Sleep/wake behaviour of endurance cyclists before and during competition     

Michele Lastella  Gregory Daniel Roach  Shona Leigh Halson  David Thomas Martin  Nicholas Peter West  Charli Sargent 《Journal of sports sciences》2015,33(3):293-299

Good sleep is critical for optimising recovery and athletic performance. Yet, few studies have investigated how athletes sleep before and during competition. The aim of this study was to determine whether such sleep is poorer than that before a usual training day. Twenty-one male endurance cyclists’ (age: 19.9 ± 1.7 years) sleep/wake behaviour was assessed using wrist activity monitors for 11 nights, including a six-night baseline training phase, three nights before competition and two nights during competition. Cyclists had less sleep on the night before competition (6.5 ± 0.9 h) and during the first night of competition (6.8 ± 0.8 h) than at baseline (7.4 ± 0.6 h). Cyclists also went to bed and woke up earlier during competition than at baseline. Competition schedules and competition itself can disrupt the sleep/wake behaviour of athletes during competition. Future investigations should examine sleep during three stages of competition (i.e. before, during and after competition). This will help coaches develop a greater understanding of how sleep changes during different phases of competition and enable them to plan post-competition training programmes to ensure appropriate rest and recovery is obtained.  相似文献   

Structures of argumentative discourse: Effects of type of referential space     

Danièle Coquin-Viennot  Pierre Coirier 《European Journal of Psychology of Education - EJPE》1992,7(3):219-229

Written argumentative texts were collected from 7 to 14 year-old-children in two situations: one in which a scientific-like issue was to be debated (formal discourse: FD) and one in which an opinion was to be defended (natural discourse: ND). The structure of the supporting arguments advanced in the individual protocols were analyzed. Various structural indices were defined and calculated for each protocol, and then input into a factorial correspondence analysis. In both the FD and ND conditions, the main factorial axis opposes long protocols to short ones. This finding held true even though the other indices were weighted to compensate for protocol length. The length variable thus appears to be a discourse characteristic as such. Furthermore, long FD protocols were associated with embedded structures and a substantial amount of rewording. Long ND protocols had a low degree of embedding, and contained many accumulated arguments and thematic breaks. The second axis opposes sequential chaining of arguments to argument coordination in FD. In ND, it opposes the absence of structure and many rewordings to a variety of more or less highly organized structures, but without sequential chaining. These analyses revealed some interesting differences between formal and natural discourse: the key role played by sequential chaining in FD versus the insignificance of this type of structure in ND, and the important but different role of rewording in FD and ND. Protocol length was found to be strongly linked to subject age: older subjects have more arguments at their disposal. But in addition to acquiring the ability to write longer texts, older children are able to use different structures for argumentation, depending on the type of referential space involved.  相似文献   

Different perspectives: Spatial ability influences where individuals look on a timed spatial test          下载免费PDF全文

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2017,10(3):224-234

Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234. © 2016 American Association of Anatomists.  相似文献   

A taste for science? PhD scientists’ academic orientation and self-selection into research careers in industry     

Michael Roach  Henry Sauermann 《Research Policy》2010,39(3):422-434

Recent research on industrial and academic science draws on the notion that academically trained scientists have a strong “taste for science”. However, little attention has been paid to potential heterogeneity in researchers’ taste for science and to potential selection effects into careers in industry versus academia. Using survey data from over 400 science and engineering PhD students, we examine the extent to which PhD students’ taste for science (e.g., desire for independence, publishing, peer recognition, and interest in basic research) and other individual characteristics predict preferences for research careers in industry versus academia. Our results suggest that PhD students who prefer industrial employment show a weaker “taste for science”, a greater concern for salary and access to resources, and a stronger interest in downstream work compared to PhD students who prefer an academic career. Our findings have important implications for innovation research as well as for managers and policy makers.  相似文献   

Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities     

Andrew T. Roach  E. Namisi Chilungu  Tamika P. LaSalle  Devadrita Talapatra  Matthew J. Vignieri  Alexander Kurz 《Peabody Journal of Education》2013,88(4):511-528

Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. This article provides a historical and policy context for efforts to ensure curricular access. In addition, this article reviews research on potential indicators of (or ways of measuring) access to the general curriculum and opportunity to learn. Finally, best practices for facilitating and evaluating access to the general curriculum are discussed.  相似文献   

Alternate Assessments of Students with Significant Disabilities: Alternative Approaches,Common Technical Challenges     

Stephen N. Elliott  Andrew T. Roach 《教育实用测度》2013,26(3):301-333

This article examines three typical approaches to alternate assessment for students with significant cognitive disabilities—portfolios, performance assessments, and rating scales. A detailed analysis of common and unique design features of these approaches is provided, including features of each approach that influence the psychometric quality of their results. Validity imperatives for alternate assessments are reviewed, and approaches for addressing the need for validity evidence are outlined. The article concludes with an examination of three technical challenges—alignment, scores and scoring, and standard setting—common to all alternate assessments. In light of these challenges, existing methods and professional testing standards are endorsed as necessary guidance for understanding and advancing alternate assessment practices.  相似文献   

Teaching Artistry and Workplace Wellness     

Jamie Roach 《Teaching Artist Journal》2016,14(1):5-14

How can Applied Theatre impact office productivity and employee well-being? A pilot program in NYC presents its discoveries.  相似文献   

Reconsideration of the coexistence of Buddhist temple education and state education in Xishuangbanna,China     

Jing Li  Danièle Moore 《British Journal of Religious Education》2014,36(2):139-154

This paper presents data gathered in interviews with 29 informants in Xishuangbanna Dai Autonomous Prefecture of Yunnan, China – an administrative region with Theravāda Buddhist religious identity. The data highlight tensions between the traditional faith-based education provided by Theravāda Buddhist temple schools and secular state education. The paper concludes that a negotiated balance between traditional faith-based education and the state education system would best serve the interests of the ethnic minority in the region.  相似文献   

Intercultural willingness to communicate and communication anxiety in international teaching assistants     

K. David Roach  Bolanle A. Olaniran 《Communication Research Reports》2013,30(1):26-35

This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety.  相似文献   

Management view,power use,and affinity‐seeking: Effects on college student employee identification     

K. David Roach 《Communication Research Reports》2013,30(4):354-364

This study investigated the effects of management view, power use, and affinity‐seeking on employee organizational identification in organizations that hire part‐time college students. Most managers were identified as manifesting a Theory Y view of management. Manager coercive and expert power were significantly related to employee organizational identification. Results indicated that manager view and affinity‐seeking were significantly related to employee organizational identification. Significant differences in affinity‐seeking and in employee organizational identification were found for Theory X and Theory Y managers.  相似文献