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51.
BackgroundIndividuals with diabetes have greater central arterial stiffness, wave reflections, and hemodynamics, all of which promote the accelerated cardiovascular pathology seen in this population. Acute aerobic exercise has been shown to be an effective strategy for reducing central arterial stiffness, wave reflections, and hemodynamics in healthy individuals; however, the effects of acute aerobic exercise in reducing these outcomes is not well established in people with diabetes. Recently, implementation of high-intensity interval exercise (HIIE) has shown superior improvements in cardiovascular health outcomes when compared to traditional aerobic exercise. Yet, the effect of HIIE on the aforementioned outcomes in people with diabetes is not known. The purpose of this study was to (i) describe the central arterial stiffness, wave reflections, and hemodynamic responses to a bout of HIIE and moderate-intensity continuous exercise (MICE) in adults with diabetes; and (ii) compare the effects of HIIE and MICE on the aforementioned outcomes.MethodsA total of 24 adult men and women (aged 29–59 years old) with type 1 (n = 12) and type 2 (n = 12) diabetes participated in a randomized cross-over study. All participants completed the following protocols: (i) HIIE: cycling for 4 × 4 min at 85%–95% of heart rate peak (HRpeak), interspersed with 3 min of active recovery at 60%–70%HRpeak; (ii) MICE: 33 min of continuous cycling at 60%–70%HRpeak; and (iii) control (CON): lying quietly in a supine position for 30 min.ResultsA significant group × time effect was found for changes in central systolic blood pressure (F = 3.20, p = 0.01) with a transient reduction for the HIIE group but not for the MICE or CON groups. There was a significant group × time effect for changes in augmentation index at a heart rate of 75 beats/min (F = 2.32, p = 0.04) with a decrease following for HIIE and MICE but not for CON. For all other measures of central arterial stiffness and hemodynamics, no significant changes were observed (p > 0.05).ConclusionA bout of HIIE appears to lead to a greater transient reduction in central systolic blood pressure than the reduction observed following MICE; however, both HIIE and MICE improved augmentation index at a heart rate of 75 beats/min in people with diabetes. There was no significant difference in response to HIIE and MICE in all outcomes. This provides preliminary evidence on the role of HIIE on such outcomes in people with diabetes. 相似文献
52.
By combining research on interorganizational learning (IOL) with that on IT-enabled collaboration, this study examines the role of electronic collaboration (e-collaboration) enabled through the use of interorganizational information systems in the development of a firm's capabilities such as IOL. Moreover, this study examines IOL as a capability posited between electronic collaboration and firm performance. Finally, we conceptualize IOL as a multidimensional construct composed of information sharing, relationship-specific knowledge memory, and the development of shared meaning and verify the relationships between them. The study provides an empirical analysis of the proposed model and hypotheses by considering data from various industries. The results indicate that e-collaboration was positively related to all three components of IOL. In terms of the relationships between these components, information sharing had a positive effect on relationship-specific knowledge memory, which in turn facilitated the development of shared meaning. Only the development of shared meaning had a significant effect on firm performance. Discussions and implications of the results are provided. 相似文献
53.
Sung-Seok Ko 《Teaching in Higher Education》2013,18(3):301-314
This study proposes an advanced method to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Conway et al. proposed the Individual Weight Factor (IWF) method for peer assessment which has been extensively developed over the years. However, most methods associated with IWF use a simple average algorithm which still has limitations in effectively reflecting abnormal situations. Therefore, this study proposes an iterative method for measuring a fair IWF by considering each assessor's reliability. The proposed algorithm considers each assessor's reliability which is evaluated by an analysis of variance of the scores given by the assessor. This relative reliability factor is used to improve the fairness of the IWF and reduce the effect of unfair or unreliable assessors' scores. A comparison with previous methods demonstrates that the proposed method resulted in substantially more fair grades being given to individual students for group projects. 相似文献
54.
