The effects of exercise in hypoxic and normoxic conditions on endothelin-1 and arterial compliance     

Giles LV  Warburton DE  Esch BT  Fedoruk MN  Rupert JL  Taunton JE 《Journal of sports sciences》2012,30(3):261-267

The purpose of this study was to determine the effects of short-term normoxic and hypoxic exercise on plasma endothelin-1 and nitric oxide levels, and the relationship of arterial compliance and pulmonary artery pressure to endothelin-1. Seven endurance-trained males completed two incremental and two steady-state exercise tests performed at ventilatory threshold in normoxia and hypoxia (fraction of inspired oxygen = 0.14). Plasma endothelin-1was measured throughout steady-state tests. Arterial compliance using applanation tonometry, plasma nitric oxide and pulmonary artery pressure using Doppler echocardiography were measured before and after exercise. Small arterial compliance and pulmonary artery pressure significantly increased following exercise. There were no main effects of condition or time for plasma endothelin-1and nitric oxide levels. There were no significant relationships between plasma endothelin-1 and arterial compliance or pulmonary artery pressure. In conclusion, mechanisms other than the endothelial system may play a role in the exercise-induced changes in small artery compliance in this study population. Moderate hypoxia and a 30-minute steady-state exercise have limited effects on plasma endothelin-1 in endurance-trained males.  相似文献   

The Mark Twain School Decision     

Jack B. Weinstein 《Equity & Excellence in Education》2013,46(1-2):49-59

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Planning for Inclusion: Using Universal Instructional Design to Create a Learner-Centered Community College Classroom     

Jack J. Mino 《Equity & Excellence in Education》2013,46(2):154-160

A popular freshman social science survey course, Introductory Psychology, serves to illustrate one application of Universal Instructional Design (UID) principles. A seven-step lesson planning process is used to teach a unit on personality theories. Multiple modes of representation allow students multiple means of expression, and provide students with different ways to become engaged. Included in the lesson plan is a survey of nine sample adaptations or instructional design decisions to consider. In addition, learner-centered assessment strategies are discussed with a focus on adapting the multiple-choice exam with UID principles. The author concludes that Universal Instructional Design principles prove to be a powerful pathway for affirming student diversity, promoting a genuine sense of community, and improving student retention, achievement, and motivation.  相似文献   

THE TEACHING THEORIES OF COMMUNITY COLLEGE FACULTY     

Jack Friedlander 《Community College Journal of Research & Practice》2013,37(1):29-38

The objectives of this study were to determine the percentage of students who felt they were weak in an academic skill and who took a college assistance program designed to correct that deficiency and to identify the reasons given by students weak in an academic skill for not using a college support service from which they could benefit. Analyses of survey data obtained from 268 instructors and 6,428 of their students enrolled in a cross section of courses in a large multicampus urban community college district showed the following: (1) of those students who did not feel confident in a skill, less than 30% took advantage of a support program designed to assist them in that skill; (2) more than 40% of the faculty felt that the primary reason students did not take advantage of a needed support service was that they were not willing to devote the extra time or effort required to avail themselves of the service; and (3) the main reasons most academically underprepared students gave for not using a support service were that they did not feel a need for the service or had no time for the service. Implications of these findings for educational policy are discussed.  相似文献   

Results of a Pilot Study to Investigate Community College Student Perceptions of the Value of an Online Health-Risk Reduction Program     

Elizabeth Donovan  Jack Hernandez  Emil Chiauzzi  Pronabesh DasMahapatra  Tyler Achilles  Amanda Hemm 《Community College Journal of Research & Practice》2013,37(10):821-825

Health is associated with academic success. Universal, web-based interventions to reduce risks associated with alcohol and other drug use have been found to be effective at changing four-year college students’ health behaviors. An online health program may also be well-suited to a community college population, as it can reach students off campus and can be accessed at times that are convenient for students. The purpose of the current paper is to report the results of a community college student evaluation of a fully-developed, online health risk reduction program. One hundred and thirty four students evaluated the program. Students perceived the program to be successful at addressing college health and wellness issues, and they considered it a tool that could help students make a healthy adjustment to college. A universal, online, health-risk reduction program may have the potential to be a useful component of a community college's overall prevention strategy.  相似文献   

Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献   

Finding Jesus and Other Interfaith Friends     

Jack L. Seymour 《Religious education (Chicago, Ill.)》2018,113(2):173-179

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闲谈旗袍     

Jack 《海外英语》2006,(7):38

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少强的疑问     

Jack 《海外英语》2004,(2):30-31

"Can you understand how I feel, why I feel it... can you I understand my torture, my pain...?" Shao Qiang asked, looking intensely, almost imploringly, into Ming Yi Lin's eyes. He needed her to comfort him, to understand him, to see through and beyond the many apparent fault lines of his char-acter, a character that people, the society judged without any sympathy or knowledge. Society has its own rules, standards  相似文献   

EDUCATING COMMUNAL AGENTS: BUILDING ON THE PERSPECTIVISM OF G.H. MEAD     

Jack Martin 《Educational theory》2007,57(4):435-452

A bstract .  In their search for more communal forms of agency that might guide education, contemporary educational psychologists have mostly neglected the theorizing of George Herbert Mead. In this essay, Jack Martin aims to remedy such oversight by interpreting Mead's social-psychological and educational theorizing of selfhood and agency through the lenses of the perspectival realism Mead developed in the last decade of his life. This interpretation understands education as concerned with the cultivation and coordination of cultural, societal, interpersonal, and personal perspectives. Within this framework, communal agency is understood as a self-interpreting, self-determining capability of persons. This agentive capability derives from immersion and participation with others within sociocultural practices and perspectives, but also includes reactivity to those same practices and perspectives. The education of communal agents as envisioned here emphasizes the social nature of education, students' experience and development, and the critical role of the teacher as a mediator between student development and social process. Such an education is grounded in the immediate experiences and perspectives of learners, but increasingly assists learners to move beyond their own experiences through engaged interaction with others and with resources for acquiring broader, more organized perspectives on themselves, others, and the world.  相似文献