Influence of a conservative sleep management strategy during a solo Pacific Ocean crossing on anxiety and perceived fatigue: a case study     

Hagin V  Gonzales BR  Candau RB  Groslambert A 《Journal of sports sciences》2012,30(4):395-402

The aim of this case study was to determine whether a sailor's deliberate choice of a conservative strategy to manage sleep deprivation would allow him to cross the Pacific Ocean and to minimize his state of anxiety and perceived fatigue. The participant, who had more than 10 years' sailing experience in severe conditions, was tested on a small catamaran without any living quarters during a solo Pacific Ocean crossing. Estimations of sleep hours, state anxiety, and perceived fatigue were self-reported by the sailor on a daily basis using a specific questionnaire. The most important finding is that the sailor's deliberate sleep strategy, 5.4 h sleep per day (24% less than on-shore), was enough to keep his anxiety and perceived fatigue within acceptable limits and enabled him to achieve his goal, which was the first crossing of the Pacific Ocean on a catamaran of less than 6 m. In conclusion, our results suggest that the sailor observed in the present case study was able to minimize anxiety and perceived fatigue with adequate sleep to optimize his performance, security, and to achieve his goal.  相似文献   

“Innovation Studies”: The Invention of a Specialty     

Beno?t Godin 《Minerva》2012,50(4):397-421

Innovation has become a very popular concept over the twentieth century. However, few have stopped to study the origins of the category and to critically examine the studies produced on innovation. This paper conducts such an analysis on one type of innovation, namely technological innovation. The study of technological innovation is over one hundred years old. From the early 1900s onward, anthropologists, sociologists, historians, and economists began theorizing about technological innovation, each from his own respective disciplinary framework. However, in the last forty years an economic and ??dominant?? understanding of technological innovation has developed: technological innovation defined as commercialized invention. This paper documents the origins of this representation and the tradition of research to which it gave rise: ??innovation studies.?? More specifically, it analyzes what distinguishes this tradition from that concerned with technological change as the use of inventions in industrial production, and looks at why such a tradition originated in Europe.  相似文献   

Intelligent Technologies in Library and Information Service Applications: By F. W. Lancaster and Amy Warner. Medford, NJ: Information Today, for the American Society for Information Science and Technology, 2001. ASIST Monograph Series. 214 pp. $31.60; ASIST members, $39.50 nonmembers (hardcover). ISBN 1-57387-103-6.     

G. Benoît 《Library & information science research》2001,23(4)

  相似文献   

Training and psychosocial patterns during the early development of Portuguese national team athletes     

André Barreiros  Jean Côté  António Manuel Fonseca 《High Ability Studies》2013,24(1):49-61

This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches.  相似文献   

Progressive treatment and self-assessment: effects on students’ automatisation of grammatical spelling and self-efficacy beliefs     

Marie Van Reybroeck  Jessica Penneman  Charline Vidick  Benoît Galand 《Reading and writing》2017,30(9):1965-1985

The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates the effect of combining progressive treatment, based on cognitive cost and self-assessment, on grammatical spelling and on self-efficacy beliefs. Over 8 weekly 50-minute lessons, four groups of 18, 20, 18 and 21 ninth graders received, respectively, progressive treatment alone, coupled with self-assessment, coupled with feedback, or coupled with self-assessment and feedback. These intervention groups were compared with a control group of 36 students receiving standard spelling instruction. The interventions focussed on past participle inflections, which are particularly difficult to learn for French-speaking students. The results indicated that (a) students who received progressive treatment made more progress than the control group students in spelling past participle inflections, presenting a transfer and a first degree of automatisation of the rules. The results also indicated that (b) students who participated in progressive treatment with self-assessment improved even more on the spelling tests, including free text production, and in their self-efficacy beliefs, demonstrating a deeper automatisation of the grammatical rules combined with an increase in perceived efficacy. This research shows that learning benefits from instructional practices that provide both cognitive cost and motivational support.  相似文献   

Early Educational Settings in Italy: the Social Context and Educational Prospects     

Tullia?MusattiEmail author 《Prospects》2004,34(4):447-456

  相似文献   

How to Support Toddlers’ Autonomy: A Qualitative Study With Child Care Educators     

Marilena Côté-Lecaldare  Sarah Dufour 《Early education and development》2016,27(6):822-840

Research Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis.  相似文献   

Different,yet similar: factors motivating international degree collaboration in higher education. The case of Finnish-Russian double degree programmes     

Victoria Kompanets  Juha Väätänen 《European Journal of Engineering Education》2019,44(3):379-397

ABSTRACT

The study investigates factors motivating universities to engage in international degree collaboration. The Finnish-Russian university framework is used as the locus for studying international collaboration. The paper employs resource dependency and institutional, stakeholder and market push and pull perspectives in a conceptual model explaining the drivers of international degree collaboration. The research focuses on the interaction of the various factors that motivate partners to seek international degree cooperation, possible sources of conflict, and issues of compatibility and complementarity. In particular, the study compares the roles of different stakeholders and the institutional contexts of Finland and Russia. The motives of the Finnish and Russian universities included in the study were found to be generally compatible, yet different enough to complement each other.  相似文献   

Transition from high school to university: a person-centered approach to academic achievement     

Mikaël De Clercq  Benoît Galand  Mariane Frenay 《European Journal of Psychology of Education - EJPE》2017,32(1):39-59

Although a vast body of studies regarding the variables related to students’ achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity on academic achievement. The current study focused on the person-centered approach and investigated the possibility of determining significant subgroups of freshmen in the very first week of the academic year in the Belgian educational context. Using k-mean clustering, 2178 freshmen were classified according to their past performance, socioeconomic status, study choice process, and academic self-efficacy beliefs at the beginning of the first year at university. Analyses of variance were also conducted to analyze the relationship between these student clusters and academic achievement outcomes. Six distinct profiles of students were identified representing different combinations of achievement predictors. Results revealed different odds of success among these profiles. The implications of our approach to the understanding of the heterogeneity of freshmen and the first-year achievement process are discussed.  相似文献   

Private Supplementary Tutoring in the Czech Republic     

Vít Šťastný 《欧洲教育》2016,48(1):1-22

The study contributes to the literature on private supplementary tutoring by shedding light on this phenomenon in the Czech Republic. The aim of the paper is to identify the reasons for seeking out private supplementary tutoring and to assess the factors underlying its demand. In the representative sample of 1,265 senior upper-secondary school students from two distinct regions of the Czech Republic, 37% acknowledged participation in private tutoring lessons (provided by individuals) and 10% reported enrollment in preparatory courses for university admission (organized by institutions) during their upper-secondary studies. It seems that both enrollment in different educational tracks and specific school subjects are associated with different reasons for taking private tutoring lessons. The results of binary logistic regression suggest that the mother’s educational attainment, family income, students’ academic performance, residence in the capital city, and female gender are significant predictors of students’ enrollment and participation in the explored private tutoring activities. These findings confirm the strong influence of family background on educational attainment identified in previous Czech social-stratification research. In a wider European context, the patterns of private supplementary tutoring resemble those in neighboring countries.  相似文献