ENHANCING EMPLOYMENT PROSPECTS BY DIVERSIFICATION AT POSTGRADUATE LEVEL     

Colm Ó hEOCHA 《Higher Education in Europe》1988,13(1-2):80-85

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Parental education, grade attainment and earnings expectations among university students     

Liam Delaney  Colm Harmon  Cathy Redmond 《Economics of Education Review》2011,30(6):1136-1152

While there is an extensive literature on intergenerational transmission of economic outcomes (education, health and income for example), many of the pathways through which these outcomes are transmitted are not as well understood. We address this deficit by analysing the relationship between socio-economic status and child outcomes in university, based on a rich and unique dataset of university students. While large socio-economic differences in academic performance exist at the point of entry into university, these differences are substantially narrowed during the period of study. Importantly, the differences across socio-economic backgrounds in university grade attainment for female students is explained by intermediating variables such as personality, risk attitudes and time preferences, and subject/college choices. However, for male students, we explain less than half of the socio-economic gradient through these same pathways. Despite the weakening socio-economic effect in grade attainment, a key finding is that large socio-economic differentials in the earnings expectations of university students persist, even when controlling for grades in addition to our rich set of controls. Our findings pose a sizable challenge for policy in this area as they suggest that equalising educational outcomes may not translate into equal labour market outcomes.  相似文献   

The effects of sodium bicarbonate ingestion on cycling performance and acid base balance recovery in acute normobaric hypoxia     

Lewis A. Gough  Sanjoy K. Deb  Danny Brown  S. Andy Sparks  Lars R. McNaughton 《Journal of sports sciences》2019,37(13):1464-1471

This study investigated the effects of two separate doses of sodium bicarbonate (NaHCO₃) on 4 km time trial (TT) cycling performance and post-exercise acid base balance recovery in hypoxia. Fourteen club-level cyclists completed four cycling TT’s, followed by a 40 min passive recovery in normobaric hypoxic conditions (FiO₂ = 14.5%) following one of either: two doses of NaHCO₃ (0.2 g.kg^?1 BM; SBC2, or 0.3 g.kg^?1 BM; SBC3), a taste-matched placebo (0.07 g.kg^?1 BM sodium chloride; PLA), or a control trial in a double-blind, randomized, repeated-measures and crossover design study. Compared to PLA, TT performance was improved following SBC2 (p = 0.04, g = 0.16, very likely beneficial), but was improved to a greater extent following SBC3 (p = 0.01, g = 0.24, very likely beneficial). Furthermore, a likely benefit of ingesting SBC3 over SBC2 was observed (p = 0.13, g = 0.10), although there was a large inter-individual variation. Both SBC treatments achieved full recovery within 40 min, which was not observed in either PLA or CON following the TT. In conclusion, NaHCO₃ improves 4 km TT performance and acid base balance recovery in acute moderate hypoxic conditions, however the optimal dose warrants an individual approach.  相似文献   

TRUST YOUR OWN OBSERVATIONS: CRITERION REFERENCED ASSESSMENT OF READING PROGRESS     

E. L. Glynn  S. Stuart McNaughton 《International Journal of Disability, Development & Education》1975,22(2):91-108

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Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study     

Jennifer Riedl Cross  Colm O’Reilly  Mihyeon Kim  Sakhavat Mammadov  Tracy L. Cross 《High Ability Studies》2015,26(1):39-61

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.  相似文献   

Effects of sodium phosphate and caffeine loading on repeated-sprint ability     

Christopher Buck  Kym Guelfi  Brian Dawson  Lars McNaughton  Karen Wallman 《Journal of sports sciences》2015,33(19):1971-1979

The effects of sodium phosphate and caffeine supplementation were assessed on repeated-sprint ability. Using a randomised, double-blind, Latin-square design, 12 female, team-sport players participated in four trials: (1) sodium phosphate and caffeine, (2) sodium phosphate and placebo (for caffeine), (3) caffeine and placebo (for sodium phosphate) and (4) placebo (for sodium phosphate and caffeine), with ~21 days separating each trial. After each trial, participants performed a simulated team-game circuit (4 × 15 min quarters) with 6 × 20-m repeated-sprints performed once before (Set 1), at half-time (Set 2), and after end (Set 3). Total sprint times were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 1: P = 0.003; Set 2: d = ?0.51; Set 3: P < 0.001; overall: P = 0.020), caffeine (Set 3: P = 0.004; overall: P = 0.033) and sodium phosphate (Set 3: d = ?0.67). Furthermore, total sprint times were faster after sodium phosphate supplementation compared with placebo (Set 1: d = ?0.52; Set 3: d = ?0.58). Best sprint results were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 3: P = 0.007, d = ?0.90) and caffeine (Set 3: P = 0.024, d = ?0.73). Best sprint times were also faster after sodium phosphate supplementation compared with placebo (d = ?0.54 to ?0.61 for all sets). Sodium phosphate and combined sodium phosphate and caffeine loading improved repeated-sprint ability.  相似文献   

