Looking Back,Moving Forward: An Assessment of LIS Internship Programme in Developing Country's Perspective     

Muhammad Arif  José Miguel Baptista Nunes  Saima Kanwal 《The Journal of Academic Librarianship》2018,44(5):595-602

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Do faster swimmers spend longer underwater than slower swimmers at World Championships?     

Santiago Veiga  Andreu Roig  Miguel A. Gómez-Ruano 《European Journal of Sport Science》2016,16(8):919-926

The main objectives of the present research were (1) to examine the relationships between the distances travelled underwater during the start and turn segments with swimming race performance at the elite level and (2) to determine if the individualised-distance start and turn parameters affect the overall race performance. The race parameters of the 100 and 200?m events during 2013 World Championships were measured by an innovative image-processing system (InThePool^® 2.0). Overall, 100?m race times were largely related to faster start velocities in men's breaststroke and freestyle events. Conversely, overall, 200?m race times were largely related to longer starting distances in the women's butterfly events, to longer turn distances in men's and women's backstroke and women's butterfly events and to shorter turn distances in women's freestyle events. Changes on the start or turn velocities could represent moderate time improvements in most of the 100?m events, whereas modifications on the start or turn distances (especially in the last turn) could provide elite swimmers with time improvements of practical importance on the 200?m events. The evaluation of races by individualised-distance parameters should be provided to elite swimmers in order to decide the most appropriate race segment configuration for each event.  相似文献   

Supporting computer-mediated learning: A case study in online staff development and classroom learning environment assessment     

Luis Miguel Villar Angulo  Olga María Alegre de la Rosa 《Learning Environments Research》2008,11(3):211-226

The rapid growth of online learning has led to the development of staff inservice evaluation models that are geared towards improving degree programs. Based on best practices in student online assessment, the Online Faculty Development and Classroom Learning Environment Assessment course was designed to serve the dual purpose of staff development and classroom learning environment assessment. Results of analyses showed that the course maximised the potential of online staff development for encouraging staff to reflect on Curriculum and Teaching Capacities (CTC). Implications are discussed in terms of emphasising the process of online CTC learning and incorporating perspectives to capture a comprehensive view of staff teaching attitudes and their association with student perceptions of the classroom learning environment.  相似文献   

Perceptions of communication content and life satisfaction among the elderly   总被引：1，自引：1，他引：0  

Jon F. Nussbaum 《Communication quarterly》2013,61(4):313-319

This investigation examines the reported conversational content of elderly interaction as it relates to the ability of aged individuals to adapt successfully to life. One hundred twenty individuals over the age of 65 living in three separate environments completed the Adult Communication Survey. Results indicate that reports of certain topics of conversation covary with reported life satisfaction. This result is complex mitigated by living environment. The theoretical as well as pragmatic implications of these results are discussed.  相似文献   

The Practice of Critical Pedagogy: Critical Self‐Reflection as Praxis     

Juan‐Miguel Fernández‐Balboa 《Teaching Education》2013,24(2):47-53

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Antioxidant response and oxidative damage induced by a swimming session: influence of gender     

Tauler P  Ferrer MD  Romaguera D  Sureda A  Aguilo A  Tur J  Pons A 《Journal of sports sciences》2008,26(12):1303-1311

In this study, we examined oxidative stress after a swimming session, the responses of the antioxidant defences, and the influence of gender on these responses. Fifteen boys and eight girls participated voluntarily in the study. Plasma concentrations of 17-beta-estradiol, vitamin E, retinol, carotenes, ascorbate, malondialdehyde, and the carbonyl index were determined. Creatine kinase, gamma glutamyl transpeptidase, and lactate dehydrogenase activities, as well as glucose, urea, urate, cholesterol, and triglycerides, were determined in serum. Plasma concentrations of 17-beta-estradiol were higher in girls than in boys. Exercise increased plasma ascorbate both in boys and in girls. Malondialdehyde increased in boys but was maintained in girls after exercise. Creatine kinase values corrected for lean body mass were similar in boys and girls at baseline, but the post-exercise values in boys were higher than in girls. A positive correlation was observed in boys, but not in girls, between plasma malondialdehyde and creatine kinase corrected concentrations. Furthermore, a negative correlation was observed between the increase in circulating neutrophils and in creatine kinase activity in girls but not in boys. In conclusion, a swimming session induced higher muscular and oxidative damage in boys than in girls.  相似文献   

Fifteen years looking at the mirror: On the presence of PISA in education policy processes (Portugal, 2000‐2016)          下载免费PDF全文

Luís Miguel Carvalho  Estela Costa  Catarina Gonçalves 《European Journal of Education》2017,52(2):154-166

