation and the psychometric properties of the Portuguese version of the Youth Experience Survey for Sport (P-YES-S). Translators, professors, and athletes participated. Athletes between 14 and 18 years were recruited. The instrument was the P-YES-S. Content validity was assessed by coefficients of content and kappa, while Cronbach’s alpha was used for internal consistency analysis and intraclass correlation for temporal stability. Exploratory and confirmatory factorial analyses were conducted to test the construct validity of the instrument. Discriminant validity was assessed by comparing the Average Variance Extracted (AVE) with the squared correlation between factors. Results showed acceptable levels for content validity, internal consistency, temporal stability, concurrent validity, and construct validity. The acceptable model was: X²/df = 1.54, GFI = 0.93, CFI = 0.92; AGFI = 0.92, TLI = 0.91, AIC = 414.63, BIC = 610.93, MECVI = 1.41 and RMSEA = 0.0.04, p = 0.03. The adaptation process produced an instrument with 22 items and the dimensions of Personal and Social Skills, Cognitive Skills, Initiative Experiences, and Negative Experiences.  相似文献   

Test administrator's gender affects female and male students' self-estimated verbal general knowledge     

Tuulia M. Ortner  Isabella Vormittag 《Learning and Instruction》2011,21(1):14-21

Effects of test administrator's gender on test takers' self-estimated verbal general knowledge and de facto verbal general knowledge were investigated. Based on three theories previously applied in research dealing with the effects of test administrator's ethnicity, it was expected male and female test takers to show higher scores under female test administration. In a double-blind face-to-face-testing design, 93 university students of both genders in four groups were tested by 20 test administrators of both genders. A MANOVA confirmed the expected significant main effect. Female and male students reached higher scores in self-estimated knowledge when tested by a female test administrator in comparison to female students and male students tested by a male test administrator (Cohen's d = 0.46). No significant effects resulted for de facto knowledge.  相似文献   

你是独一无二的     

陈珏 《英语沙龙》2011,(3)

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Relaxing Design Students’ Sketch Inhibition: Experiences with Theoretical Grounding and Impermanent Media     

Elke Altenburger  Isabella Falche  Haley Gwin 《The International Journal of Art & Design Education》2023,42(1):69-85

This article reports about a study developed to understand the effectiveness of instructional strategies to manage sketch inhibition in design students through studio-based pedagogy. Sketch inhibition among students and recent graduates of design programs is a prominent aspect of the prevailing digitization of the design industry and education. While traditional and digital media are ideally complementary tools to facilitate the complex process of designing, studio instructors struggle to effectively integrate both into their students’ conceptions and practices. Primary data sources were ethnographic fieldnotes, semi-structured interviews, and students’ responses to open-ended survey questions. Whiteboards used as an impermanent medium, requests for quantity of sketches, and gentle enforcement of time limits were incorporated into studio practices on the foundation of theoretical grounding. Students understood the purpose and advantages of using hand sketches at strategic moments during the design process. Inhibited students responded to this combination of interventions by relaxing enough to focus on engaging with the relevant design tasks rather than focusing on how best to avoid them. Production of rich records, documenting their projects’ progression, served as supporting evidence that sketching had become a more normal and accepted part of the design process than for previous studio cohorts. The authors suggest more experimentation with these strategies and propose that sketching instructors prioritize and nurture ‘thinking sketches’ over ‘persuasive sketches’ to transfer attention from the representation of design solutions toward the design process and the development of mature design solutions.  相似文献   

Using dissertation projects to facilitate transitions to university and employment: an exploratory case study     

Isabella McMurray  Cheryl Rafferty  Cordelia Sutton  Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285

The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale.  相似文献   

Promoting academic satisfaction and performance: Building academic resilience through coping strategies     

Isabella Meneghel  Isabel M. Martínez  Marisa Salanova  Hans de Witte 《Psychology in the schools》2019,56(6):875-890

The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR‐S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR‐S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR‐S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction.  相似文献   

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?     

Doris Choy  Sylvia Chong  Angela F. L. Wong  Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87

This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.  相似文献   

3,3′-Diindolylmethane Encapsulated Chitosan Nanoparticles Accelerates Inflammatory Markers,ER/PR,Glycoprotein and Mast Cells Population During Chemical Carcinogen Induced Mammary Cancer in Rats     

Stainsloss Isabella  Sankaran Mirunalini  Kannaiyan Pandiyan 《Indian journal of clinical biochemistry : IJCB》2018,33(4):397-405

The present study aimed to investigate the effect of 3,3′-diindolylmethane (DIM) on inflammatory markers, estrogen receptors (ER), progesterone receptors (PR), level of glycoprotein and the mast cell population in 7,12-dimethylbenz (a) anthracene (DMBA) 25 mg/kg b.wt. induced rat mammary carcinogenesis. After 8 weeks of tumor formation, rats had access to an oral administrated with DIM 10 mg/kg b.wt. and DIM@CS-NP 0.5 mg/kg body weight respectively for 8 weeks. The oral administration of DIM@CS-NP 0.5 mg/kg b.wt. suppressed the Cox-2, NF-κB and TNF-α protein expression on DMBA induced rats compared to DIM 10 mg/kg b.wt. The ER/PR levels were increased on DMBA induced rats, treated with DIM@CS-NP 0.5 mg/kg b.wt. reduced ER/PR level as well as glycoprotein and mast cell population than DIM 10 mg/kg b.wt. The result shows that, DIM@CS-NP 0.5 mg/kg b.wt. has the potentially inhibit abnormal levels of inflammatory markers, ER, PR, levels of glycoprotein and mast cell population compared to DIM 10 mg/kg b.wt.  相似文献