Biological maturity status,body size,and exercise behaviour in British youth: A pilot study     

Sean P. Cumming  Martyn Standage  Fiona B. Gillison  Thomas P. Dompier  Robert M. Malina 《Journal of sports sciences》2013,31(7):677-686

In this study we examined the performance during, and the physiological and metabolic responses to, prolonged, intermittent, high-intensity shuttle running in hot (～30 C, dry bulb temperature) and moderate (～20 C) environmental conditions. Twelve male students, whose mean (s x ) age, body mass and maximal oxygen uptake (V O 2m ax ) were 22 ± 1 years, 69.8 ± 01.8 kg and 56.9 ± 1.1 ml . kg ?1 . min ?1 respectively, performed intermittent high- and low-speed running involving five sets of ～15 min of repeated cycles of walking and variable speed running followed by 60 s run/rest exercise until fatigue. The total distance completed in the hot and moderate trials was 8842 3790 m and 11,280 214 m respectively (P < 0.01). This decrement in performance occurred even though no differences existed in the level of dehydration, rating of perceived exertion, blood glucose and lactate, plasma free fatty acid and ammonia concentrations between the two trials. However, water consumption was almost twice as great in the hot trial (hot vs moderate: 1.18 ± 0.12 vs 0.63 ± 0.07 l . h ?1 , P < 0.01). Rectal temperature (hot vs moderate: 39.4 ± 0.1 vs 38.0 ± 0.1 C, P < 0.01) and heart rate (hot vs moderate: 186 ± 2 vs 179 ± 2 beats . min ?1 , P < 0.05) were higher at the end of the hot condition than at the same point in time in the moderate condition. The correlation between the rate of rise in rectal temperature and the distance completed during the hot condition was -0.94 (P < 0.01); for the moderate condition it was -0.65 (P <0.05). The reduced performance in the hot condition was associated with high body temperature; the precise mechanisms by which the performance decrement was brought about are, however, unclear.  相似文献   

Oral versus written assessments: a test of student performance and attitudes     

Mark Huxham  Fiona Campbell  Jenny Westwood 《Assessment & Evaluation in Higher Education》2012,37(1):125-136

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both ‘scientific’ and ‘personal development’ topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or ‘professionalism’ of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity’.  相似文献   

Providing Effective Support: Investigating feedback to distance language learners   总被引：2，自引：1，他引：1  

Fiona Hyland 《Open Learning》2013,28(3):233-247

Interaction and feedback on performance are essential elements of the language learning process. On a distance-learning course, since opportunities for interaction may be limited, feedback plays a crucial role in opening and maintaining a dialogue between tutors and students. Using text analysis, questionnaire and interview data, this study explores both tutor and student perspectives on the feedback offered on a distance language course. It finds that there are considerable individual differences in the feedback offered by tutors and there is also variation in the type of feedback the students want and their reported uses of it. The article suggests that more training for both tutors and students is necessary to adequately exploit feedback's potential in a distance-learning context.  相似文献   

Who says you need to teach reading to 11–13-year-olds?     

Faye Fiona Parkhill  Jo Florence Fletcher  Janinka Greenwood  Michael Grimley  Sue Bridges 《Education 3-13》2013,41(2):160-177

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading.  相似文献   

Living with imperfect comparisons: The challenges and limitations of comparative paralympic sport policy research     

Mathew Dowling  Phil Brown  David Legg  Aaron Beacom 《Sport Management Review》2018,21(2):101-113

In this article, the authors explores the challenges and limitations of conducting cross-comparative management/policy research in the Paralympic sporting domain. The comparative sport policy debate in able-bodied sport has emerged, in part, due to the increasing complexity, uncertainty, and competitive nature of high performance sport environments and a desire to understand why some countries are more successful than others at international sporting competition. The same issues and questions have also emerged within the Paralympic context. As a precursor to establishing a research agenda in this area, however, it was deemed important to begin to address the epistemological, methodological, and practical issues in comparative sport research. The analysis draws upon the broader sociological literature and examples from the Paralympic sporting context to identify and discuss the challenges and limitations of the comparative approach as well as recommendations for mitigating against them.  相似文献   

Commercialization strategies of young biotechnology firms: An empirical analysis of the U.S. industry     

Silja Kasch  Michael Dowling 《Research Policy》2008,37(10):1765-1777

We studied the commercialization strategies of young biotechnology companies in the United States building on previous studies by assuming that commercialization also includes intermediate forms like hierarchical or bilateral cooperation. Our hypotheses are derived from the Resource-Based View, Transaction Cost Economics, and Property Rights Theory. The results show that the propensity to integrate is related to the appropriability regime, direct capabilities, financial resources, and synergies between the products. Our results show that the Resource-Based View and Property Rights Theory contribute a great deal to explaining commercialization strategies, whereas Transaction Cost Economics explains less.  相似文献   

The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health     

Cassandra M. Popham  Fiona S. McEwen  Elie Karam  Michael Pluess 《Child development》2024,95(3):e206-e223

Refugee children are at increased risk for mental health problems, including post-traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross-sectionally in a sample of Syrian refugee child–mother dyads in Lebanon in 2017–19. Mediating pathways were tested using structural equation modeling with 1446 dyads (child: M_age = 11.39, 52.1% females) and again 1 year later with 872 (child: M_age = 12.17, 53.1% females) of the original sample. Mediating pathways from the refugee environment through maternal mental health and parenting to child outcomes were detected, emphasizing the importance of a holistic approach to refugee mental health.  相似文献   

Visitors and Residents: mapping student attitudes to academic use of social networks     

Fiona Wright  David White  Tony Hirst 《Learning, Media and Technology》2014,39(1):126-141

The Visitors and Residents model of internet use suggests a continuum of modes of engagement with the online world, ranging from tool use to social spaces. In this paper, we examine evidence derived from a large cohort of students to assess whether this idea can be validated by experimental evidence. We find statistically significant differences between individuals displaying ‘Visitor’ or ‘Resident’ attitudes, suggesting that the Visitors and Residents model is a useful typology for approaching and understanding online behaviour. From our limited sample, we have been able to produce evidence that the Visitors and Residents labels are statistically robust. This demonstrates that the Visitors and Residents approach provides a valuable framework for those considering the use of social tools in educational contexts.  相似文献   

The case for beauty     

Fiona Reynolds 《Cultural Trends》2015,24(1):71-73

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Armenian teachers’ dichotomous perspectives on children with high‐functioning autism     

David Allan  Fiona Hallett  Graham Hallett 《Journal of Research in Special Educational Needs》2020,20(2):109-120

This article uses the views of student teachers and serving teachers from a post‐Soviet context in order to better understand current thinking around teachers’ perceptions of children with what might be termed ‘hidden’ disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers’ perspectives of autism in the Republic of Armenia, offering an insight into the impact of its social, cultural and political history. Whilst serving teachers demonstrated contrastive and downward comparisons when presented with a vignette of a young person with Asperger's Syndrome, student teachers expressed more connective comparisons. The data suggest, then, that Armenian student teachers represent progressive attitudinal change towards individuals with disabilities. These results also shed light on how social comparison theory might be used to tease out assumptions and taken‐for‐granted attitudes in the global West.  相似文献