An Analysis of Heart Rateesponse to Exercise     

Charles W. Suggs 《Research quarterly for exercise and sport》2013,84(1):195-205

Abstract

Heart rate response to exercise and recovery after exercise were studied analytically on the basis that any energy extracted from a muscle must ultimately be supplied by oxidation. Any discrepancy between oxygen supply rate and equivalent oxygen consumption rate was assumed to be made up by utilizing a finite reserve; thus allowing supply to lag consumption at the onset of exercise. Heart rate was assumed and experimentally demonstrated to be linearly related to oxygen supply rate during both steady-state and the transition period after exercise starts or stops. During recovery the withdrawals from reserves are repaid as heart rate returns to normal. Consideration of these factors resulted in an exponential heart rate response equation which closely agreed with observations. Coefficients, evaluated from experimental data, gave average time constants of 1.2 to 1.7 sec. with recovery being slower than response to exercise. Integration of this equation over the exercise range gave an estimate of the deficiency of supply as compared to consumption. A similar integration over the recovery phase indicated that in this range, supply exceeded consumption by at least as much as it was deficient during the exercise phase.  相似文献   

Effects of Mental Practice on Skill Development after Controlled Practice     

Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(4):534-538

Abstract

The purpose of this investigation was to test the effect of mental practice on skill performance after exposing subjects to real performance of a novel motor skill. Subjects practiced physically for one week prior to being divided into control, mental practice, and physical practice groups. Subjects then practiced in treatment groups for three weeks. Results indicated mental practice to be effective in facilitating juggling performance in subjects having experienced controlled actual practice.  相似文献   

Limits and potentials of social networking in academia: case study of the evolution of a mathematics Facebook community     

John Hallam Goodband  Peter Charles Samuels  Duncan Lawson  Roy Bhakta 《Learning, Media and Technology》2012,37(3):236-252

The use of social networking services has rapidly increased in recent years, especially by university students. Some authors assert that they have educational potential in terms of promoting collaborative learning practices among undergraduate students which enhance engagement and understanding. This possibility is particularly relevant to mathematics learning, because university communities are frequently experienced as isolating and performance-oriented. This case study reports on the use of Facebook to support mathematical communication and more participative learning identities within a UK university mathematics department. It describes how the reactive formation of a student-led Facebook community became a source of conflict within the wider academic social community and how this conflict was eventually resolved. While it raises questions about the extent to which Facebook can encourage open collaborative learning within the wider context of student aspirations in a competitive climate, it notes its potential for fostering cross-cohort student support in a subject which frequently induces anxiety in its students.  相似文献   

Educational Technologists: Leading Change for a New Paradigm of Education     

Sinem Aslan  Charles M. Reigeluth 《TechTrends》2013,57(5):18-24

The transition from the industrial age to the information age has happened and is still happening in our society (Duffy, 2009). However, our current educational systems still operate based on the needs of the industrial-age society (Watson, Watson, & Reigeluth, n.d), making them among the least impacted organizations (Reigeluth & Joseph, 2002). This misalignment between schools and society takes the form of a discrepancy between what and how we teach students in schools and how schools are organized and operated (Banathy, 1991; Hargreaves, 1999; Wagner et al., 2006). Educational systems should address current students’ needs to facilitate their learning process and better preparethem for their future lives in society (Collins & Halverson, 2009). In this article, we explain how we envision the new paradigm of education and what roles educational technologists should play to help transform educational systems to this new paradigm.  相似文献   

Using Synchronous Technology to Enrich Student Learning     

Charles Xiaoxue Wang  David Jaeger  Jinxia Liu  Xiaoning Guo  Nan Xie 《TechTrends》2013,57(1):20-25

To explore the potential applications of synchronous technology to enrich student learning, faculty members from an American regional state university and a Chinese regional university collaborated to find appropriate ways to integrate synchronous technology (e.g., Adobe Connect) into an educational technology program in the American university and in an English as a Foreign Language (EFL) program in China. The paper reports the collaborative efforts in a project (from Fall 2010 to Spring 2012) using Adobe Connect to enrich student learning at both sites. The report includes the project overview, project implementation and its evaluation framework. Finally, the paper offers practical suggestions for using synchronous technologies such as Adobe Connect for instruction when implementing such an international project in two different countries.  相似文献   

Instructional Procedures for the Disadvantaged     

John E. Roueche  Charles L. Wheeler 《College Teaching》2013,61(3):222-225

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The Distinguished Teacher     

Charles H. Kegel 《College Teaching》2013,61(2):102-104

Five characteristics of distinguished teachers are discussed in the following article, which treats the subject in a fresh way. One thing distinguished teachers always achieve is the stimulation of intellectual curiosity among their students, according to the dean of liberal arts, Idaho State University (A.B., Alma College; M.A., Northwestern; Ph.D., Michigan State) whose specialty is English.  相似文献   

The accurate reporting of software‐generated p‐values: A cautionary research note     

Timothy R. Levine  Charles Atkin 《Communication Research Reports》2013,30(3):324-327

Quantitatively oriented researchers differ in how they report the results of tests of statistical significance. Some authors report statistically significant results as less than an alpha level (e.g., p < .05), while others report exact p‐values (p = .04) from statistical software readouts. This paper argues that three reporting errors are possible when p‐values are reported based on computer readouts. First, the p‐value of obtained data can never be equal to, or less than, zero. Thus, reporting that a finding is p = .000 is an error. Second, rounding down errors can lead to factual inaccuracies. For example, it is inaccurate to report a p = .052 as p < .05. Finally, p‐values for wrong‐direction effects with one‐tailed tests must always be p> .50. Awareness of these issues should facilitate accurate statistical reporting.  相似文献   

Communication Apprehension and Imagined Interactions     

James M. Honeycutt  Charles W. Choi  John R. DeBerry 《Communication Research Reports》2013,30(3):228-236

Communication apprehension (CA) is associated with fear of anticipated communication. Yet, imagined interactions (IIs) can help reduce fear of communication in which individuals use mental imagery before and after to prepare and review communication. A series of regression analyses in which characteristics of IIs were the independent variables was used to predict overall CA, as well as in four different contexts. The regression analysis indicated that CA could be predicted by the II characteristic of discrepancy across multiple contexts. The II catharsis function was predictive in one context. Results are discussed in terms of cognitive modification as a therapeutic technique for treating CA.  相似文献   

A comprehensive survey on the status of social and professional issues in United States undergraduate computer science programs and recommendations     

Carol Spradling  Leen-Kiat Soh  Charles J. Ansorge 《Computer Science Education》2013,23(3):137-153

A national web-based survey was administered to 700 undergraduate computer science (CS) programs in the United States as part of a stratified random sample of 797 undergraduate CS programs. The 251 program responses (36% response rate) regarding social and professional issues are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, how social and professional issues are integrated, perceptions of CS faculty regarding the importance of social and professional issues, pedagogies used to teach social and professional issues, and what specific social and professional topics have been included in the CS curriculum. Additionally, we (a) provide suggestions for CS programs regarding the integration of social and professional issues into the CS curriculum, (b) suggest ways to encourage more social and professional coverage in CS programs, pedagogy, and (c) recommend what social and professional topics should be included in future CS curriculum reports.  相似文献