排序方式： 共有152条查询结果，搜索用时 40 毫秒
51.
Paulo Vitor da Silva Romero Débora Alves Guariglia Francielli Ferreira Da Rocha Caroline de Carvalho Picoli Gustavo Renan Gilio Gabriel Sergio Fabricio 《Journal of sports sciences》2018,36(14):1578-1585
The present study aimed to determine the effects of physical training performed by parents on mice offspring adiposity. Male and female parents underwent an aerobic training protocol for 7 weeks. The trained and sedentary parents were allowed to mate and the resultant offspring divided in: S (Offspring from Sedentary Parents), T (Offspring from Trained Parents), ST (Offspring from Sedentary Father and Trained Mother) and TS (Offspring from Trained Father and Sedentary Mother). After weaning, offspring was euthanized, blood collected and samples of mesenteric and inguinal fat pads used to isolate adipocytes for morphologic and histological analyses. Lee index, mesenteric fat pad, sum of visceral fat and total fat weight of female T was reduced in comparison to the other groups (p < 0.05). Periepididymal and sum of visceral fat in male T group was also reduced when compared to the other groups (p < 0.05). The diameter of mesenteric and inguinal adipocytes of T group was smaller compared to all groups comparisons for both sexes (p < 0.05). In summary, exercise training performed by parents reduced visceral offspring adiposity, the diameter of subcutaneous adipocytes and improved metabolic parameters associated to metabolic syndrome. 相似文献
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Karina L. R. Canabrava Fernanda R. Faria Jorge R. P. de Lima Dartagnan P. Guedes Paulo R. S. Amorim 《Research quarterly for exercise and sport》2018,89(1):47-56
Purpose: This study aimed to compare the energy expenditure and intensity of active video games to that of treadmill walking in children and adolescents. Method: Seventy-two boys and girls (aged 8–13 years) were recruited from local public schools. Energy expenditure and heart rate were measured during rest, during 3-km/hr, 4-km/hr, and 5-km/hr walks, and during active games (Adventure, Boxing I, Boxing II, and Dance). During walking and active games, we also assessed physical activity using an accelerometer. Results: The energy expenditure of the active games Adventure, Boxing I, Boxing II, and Dance was similar to that of treadmill walking at 5 km/hr in boys and girls. Heart rate was significantly higher for the game Adventure compared with walking at 3 km/hr, 4 km/hr, and 5 km/hr and the game Dance in both genders. The heart rate of girls during the games Adventure and Dance was significantly higher compared with boys. There was a statistically significant difference (p < .05, with an effect size ranging from 0.40 to 3.54) in the counts·min?1, measured through accelerometry, between activities. Conclusion: XBOX 360 Kinect games provide energy expenditure and physical activity of moderate intensity for both genders. The use of active video games can be an interesting alternative to increase physical activity levels. 相似文献
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Ilda Maria Pedro Luis Nobre Pereira Hélder Brito Carrasqueira 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):128-152
This study aims to find determinants for the commitment relationship between alumni and alma mater. Based on the literature, satisfaction and image are proposed as drivers of commitment. A survey applied to 2544 alumni in a Portuguese university provides data analyzed through a structural equation modeling technique. The results present ‘image of education’, ‘image of communication’ and ‘satisfaction with social and academic environment’ as determinants of the commitment relationship, which provide important clues for the marketers’ decision-making process when developing activities geared towards alumni. This process should emphasize aspects relating to their willingness to give back, academic and relationship quality, and institutional values. Within the Higher Education market, this study underscores the need to maintain and reinforce the relationship with alumni, and contributes to the scarce Portuguese literature on alumni matters. 相似文献
55.
