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41.
Ines Alves 《International Journal of Inclusive Education》2019,23(7-8):862-875
ABSTRACTThis article critically analyses the recent developments and changes towards Inclusive Education in Portugal, through a policy analysis that includes the last three legislative frameworks. These policies will be analysed within their cultural and historical context, to explore the similarities and differences in the conceptualisations of diversity and inclusion; and the influence of international policies in the national policies that regulate the Portuguese schools’ role in ensuring education for all. The 2018 policies aim to ensure that all students, regardless of their personal and social situation, have access and participate in an inclusive school, which aligns with the Salamanca Statement and Framework for Action (1994). 相似文献
42.
Rui M. Lima Pernille Hammar Andersson Elisabeth Saalman 《European Journal of Engineering Education》2017,42(1):1-4
ABSTRACTThe informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals. 相似文献
43.
Jennifer R. A. Nikolai Gregory Bennett Stefan Marks Geoff Gilson 《The International Journal of Art & Design Education》2019,38(1):137-152
This article is an interdisciplinary reflective response to an intensive studio learning and teaching experience involving artists, academics and postgraduate students. The authors of this article teach, research and practise in coding, digital design, dance, and virtual and live performance. As lecturers and students we reflect upon and propose future approaches to art practice in tertiary education informed by live performance, performance capture and studio‐based responses to digital and virtual platforms. We reflect on an innovative contribution to the field of research–teaching nexus as informed by digital and virtual data capture identifying the key element of immediacy in live performance and choreographic improvisation with systems. We reflect on practice‐based inquiry via the Choreographic Coding Lab (CCL) model – a dialogical negotiation between capture technology and interdisciplinary artists in industry and academia. How can we encourage potential studio inquiry as an adapted model in tertiary learning and teaching? Our interdisciplinary voices, presented as authors’ reflections, provide suggestions for future studio‐based, active learning contexts. 相似文献
44.
Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world. 相似文献
45.
Becky Ropers-huilman Laura Carwile Marybeth Lima 《European Journal of Engineering Education》2005,30(2):155-165
Service-learning is an educational practice that has been used successfully in many disciplines, and is defined as ‘a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility’ (Bringle, R. and Hatcher, J., A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 1995, 2, 112–122). This research examines a first-year biological engineering design course that incorporated a service-learning project. Students participated in a survey and in focus groups to explore how well the service-learning project helped them to meet EC 2000 a–k objectives. Results showed that the service-learning project was a useful teaching method for accomplishing the learning objectives set forth by the instructor and by the Accreditation Board of Engineering and Technology. Women and non-white participants in this study generally assessed their learning outcomes to be greater than white males, which could have important implications in the recruitment and retention of such students in engineering. 相似文献
46.
Paula Clara Santos Sandra Abreu Carla Moreira Diana Lopes Rute Santos Odete Alves 《Journal of sports sciences》2013,31(14):1398-1408
AbstractThe aims of the this prospective study were to analyse physical activity (PA) engagement during the first and second trimesters, considering the different guidelines published on PA, to document the individual characteristics associated with the accomplishment of these guidelines and to examine pregnant women’s perceived barriers to leisure PA, using a socioecological framework. A sample of 133 pregnant women in two stages – at 10–12 weeks’ gestation (T1) and 20–22 weeks’ gestation (T2) – were evaluated. PA was assessed by accelerometry during the T1 and T2 evaluation stages. Socio-demographic characteristics, lifestyle factors and barriers to leisure PA were assessed via questionnaire. A large proportion of women (ranging from 32% to 96%) did not reach the levels of PA recommended by the guidelines. There were no significant differences between T1 and T2 with regard to compliance with PA recommendations. A decrease in PA levels from T1 to T2 was noted for all recommendations. No associations were found between participants’ characteristics and adherence to the recommendations in T1 and T2. No significant differences were found in barriers to leisure PA between T1 and T2. The most commonly reported barriers to leisure PA were intrapersonal, not health related. Our results indicate that there were no differences between trimesters regarding compliance of PA recommendations, and perceived barriers were similar in both trimesters. 相似文献
47.
Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献
48.