Angela Brew 《International Journal for Academic Development》2013,18(2):105-116
In the context of the fast changing university, how are academics to grow the capacity to cope with continual change and what can academic/faculty developers do to assist them? The paper first establishes the context of higher education as a challenging environment. It then reviews ideas about scholarship and explores the application of these ideas to university study of students and academics. It examines the role of the scholarship of teaching and learning in developing the capacity for critical reflection and then applies these ideas to academic practice more generally. Finally, the implications for academic development are addressed. Dans un contexte de mutation rapide de l’université, comment les universitaires parviennent‐ils à développer la capacité à faire face au changement continuel et que peuvent faire les conseillers pédagogiques pour les aider? Cet article décrit d’abord le contexte de l’enseignement supérieur comme un environnement rempli de défis. Il examine ensuite des idées liées à l’érudition (scholarship) et explore l’application de ces idées à l’étude universitaire des étudiants et des universitaires. L’article examine le rôle joué par le scholarship of teaching and learning dans le développement de la capacité de réflexion critique et applique ensuite ces idées à la pratique académique de façon plus générale. Finalement, les implications pour le développement pédagogique sont présentées. 相似文献
55.
Angela Daddow Peter Moraitis Amanda Carr 《International Journal of Inclusive Education》2013,17(5):480-489
Education policy in Australia has accelerated its aim to increase participation of under-represented groups in tertiary education including students who are culturally and linguistically diverse and have low socio-economic status. These students generally have not had prior access to privileged academic discourse, which can further disadvantage them in their participation and progress in tertiary education. In this article, we outline a cross-discipline curriculum initiative and pedagogy that draws on critical literacy and the metaphor of discourse community to integrate language and academic skills into community services qualifications. We argue that this – supports the genuine participation of under-represented (non-traditional) students. It aspires to not only support students’ entry into the new academic terrain, but to enable students to adopt a critical stance to the discourses in which they are learning to participate. This we argue is crucial, when expertise is not just a way of meeting its ostensible purposes, but is also a way of exercising power. Although we report on the application of this initiative to entry level curricula (Diploma), we suggest that it has relevance and application to Bachelor levels in a range of disciplines, both in supporting pedagogy and for transition to Bachelor level study. 相似文献
56.
Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require. 相似文献
57.
Rachel Gurvitch Russell L. Carson Angela Beale 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):246-262
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions. 相似文献
58.
59.
Stephan Schmelzing Jan H. van Driel Melanie Jüttner Stefanie Brandenbusch Angela Sandmann Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2013,11(6):1369-1390
One main focus of teacher education research concentrates on teachers’ pedagogical content knowledge (PCK). It has been shown that teachers’ PCK correlates with teaching effectiveness as well as with students’ achievement gains. Teachers’ PCK should be analyzed as one of the main important components to evaluate professional development programs. On this account, it is necessary to develop standardized measures of biology teachers’ topic-specific PCK that are labor-efficient. This paper presents a study on the development, evaluation, and validation of a paper-and-pencil test to measure biology teachers’ declarative PCK on the topic of blood and the human cardiovascular system. The development of the test was based, among other considerations, on a review of research literature on PCK and an analysis of 50 videotaped biology lessons. The final test instrument was comprised of 15 items distributed across 2 scales. The findings of the main study—with 93 preservice and in-service biology teachers and 12 biologists—confirmed that this measure of biology teachers’ declarative PCK was reliable, objective, and valid. In-service biology teachers scored higher on the test than preservice teachers (effect size Cohen’s d, 0.65) on one hand and, also, than biologists (Cohen’s d, 1.00) on the other hand. Future versions of this test should explore enlarging the scales and measuring procedural aspects of PCK. 相似文献
60.
The questions focus on the emergence of education for sustainable development in the French university. The case study discusses the curricular examination of the Bachelor of Territory Professional Planning in 17 universities and the diachronic evolution, between 2001 and 2011, of their educational content around sustainable development. The analysis leads to a reflection on the specificity of French contexts, compared to international positions. Indeed, the legitimacy of the education provided is queried against the economization of the educational sphere. Didactic problems are posed by the reduction of distances between social practices and knowledge mobilized for the teachings. The evolution of the ‘school form’ and the specific place of ‘educations for’ in the framework of the institution are questioned. 相似文献