Anaerobic work and power output during cycle ergometer exercise: effects of bicarbonate loading     

L McNaughton  R Curtin  G Goodman  D Perry  B Turner  C Showell 《Journal of sports sciences》1991,9(2):151-160

Eight trained male cyclists who competed regularly in track races, were studied under control, alkalotic (NaHCO3) and placebo (CaCO3) conditions in a laboratory setting to study the effect of orally induced metabolic alkalosis on 60 s anaerobic work and power output on a bicycle ergometer. Basal, pre- and post-exercise blood samples in the three conditions were analysed for pH, pCO2, pO2, bicarbonate, base excess and lactate. All blood gas measurements were within normal limits at basal levels. There were significant differences in the amount of work produced, and in the maximal power output produced by the cyclists in the experimental condition when compared to the control and placebo conditions (P less than 0.01). The post-exercise pH decreased in all three conditions (P less than 0.05) and post-exercise pCO2 increased significantly in the alkalosis trial (P less than 0.01). In the alkalotic condition, the pre-exercise base excess and HCO3- levels were both higher (P less than 0.05) than the basal levels, suggesting that the bicarbonate ingestion had a significant increase in the buffering ability of the blood. Post-exercise lactate levels were significantly higher (P less than 0.05) after the alkalotic trial when compared to the other two conditions, immediately post-exercise and for the next 3 min. Post-exercise lactate levels were higher than basal or pre-exercise levels (P less than 0.001). This was true immediately post-exercise and for the next 5 min. The results of this study suggest that NaHCO3 is an effective ergogenic aid when used for typically anaerobic exercise as used in this experiment. We feel that this ergogenic property is probably due to the accelerated efflux of H+ ions from the muscle tissue due to increased extracellular bicarbonate buffering.  相似文献   

Developing pre-requisites for empathy: increasing awareness of self,the body and the perspectives of others     

Susan Maree McNaughton 《Teaching in Higher Education》2016,21(5):501-515

Empathy is an important affective attribute for graduates entering future practice with diverse populations. Self- and bodily awareness and the ability to take others’ perspectives are essential for developing, maintaining and encouraging the cognitive, affective and motivational elements of empathy. This paper presents a thematic analysis of students’ summative reflections on body-focused wellness activity participation, which indicates increased self- and bodily awareness and developing ability to take on the perspectives of others. Prolonged engagement with authentic activities that focus attention on shared bodily aspects of life and encourage self-direction appears to be central for developing awareness and the ability to take on others’ perspectives. For some students, perspective-taking may produce recognition of disempowerment and the need for power reciprocity in future professional relationships, an essential element of practising empathy.  相似文献   

Well-being in schools: Chinese and New Zealand approaches     

McNaughton  Stuart  Li  Jiacheng 《Educational Research for Policy and Practice》2022,21(1):125-141

Educational Research for Policy and Practice - Educational authorities across countries are concerned to promote the well-being of their children. We discuss the approach that two systems, China...  相似文献   

Childcare Workers’ Use of Talking Up and Incidental Teaching Procedures under Standard and Self‐management Staff Training Packages     

Helen Charles  Ted Glynn  Stuart McNaughton 《教育心理学》1984,4(3):199-212

Two childcare workers in a daycare setting were trained in the use of Talking Up and Incidental Teaching procedures, designed to increase children's language. Training was introduced in two stages. The first was a standard training package comprising oral and written instructions, roleplay, modelling and feedback. The second was a modified package comprising a self‐management component (the formulation by childcare workers of specific plans to implement each procedure, and a correspondence training component in which they received feedback on correspondence between their performance and their plans). Following a baseline period in which rates of child‐initiated language were monitored the standard training package was introduced for both Talking Up and Incidental Teaching. Next, the modified (self‐management) training package was introduced, first for Incidental Teaching, and subsequently for Talking Up. Introducing the standard training package resulted in markedly increased use of Talking Up by one worker and Incidental Teaching by both workers. However there was a concomitant decrease in child‐initiated language (and hence opportunities to use Incidental Teaching). When the modified (self‐management) package was introduced for Incidental Teaching, there was a resultant increase in the use of that procedure as well as a marked increase in child‐initiated language. When the modified (self‐management) package was introduced for Talking Up, there was a resultant increase in the use of that procedure but in contrast, there was a decrease in child‐initiated language. With the introduction of each training package, nevertheless, both workers responded to increased proportions of child initiations over baseline. Results are discussed in terms of the confounding effects of the two procedures in this study and their relative usefulness in improving child language.  相似文献