Svein Arne Pettersen Peter Krustrup Mads Bendiksen Morten Bredsgaard Randers Joao Brito Jens Bangsbo 《Journal of sports sciences》2014,32(20):1958-1965
AbstractThe study examined the effect of caffeine supplementation on match activities and development of fatigue during a football match. In a randomised, double-blind cross-over design, two experimental football games separated by 7 days were organised between the junior teams of two professional football clubs (17.6 ± 1.1 years (±s), 71.7 ± 6.9 kg, 13.9% ± 5.0% body fat). The players ingested either a capsule of 6 mg · kg?1 b.w. caffeine or placebo (dextrose) 65 min prior to the matches. Match activities were assessed using the ZXY match analysis system, and a Yo-Yo intermittent recovery test–level 2 (Yo-Yo IR2) was conducted immediately post-game. Heart rate was monitored throughout the game, and blood samples were obtained at baseline, half-time and after the game. There were no differences between caffeine and placebo regarding total distance covered (10,062 ± 916 vs 9854 ± 901 m), high-intensity running (557 ± 178 vs 642 ± 240 m), sprinting distance (109 ± 58 vs 112 ± 69 m) or acceleration counts (123 ± 31 vs 126 ± 24). In both trials, players displayed lower (P < 0.05) values in total distance and acceleration counts in the last 15 min compared to all other 15-min periods of the matches. Post-game Yo-Yo IR2 performance was not different between game trials (caffeine: 829 ± 322 m; placebo 819 ± 289 m). In conclusion, oral caffeine administration does not appear to have an ergogenic effect in young football players during match play. 相似文献
49.
Lucas Rosiello Trojbicz Mayara Vieira Damasceno Leonardo Alves Pasqua Arthur Fernandes Gáspari Adriano Eduardo Lima-Silva 《European Journal of Sport Science》2018,18(6):842-850
The main purpose of this study was to compare the effect of the constant load and self-paced exercise with similar total work on autonomic control after endurance exercise. Ten physically active men were submitted to (i) a maximal incremental exercise test, (ii) a 4-km cycling time trial (4-km TT), and (iii) a constant workload test with identical total external work performed at 4-km TT. Gas exchange was measured throughout the tests, while blood lactate, heart rate, and heart rate variability (HRV) were measured during the passive recovery. Power output measured at the last lap (i.e. 3600–4000?m) of 4-km TT (316?±?89?W) was statistically higher than power output measured at the end of the constant workload exercise (211?±?42?W). The 4-km TT produced higher values of blood lactate concentration (8.8?±?2.1?mmol?L?1) than the constant workload test (7.8?±?2.1?mmol?L?1). The heart rate recovery measured at 60?s (constant workload: 37?±?7?bpm; 4-km TT: 30?±?6) and 120?s (constant workload: 57?±?9?bpm; 4-km TT: 51?±?9?bpm) were higher in the constant workload than in the self-paced exercise. The HRV (i.e. RMSSD30s) was statistically higher in the constant load exercise measured at 120, 420, 450, 480, 540, and 570?s than the self-paced exercise. These findings suggest that the autonomic control responses were dependent of the endurance exercise modalities, with parasympathetic activity being delayed after self-paced exercise, as evidenced by post-exercise heart rate indices. 相似文献
50.
Gustavo Zaccaria Schaun Stephanie Santana Pinto Aline Borges de Carvalho Praia Cristine Lima Alberton 《Journal of sports sciences》2018,36(18):2053-2060
The present study compared the energy expenditure (EE) during and after two water aerobics protocols, high-intensity interval training (HIIT) and moderate continuous training (CONT). A crossover randomized design was employed comprising 11 healthy young women. HIIT consisted of eight 20s bouts at 130% of the cadence associated with the maximal oxygen consumption (measured in the aquatic environment) with 10s passive rest. CONT corresponded to 30 min at a heart rate equivalent to 90–95% of the second ventilatory threshold. EE was measured during and 30 min before and after the protocols and excess post-exercise oxygen consumption (EPOC) was calculated. Total EE during session was higher in CONT (227.62 ± 31.69 kcal) compared to HIIT (39.91 ± 4.24 kcal), while EE per minute was greater in HIIT (9.98 ± 1.06 kcal) than in CONT (7.58 ± 1.07 kcal). Post-exercise EE (64.48 ± 3.50 vs. 63.65 ± 10.39 kcal) and EPOC (22.53 ± 4.98 vs.22.10 ± 8.00 kcal) were not different between HIIT and CONT, respectively. Additionally, oxygen uptake had already returned to baseline fifteen minutes post-exercise. These suggest that a water aerobics CONT session results in post-exercise EE and EPOC comparable to HIIT despite the latter supramaximal nature. Still, CONT results in higher total EE. 相似文献