This article describes and discusses what happens when knowledge for policy generated within PISA is received by its target audience: what have the Portuguese policy actors been doing with PISA data and analysis when they consider, express and justify their choices? Drawing on previous and current studies, using interview materials and formal and informal policy documents, as well as texts published in the written press, the article analyses two main phenomena related to the reception of PISA and how this has evolved between 2001 and 2012 in Portugal: the consolidation of PISA's credibility as a source for policy processes and texts; the emergence of new actors and modes of intervention in the production of knowledge for national policy, drawing on PISA. Finally, it presents an analysis of the reception of PISA 2015 in the Portuguese media, focusing on the interventions by political actors in the Portuguese daily and weekly written press. Two main elements emerge from our content analysis as the main common elements of that reception: the consecration of PISA's credibility; and the practices of qualification and disqualification of educational policies and perspectives. The article concludes by emphasising the regulatory role of PISA in Portuguese policy processes and the relevant contribution played by the politics of reception in legitimising this role.  相似文献   

Factors associated with caregiver stability in permanent placements: a classification tree approach     

Proctor LJ  Van Dusen Randazzo K  Litrownik AJ  Newton RR  Davis IP  Villodas M 《Child abuse & neglect》2011,35(6):425-436

Objective

Identify individual and environmental variables associated with caregiver stability and instability for children in diverse permanent placement types (i.e., reunification, adoption, and long-term foster care/guardianship with relatives or non-relatives), following 5 or more months in out-of-home care prior to age 4 due to substantiated maltreatment.

Methods

Participants were 285 children from the Southwestern site of Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Caregiver instability was defined as a change in primary caregiver between ages 6 and 8 years. Classification and regression tree (CART) analysis was used to identify the strongest predictors of instability from multiple variables assessed at age 6 with caregiver and child reports within the domains of neighborhood/community characteristics, caregiving environment, caregiver characteristics, and child characteristics.

Results

One out of 7, or 14% of the 285 children experienced caregiver instability in their permanent placement between ages 6 and 8. The strongest predictor of stability was whether the child had been placed in adoptive care. However, for children who were not adopted, a number of contextual factors (e.g., father involvement, expressiveness within the family) and child characteristics (e.g., intellectual functioning, externalizing problem behaviors) predicted stability and instability of permanent placements.

Conclusions

Current findings suggest that a number of factors should be considered, in addition to placement type, if we are to understand what predicts caregiver stability and find stable permanent placements for children who have entered foster care. These factors include involvement of a father figure, family functioning, and child functioning.

Practice implications

Adoption was supported as a desired permanent placement in terms of stability, but results suggest that other placement types can also lead to stability. In fact, with attention to providing biological parents, relative, and non-relative caregivers with support and resources (e.g., emotional, financial, and optimizing father involvement or providing a stable adult figure) the likelihood that a child will have a stable caregiver may be increased.  相似文献   

Child and partner abuse: self-reported prevalence and attitudes in the north of Portugal     

Machado C  Gonçalves M  Matos M  Dias AR 《Child abuse & neglect》2007,31(6):657-670

OBJECTIVES: To determine the self-reported prevalence of child and partner physical and emotional abuse in the north of Portugal and to investigate attitudes about these forms of family violence. METHODS: Data were collected by questionnaire from a representative sample of parents in two-parent families with children under the age of 18 years. A total of 2,391 parents participated (1,057 males), aged 20-67 years. Four questionnaires were used, one behavioral and one attitudinal, for each of the forms of abuse: child and partner. RESULTS: At least one act of emotional or physical abuse towards a child during the previous year was reported by 25.9% of participants (12.3% reported physically abusive and 22.4% emotionally abusive acts). Abuse of a partner was reported by 26.2% of participants; at least one act of physical abuse during the previous year was reported by 12% and of emotional abuse by 23.7%. The attitudinal data, however, showed general disapproval of the use of violence, both for disciplining children and within marital relationships. The degree of self-reported support for physical punishment was higher in participants who reported using abusive behavior. Females more commonly reported acts of child abuse, and males reported acts of partner abuse. Both forms of self-reported abuse showed an association with low educational and socio-economic status. CONCLUSIONS: This is the first study in Portugal to analyze family violence through self-report using a representative sample. The findings indicate that child and partner abuse constitute a significant problem in the region of northern Portugal. The discrepancy between the self-reported behavioral and attitudinal data may reflect conflicts in Portuguese society, which is undergoing substantial cultural changes.  相似文献   

Inquiry projects for scientific education: a good option for compulsory secondary education / Proyectos de indagación para la educación científica: una buena opción para la educación secundaria obligatoria     

Miguel A. Yebra  Manuel Vidal 《Cultura y Educación》2019,31(1):152-169

The approach of learning science through inquiry presents significant challenges for teachers and students. In light of this, an extensive experience has been developed in which students without any previous training or specific interests have been organized into small groups to carry out scientific inquiry projects guided by their teachers. Evaluation of the experience is clearly positive, and is based on questionnaires completed at the end of the experience by the students as well as retrospective reports provided by their teachers. Despite this, some problems are presented, such as the difficulty or repetitiveness of some scientific practices mentioned by some students, or when the inquiry or the group does not work out in some cases, as mentioned by teachers. Scientific inquiry projects like the one described here could play a key role in science education in compulsory secondary education.  相似文献