Changes in Myocardial Mass Associated with Age and Stress: Reexamination of Ventricular Hypertrophy     

Colleen George  Michael T. Kopetzky  Maysie J. Hughes  James J. McGrath 《Research quarterly for exercise and sport》2013,84(1):25-30

Abstract

Hearts from 126 male Sprague-Dawley rats (two age groups) were studied to determine effects of age, chronic hypoxia, and exercise on ventricular weight. Exercised rats had significantly heavier absolute total ventricular weights (right plus left) compared with chronically hypoxic or control rats. Whether expressed as absolute or percent total ventricular weight, chronically hypoxic rats had significantly larger right ventricles but significantly smaller left ventricles than exercised or control rats. Expressed as absolute weight, older rats (11 months) had significantly larger right or left ventricles than young rats (3 months). Expressed as percent total ventricular weight, young rats had left ventricles 4% smaller, but right ventricles 4% larger than older rats (p <.05). Type of work overload (volume or pressure) and functional location of workload (pulmonary or systemic) were suggested physiological mechanisms for stress- and age-related changes in myocardial mass.  相似文献   

The Rise of American High School Sports and the Search for Control, 1880–1930     

Colleen English 《国际体育史杂志》2013,30(11-12):1492-1494

  相似文献   

Conceptualisations of disability and inclusion: perspectives of educators of young children     

Colleen Thornton & Kathryn Underwood 《Early Years: An International Journal of Research and Development》2013,33(1):59-73

This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.  相似文献   

Teaching Master's and Doctoral Social Work Students to Systematically Evaluate Evidence-Based Interventions     

Wendy Auslander  Colleen Fisher  Marcia Ollie  ManSoo Yu 《Journal of Teaching in Social Work》2013,33(4):320-341

Evidence-based research relevant to social work practice has grown dramatically. This article describes a method that was implemented to teach master's and doctoral social work students how to synthesize and evaluate evidence-based interventions for social work–related problems and populations. The method includes eight steps: conceptualize the problem and define the research question(s); conduct a systematic search; define study inclusion and exclusion criteria; identify and categorize types of interventions and outcomes; rate the studies' methodological rigor; determine outcome attainment; combine outcome attainment and study rigor, and compare the evidence across studies. Two examples are presented of the implementation of this approach along with a discussion of the challenges and limitations.  相似文献   

Low-income African and Latina immigrant mothers’ selection of early childhood care and education (ECCE): Considering the complexity of cultural and structural influences     

Colleen K. Vesely 《Early childhood research quarterly》2013

Grounded in ecocultural theory and utilizing in-depth interview data, this paper explores the experiences of 40 low-income immigrant mothers as they selected and secured early childhood care and education (ECCE) for their young children. Cultural and structural aspects of low-income immigrant families’ lives and their influence in shaping these families’ ECCE decision-making processes were examined. Latina and African mothers’ experiences were considered, as these mothers’ country of origin (COO) experiences were varied as well as their documentation statuses upon arrival in the US, with 15 of the Latinas being undocumented. Mothers discussed reasons for seeking ECCE, with maternal employment being most important. Some mothers looked to ECCE to recreate social experiences for their children similar to those in their COOs. Many mothers indicated looking for ECCE programs in which their children could learn English and interact with children from diverse backgrounds. Mothers tended to utilize social and organizational connections to secure ECCE and documentation of residence shaped the number and severity of obstacles mothers faced in securing ECCE. The findings from this study inform researchers, policymakers, and practitioners as to how both culture and structure shape ECCE decision making among low-income African and Latina/o immigrant families.  相似文献   

‘Doing research was inspiring’: building a research community with teachers     

Dragana Martinovic  Natasha Wiebe  Snezana Ratkovic  Colleen Willard-Holt  Terry Spencer  Maria Cantalini-Williams 《Educational Action Research》2013,21(3):385-406

This paper reports on a mixed-methods study related to K–12 teachers’ understandings of what research is, and what enables or inhibits teacher use of research in the classroom towards informing their instructional practices. In a collaboration exemplifying school board and university partnerships, we examined the nature of associations between teachers and education research(ers). Our findings indicated that teachers felt both connected and disconnected to research practices in education. Participants suggested ways to establish and sustain better links and collaborations among the communities of teaching and research. This paper emphasizes the importance of universities, schools and teachers working together to conduct meaningful research and apply current knowledge in the field of education.  相似文献   

“Feminism Begins at Home”: The Influence of Mother Gender Socialization on Daughter Career andMotherhood Aspirations as Channeled Through Daughter Feminist Identification     

Colleen Warner Colaner  Christine E. Rittenour 《Communication quarterly》2013,61(1):81-98

Intercultural communication in contexts

Judith N. Martin and Thomas K. Nakayama, Intercultural Communication in Contexts. Mountain View, CA: Mayfield, 1997.

Communicating in the classroom

Kathleen Kougl, Communicating in the Classroom. Prospect Heights, IL: Waveland Press, 1997.

Relating: Dialogues and dialectics

Leslie A. Baxter and Barbara M. Montgomery, B.M., Relating: Dialogues and dialectics. New York: Guilford, 1996.  相似文献   

An Examination of Relational Uncertainty,Romantic Intent,and Attraction on Communicative and Relational Outcomes in Cross-Sex Friendships     

Colleen C. Malachowski  Megan R. Dillow 《Communication Research Reports》2013,30(4):356-368

This investigation explored the impact of relational uncertainty and its correlates (i.e., attraction and romantic intent) on cognitive, communicative, and behavioral outcomes in cross-sex friendships. Participants included 352 people who reported on a current cross-sex friendship. Hierarchical regression analyses indicated that social attraction increased relational satisfaction while relational uncertainty decreased relational satisfaction. Further, social attraction decreased topic avoidance while romantic intent and relational uncertainty increased topic avoidance. Finally, social attraction increased the use of relationship talk, routine contact and activity, and emotional support maintenance behaviors, while relational uncertainty decreased the use of these maintenance behaviors. This study provides researchers with a starting point for understanding the consequences associated with interpersonal attraction, romantic intent, and relational uncertainty in cross-sex friendships.  相似文献   

Understanding Relations Among Early Family Environment, Cortisol Response, and Child Aggression via a Prevention Experiment     

Colleen R. O'Neal  Laurie Miller Brotman  Keng-Yen Huang  Kathleen Kiely Gouley  Dimitra Kamboukos  Esther J. Calzada  Daniel S. Pine 《Child development》2010,81(1):290-305

This study examined relations among family environment, cortisol response, and behavior in the context of a randomized controlled trial with 92 children ( M  =   48 months) at risk for antisocial behavior. Previously, researchers reported an intervention effect on cortisol response in anticipation of a social challenge. The current study examined whether changes in cortisol response were related to later child aggression. Among lower warmth families, the intervention effect on aggression was largely mediated by the intervention effect on cortisol response. Although the intervention also resulted in significant benefits on child engaging behavior, cortisol response did not mediate this effect. These findings demonstrate meaningful associations between cortisol response and aggression among children at familial risk for antisocial behavior.  相似文献   

The Better Beginnings, Better Futures project: findings from grade 3 to grade 9     

Peters RD  Bradshaw AJ  Petrunka K  Nelson G  Herry Y  Craig WM  Arnold R  Parker KC  Khan SR  Hoch JS  Pancer SM  Loomis C  Bélanger JM  Evers S  Maltais C  Thompson K  Rossiter MD 《Monographs of the Society for Research in Child Development》2010,75(3):vii-viii, 1-174

Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion.  相似文献