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21.
The purpose of this study was to compare the effects of pre-exercise ice slurry ingestion and cold water immersion on submaximal running time in the heat. On three separate occasions, eight males ran to exhaustion at their first ventilatory threshold in the heat (34.0 ± 0.1 ° C, 52 ± 3% relative humidity) following one of three 30 min pre-exercise manoeuvres: (1) ice slurry ingestion; (2) cold water immersion; or (3) warm fluid ingestion (control). Running time was longer following cold water immersion (56.8 ± 5.6 min; P = 0.008) and ice slurry ingestion (52.7 ± 8.4 min; P = 0.005) compared with control (46.7 ± 7.2 min), but not significantly different between cold water immersion and ice slurry ingestion (P = 0.335). During exercise, rectal temperature was lower with cold water immersion from 15 and 20 min into exercise compared with control and ice slurry ingestion, respectively, and remained lower until 40 min (P = 0.001). At exhaustion rectal temperature was significantly higher following ice slurry ingestion (39.76 ± 0.36 ° C) compared with control (39.48 ± 0.36 ° C; P = 0.042) and tended to be higher than cold water immersion (39.48 ± 0.34 ° C; P = 0.065). As run times were similar between conditions, ice slurry ingestion may be a comparable form of pre-cooling to cold water immersion. 相似文献
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Manoeuvring a motorcycle at high-speed in official competition has been shown to expose riders to substantial and complex physiological and psychological demands, however few studies have analysed the physical load experienced by professional racers. This study aimed to quantify the physical stress experienced by riders and explore relationships between performance related variables (i.e. crashes). Performance and braking data were collected from official race reports from 2013 to 2015 of the top class of the FIM Road Racing Grand Prix World Championship. Top-level riders are exposed to a considerable volume (175 ± 42 brakes and 372 ± 48 leans to corner per race) of high intensity actions (>40% of brakes initiated at speeds higher than 260 km.h?1, and 13.2% over 300 km.h?1), where 1 out of every 4 braking actions generated inertial stresses greater than 10 m.s?2. Furthermore, the mean speed across competitions increased over the years (from 161.7 ± 6 km.h?1 to 164.5 ± 6 km.h?1), however no clear relationships between the amount of crashes and competition-related factors were found. Given the findings it would seem that riders could benefit from strength training specifically designed to prepare the body to counteract the repetitive inertial stresses of racing. 相似文献
23.
Helle Pia Laursen 《Cambridge Journal of Education》2019,49(4):457-476
Based on data from a researcher-generated activity and with the overall objective to gain insight into how students talk about themselves as readers, the study examines how, in a conversation with two classmates and a research assistant, 12–13-year-old students embrace or reject different figured worlds related to literacy. The analysis demonstrates how a number of figured literacy worlds with different chronotopic contours that include different value systems and offer different options for actions and identity can be identified in the students’ narratives. In addition, the analysis shows how the interview situation constitutes a space in which literacy-in-school as a chronotope dialogically merges with other chronotopic literacy worlds outside school. Findings from the study indicate a need for analytical attention to dialogical and narrative symbolic aspects in and youths’ investment processes regarding literacy, if we are to understand how literacy worlds contribute to shaping the ways in which children and youths engage in different literacy activities and invest in literacy acquisition. 相似文献
24.
Among science educators, current interest in undergraduate research (UR) is influenced both by the traditional role of the
research apprenticeship in scientists’ preparation and by concerns about replacing the current scientific workforce. Recent
research has begun to demonstrate the range of personal, professional, and intellectual benefits for STEM students from participating
in UR, yet the processes by which student-advisor interactions contribute to these benefits are little understood. We employ
situated learning theory (Lave and Wenger, Situated learning: legitimate peripheral participation, Cambridge University Press,
Cambridge in 1991) to examine the role of student-advisor interactions in apprenticing undergraduate researchers, particularly in terms of
acculturating students to the norms, values, and professional practice of science. This qualitative study examines interviews
with a diverse sample of 73 undergraduate research students from two research-extensive institutions. From these interviews,
we articulate a continuum of practices that research mentors employed in three domains to support undergraduate scientists-in-training:
professional socialization, intellectual support, and personal/emotional support. The needs of novice students differed from
those of experienced students in each of these areas. Novice students needed clear expectations, guidelines, and orientation
to their specific research project, while experienced students needed broader socialization in adopting the traits, habits,
and temperament of scientific researchers. Underrepresented minority students, and to a lesser extent, women, gained confidence
from their interactions with their research mentors and broadened their future career and educational possibilities. Undergraduate
research at research-extensive universities exemplifies a cycle of scientific learning and practice where undergraduate researchers
are mentored by graduate students and postdoctoral researchers, who are themselves apprentices to faculty members. As such,
research mentors of undergraduate students should be aware of the dual scientific and educational aspects of their advising
role and its significance in shaping students’ identities and career trajectories. 相似文献
25.
Niveen Iskandar Brett Laursen Benjamin Finkelstein Laen Fredrickson 《Early education and development》1995,6(4):359-376
Young children's preferences for conflict management strategies were assessed with hypothetical puppet interviews. A total of 48 children enrolled in a university nursery school were each presented 12 vignettes depicting common peer conflicts. Vignettes varied as a function of conflict issue (roles and possessions) and peer friendship status (friends and nonfriends). Three conflict resolution strategies were contrasted: negotiation, power assertion, and disengagement. The results indicated an overwhelming preference for negotiation. In contrast, power assertion was the least desirable means of resolving disputes. No differences emerged as a function of conflict issue or friendship status. Neither were there differences according to the age or sex of the subject. The findings indicate that young children evince a similar preference for resolving conflicts through negotiation and cooperation as has been reported in studies of older children and adolescents. 相似文献
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Martin Buchheit 《体育科研》2021,42(6):2-8
高强度间歇训练(HIIT)通常用以改善特定的身体能力,但HIIT过程中产生的神经肌肉负荷不应被忽视。尽管不同形式HIIT产生的代谢刺激类似,但其产生的神经肌肉负荷差异巨大。因此,为了在训练周内避免过度负荷和/或保持适宜的训练刺激,精准安排不同的HIIT对于团队项目来说至关重要。本文基于高速跑动和力学性负荷的调控介绍了HIIT在足球项目中的应用 相似文献
28.
National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. 相似文献
29.
Lisa Corwin Auchincloss Sandra L. Laursen Janet L. Branchaw Kevin Eagan Mark Graham David I. Hanauer Gwendolyn Lawrie Colleen M. McLinn Nancy Pelaez Susan Rowland Marcy Towns Nancy M. Trautmann Pratibha Varma-Nelson Timothy J. Weston Erin L. Dolan 《CBE life sciences education》2014,13(1):29-40
The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.
Students can work with the same data at the same time and with the same tools as research scientists.iPlant Education, Outreach & Training Group (2008, personal communication)相似文献
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