Effective body water and body mass changes during summer ultra-endurance road cycling     

Lawrence E. Armstrong  Evan C. Johnson  Matthew S. Ganio  Daniel A. Judelson  Jakob L. Vingren  Brian R. Kupchak 《Journal of sports sciences》2015,33(2):125-135

Because body mass change (ΔM_b) does not represent all water losses and gains, the present field investigation determined if (a) ΔM_b equalled the net effective body water change during ultra-endurance exercise and (b) ground speed and exercise duration influenced these variables. Thirty-two male cyclists (age range, 35–52 years) completed a 164-km event in a hot environment, were retrospectively triplet matched and placed into one of three groups based on exercise duration (4.8, 6.3, 9.6 h). Net effective body water loss was computed from measurements (body mass, total fluid intake and urine excreted) and calculations (water evolved and mass loss due to substrate oxidation, solid food mass and sweat loss), including (ΔEBW_gly) and excluding (ΔEBW) water bound to glycogen. With all cyclists combined, the mean ΔM_b (i.e. loss) was greater than that of ΔEBW_gly by 1200 ± 200 g (P = 1.4 × 10^–18), was similar to ΔEBW (difference, 0 ± 200 g; P = .21) and was strongly correlated with both (R² = .98). Analysis of equivalence indicated that ΔM_b was not equivalent to ΔEBW_gly, but was equivalent to ΔEBW. Due to measurement complexity, we concluded that (a) athletes will not calculate the effective body water calculations routinely and (b) body mass change remains a useful field-expedient estimate of net effective body water change.  相似文献   

Examining the literacy component of science literacy: 25 years of language arts and science research     

Larry Yore  Gay L. Bisanz  Brian M. Hand 《International Journal of Science Education》2013,35(6):689-725

This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy - among them are critical listening and reading of various sources, multi-media presentations and representations, effective debate and argument, quality explanation and the role of information and communication technologies/environments.  相似文献   

An examination of the long term effect of performance visualization     

Joe Ayres  Brian L. Heuett 《Communication Research Reports》2013,30(3):229-236

This investigation examined whether performance visualization impacts the way high communication apprehensive (CA) people envision themselves as public speakers over time. To that end, high CA individuals were randomly assigned to performance visualization, placebo, or control conditions. When asked to draw pictures of themselves as speakers, high CAs depicted themselves in a more positive, vivid, “in control” fashion after exposure to performance visualization than did those exposed to the control or placebo conditions. These high CAs also reported experiencing lower levels of trait and state CA than did high CAs in the placebo and control conditions. These findings and their implications are discussed at the conclusion of this report.  相似文献   

Home Schooling: The Ameliorator of Negative Influences on Learning?   总被引：1，自引：1，他引：0  

Brian D. Ray 《Peabody Journal of Education》2013,88(1-2):71-106

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Roger Corman: Interviews Constantine Nasr,Editor. Jackson: University Press of Mississippi, 2011.     

Brian C. Wilson 《Journal of American culture (Malden, Mass. : 2003)》2012,35(2):197-198

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Teacher appraisal and assessment     

Brian Dowries 《School Leadership & Management》2013,33(2):227-231

In the fast globalising world of education, it is argued that educational leadership and management as a field of study has failed to keep pace with events in policy and practice. Accordingly, there is need to review how the field might develop to better reflect the forces of globalisation in education and their interaction with local cultural contexts. In this article, we derive five major issues raised by the authors in this Special Issue and express them as propositions. Each of the five propositions is briefly illustrated and presented as pointers to possible future directions for this branch of the field to take.  相似文献   

Poetry and pleasure     

Brian Merrick 《Children‘s Literature in Education》1979,10(4):203-205

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Improving Nature? The Science and Ethics of Genetic Engineering,by Michael J. Reiss and Roger Straughan; Birth to Death: Science and Bioethics,edited by David C. Thomasma and Thomasine Kushner     

Balmer  Brian 《Minerva》1999,37(1):95-97

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Navigating the Waves of Change: Political Education and Democratic School Reform in Postwar West Berlin     

Brian M. Puaca 《History of education quarterly》2008,48(2):244-264

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Strategic intentions for professionals in world-class schools     

Brian J. Caldwell 《Prospects》2000,30(2):189-200

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