João Ribeiro Pedro Figueiredo Sara Morais Francisco Alves Huub Toussaint João Paulo Vilas-Boas 《Journal of sports sciences》2017,35(16):1614-1621
The present study aimed to examine how high- and low-speed swimmers organise biomechanical, energetic and coordinative factors throughout extreme intensity swim. Sixteen swimmers (eight high- and eight low-speed) performed, in free condition, 100-m front crawl at maximal intensity and 25, 50 and 75-m bouts (at same pace as the previous 100-m), and 100-m maximal front crawl on the measuring active drag system (MAD-system). A 3D dual-media optoelectronic system was used to assess speed, stroke frequency, stroke length, propelling efficiency and index of coordination (IdC), with power assessed by MAD-system and energy cost by quantifying oxygen consumption plus blood lactate. Both groups presented a similar profile in speed, power output, stroke frequency, stroke length, propelling efficiency and energy cost along the effort, while a distinct coordination profile was observed (F(3, 42) = 3.59, P = 0.04). Speed, power, stroke frequency and propelling efficiency (not significant, only a tendency) were higher in high-speed swimmers, while stroke length and energy cost were similar between groups. Performing at extreme intensity led better level swimmers to achieve superior speed due to higher power and propelling efficiency, with consequent ability to swim at higher stroke frequencies. This imposes specific constraints, resulting in a distinct IdC magnitude and profile between groups. 相似文献
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Alexsandro Pereira de Pereira Paulo Lima Junior Renato Felix Rodrigues 《Science & Education》2016,25(3-4):343-362
Explaining is one of the most important everyday practices in science education. In this article, we examine how scientific explanations could serve as cultural tools for members of a group of pre-service physics teachers. Specifically, we aim at their use of explanations about forces of inertia in non-inertial frames of reference. A basic assumption of our study is that explanatory tools (e.g., typical explanations learned) shape the ways we think and speak about the world. Drawing on the theory of mediated action, analysis illustrates three major claims on scientific explanations: (1) explaining is an act of actively responding to explanations presented by others (and not only to evidence itself); (2) the actual experience of explaining involves the enactment of power and authority; (3) resistance (not acknowledging an explanation as one’s own) might be a constitutive part of learning how to explain (hence, teachers could approach scientific explanation in a less dogmatic way). These assertions expand the possibilities of dialogue between studies of scientific explanations and the social sciences. Implications for science teaching and research in science education are presented. 相似文献
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The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college‐level general chemistry textbooks with respect to the presentation of the periodic table. The historical reconstruction of the periodic table showed that the periodicity of the elements could be construed as an inductive generalization or as a function of the atomic theory. There is considerable controversy with respect to the nature of Mendeleev's contribution, and various alternatives are discussed: ordered domain; empirical law; and a theory with limited explanatory power. Accommodation of the elements according to their physicochemical properties is considered to be the major contribution of the periodic table by all textbooks, followed by contrapredictions of previously unknown elements (30 textbooks), and novel predictions (corrections of atomic mass) of known elements (10 textbooks). The relative importance of accommodation and prediction within an HPS framework is generally ignored. Few textbooks have attempted to explore the possible cause of periodicity in the table and very few textbooks have explored the nature of Mendeleev's contribution. The development of the periodic table as a sequence of heuristic principles in the form of a convincing argument has been ignored. The textbook approach of emphasizing that the development of the periodic table was an inductive generalization, and that Mendeleev had no model or theory, does not facilitate the spirit of critical inquiry that led the scientists to grapple with alternative interpretations, conflicts, and controversies. It is concluded that the development of the periodic table went through a continual critical appraisal (conflict and controversy), in which scientists presented various tentative theoretical ideas to understand the observed phenomena. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 84–111, 2005 相似文献
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Meagan D. O&#x;Malley Leora Wolf‐Prusan Cecilia Lima Rodriguez Randy Xiong Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275
Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided. 相似文献
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Forgetting about Friendship: Using Conflict in Teacher Communities as a Catalyst for School Change 总被引：1，自引：0，他引：1
Jorge Ávila de Lima 《Journal of Educational Change》2001,2(2):97-122
It is widely recognized that teacher communities figure among the most vital factors for promoting educational change within schools. While there is widespread consensus on the idea of collegiality as an instrument for promoting and sustaining change, scholars are much less clear on the characteristics that teachers' professional communities within schools must possess in order to promote and sustain such change. This paper discusses the role of friendship and conflict in teacher communities and argues for a rethinking of the way the intermingling of professional and interpersonal ties in schools contributes to school change. 相似文献
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A case study on project led education in engineering: students' and teachers' perceptions 总被引：1，自引：1，他引：1
Rui M. Lima Dinis Carvalho Maria Assunção Flores Natascha Van Hattum-Janssen 《European Journal of Engineering Education》2007,32(3):337-347
This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education. 相似文献