Relationship between Physical Fitness and Susceptibility to Cardiovascular Disease     

Pentti Teräslinna  A. H. Ismail  D. F. Macleod  L. W. Combs  J. E. Christian  M. V. Kessler 《Research quarterly for exercise and sport》2013,84(3):735-747

Abstract

This study was conducted (a) to determine through factor analysis techniques the basic factors underlying selected blood variables, metabolic variables, and previously determined physical and athletic fitness variables at four fixed stages of metabolic stress and (b) to determine with the t-test and through discriminant function techniques those blood variables which can discriminate between high and low levels of physical fitness. The objective of the analyses was the interpretation of the revealed information in light of previously found knowledge on the relationship of physical activity and susceptibility to heart disease. Four factors were extracted and interpreted: the effect of weight on motor fitness, the detrimental effect of aging on physical fitness, metabolic readiness, and fitness and NEFA mobility. The t-test showed statistical significance for the difference between the physically fit and unfit group means in resting serum cholesterol, submaximal exercise serum cholesterol, maximal exercise blood pH, and recovery period blood pH. The discriminant function of the combined resting and submaximal exercise serum cholesterol has a statistically determined discriminating power for the physically fit and unfit groups.  相似文献   

Critical policy sociology: historiography,archaeology and genealogy as methods of policy analysis     

Trevor Gale 《教育政策杂志》2013,28(5):379-393

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Evaluation of health information outreach: theory,practice, and future direction     

Wanda Whitney  Gale A. Dutcher  Alla Keselman 《Journal of the Medical Library Association》2013,101(2):138-146

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Suspension from High School: The Practice and its Effects     

Ian Gale  Keith Topping 《Pastoral Care in Education》2013,31(3):215-224

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‘Take more time to actually listen’: students' reflections on participation and negotiation in school     

Gillean McCluskey  Jane Brown  Pamela Munn  Gwynedd Lloyd  Lorna Hamilton  Stephen Sharp  Gale Macleod 《British Educational Research Journal》2013,39(2):287-301

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.  相似文献   

Statutory assessment of the class? Supporting the additional needs of the learning context     

Trevor Gale 《International Journal of Inclusive Education》2013,17(3):253-269

The dialogue of this paper operates at two levels. First, it seeks to rethink the various perspectives on social justice evident in the academic literature, reviewing what is collectively known about it and where current thinking is taking and/or should be taking us. Second, it reports on research concerning the schooling of students with disabilities or, more accurately, research concerning the practices of teachers in relation to the inclusion of students with disabilities within ‘mainstream’ classrooms. These two discussions come together through their collaborative interest in recognizing social justice when they ‘see’ it; the data from the research are used to inform the theory it illustrates and the theory is used to explain teachers' practices. In this critical sense it is more than a dialogue, with its parts dialectically related. The paper's critique also extends to questioning whose interests are served (and whose are not) by various social justice perspectives and their applications to schooling. It concludes that ‘a critical theory of social justice must consider not only distributive patterns, but also the processes and relationships that produce and reproduce those patterns’ (Young 1990: 241).  相似文献   

Declawing the dinosaurs in the science classroom: Reducing Christian teachers’ anxiety and increasing their efficacy for teaching evolution     

Patricia H. Hawley  Gale M. Sinatra 《科学教学研究杂志》2019,56(4):375-401

America's rank among the lowest of developed countries in evolution acceptance rates is due, at least in part, to religious and political opposition. The negative correlations among religiosity, political ideology, and evolution acceptance in the United States have been documented repeatedly, and comfort with evolution varies by region with reception being especially cool in the south and southwest. Teachers are on the frontlines of the tensions between science and faith and often avoid the topic even if such avoidance violates state laws. Even non-creationist teachers in regions with creationist norms are pressured to conform to regional curricula preferences. The present study describes the outcomes of a professional development workshop that explicitly considerers motivational and identity features of largely conservative, religious science teachers residing in West Texas. Our goal was to reduce the perceived conflict between faith and science such that Christian teachers would feel less negative and more positive about the theory and teaching it, and thus more efficacious in the classroom such that they would be more willing to teach according to the standards. In a retrospective pretest-posttest design, teachers reported reductions in misconceptions and negative emotions in response to the workshop, and gains in positive emotions and self-efficacy. Change scores were particularly marked for female teachers. Moreover, the relationships between community support for teaching evolution and teacher emotions and self-efficacy were reduced post-workshop indicating that teachers became independent from the norms of their schools. Though not the first intervention to support teacher instruction of evolution, the present workshop is the first to our knowledge that seeks to integrate biological content, cognitive change, and motivational/identity models.  相似文献   

The flying professor: discovering Hanson     

George Gale 《Metascience》2012,21(3):705-708

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Reading at Home: Does it Matter What Schools Do?     

Flora Macleod 《Literacy》1995,29(3):22-26

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Beyond caricature: Exploring theories of educational policy production and implementation     

T. C. Gale 《The Australian Educational Researcher》1994,21(2):1-12

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