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Arterial spin labelling (ASL) provides a potential method to non-invasively determine muscle blood flow and examine the impact of interventions such as supplementation and training. However, it's a method with intrinsically low signal, leading to limitations in accuracy and temporal resolution. To examine these limitations, the current study measured perfusion via ASL on three occasions in the rectus femoris of 10 healthy adults, during light and moderate exercise, over three different exercise durations. For data sampled over 9 min, light intensity exercise gave an average perfusion of 35.0 ± 5.1 ml/min.100g?1 with a coefficient of variation (COV) of 16% and single intraclass correlation coefficient (ICC) of 0.67. For the moderate bout, perfusion was 51.3 ± 5.6 ml/min.100g?1 (COV 10%, ICC 0.82). When the same data were analyzed over 5 min 24 s, perfusion was 37.8 ± 11.13 (COV 30%, ICC 0.13) during light and 49.5 ± 8.8 ml/min.100g?1 (COV 18%, ICC 0.52) during moderate exercise. When sampling was reduced to 1 min 48 s, perfusion was 41.2 ± 13.7 (COV 33%, ICC 0.26) during light and 49.5 ± 13.6 ml/min.100g?1 (COV 28%, ICC 0.04) during moderate exercise. For 9 min a significant perfusion difference was found between the exercise intensities; however, this was not the case for sampling over 5 min 24 s or 1 min 48 s. Such findings illustrate the potential of ASL to non-invasively monitor muscle perfusion under steady-state conditions, but highlight that extended exercise protocols are necessary in order to generate date of sufficient reliability to be able to discriminate intervention dependent perfusion differences. 相似文献
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The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school. 相似文献
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Anni Loukomies Dimitris Pnevmatikos Jari Lavonen Anna Spyrtou Reijo Byman Petros Kariotoglou Kalle Juuti 《Research in Science Education》2013,43(6):2517-2539
This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents’ psychological needs along with some insights into how students mediate the way they value an activity in the context of science education. 相似文献
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Sinead T. J. McDonagh Lee J. Wylie Christopher Thompson Anni Vanhatalo 《European Journal of Sport Science》2019,19(1):15-29
AbstractThis article provides an overview of the current literature relating to the efficacy of dietary nitrate (NO3?) ingestion in altering aspects of cardiovascular and metabolic health and exercise capacity in healthy and diseased individuals. The consumption of NO3?-rich vegetables, such as spinach and beetroot, have been variously shown to promote nitric oxide bioavailability, reduce systemic blood pressure, enhance tissue blood flow, modulate muscle O2 utilisation and improve exercise tolerance both in normoxia and in hypoxia, as is commonly observed in a number of disease states. NO3? ingestion may, therefore, act as a natural means for augmenting performance and attenuating complications associated with limited O2 availability or transport, hypertension and the metabolic syndrome. Recent studies indicate that dietary NO3? might also augment intrinsic skeletal muscle contractility and improve the speed and power of muscle contraction. Moreover, several investigations suggest that NO3? supplementation may improve aspects of cognitive performance both at rest and during exercise. Collectively, these observations position NO3? as more than a putative ergogenic aid and suggest that increasing natural dietary NO3? intake may act as a prophylactic in countering the predations of senescence and certain cardiovascular-metabolic diseases. 相似文献
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Anni Loukomies Kalle Juuti Jari Lavonen 《International Journal of Science Education》2013,35(18):3015-3037
Pupils’ interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils’ observed situational interest and their expressed situational interest. One class of Finnish fourth-graders (N?=?22, age 9–10 years) participated in a heat transfer lesson. The lesson encompassed an interactive demonstration with a thermal camera, teacher-led discussions and the conduct and presentation of a collaborative inquiry task. Pupils expressed their interest levels (scale: 1?=?very boring, 5?=?very interesting) by using an electronic response system called a ‘clicker’. The measurement took place 15 times during the lesson, with 1 measurement being just a rehearsal. The lesson was video recorded, and visible aspects of interest at the measurement time points were analysed. Reported and observational data were compared. In most cases, the observations did not yield data compatible with the pupils’ own evaluations, indicating that most pupils’ expressed interest is not easily interpreted through observation of their facial expressions and behaviour. In general, the interest of the group as a whole seems to diminish during the lesson. We argue that in order to maintain and increase pupils’ interest, their evaluations should be taken into account in lesson planning. Video-based research might also be further enriched and validated by employing the participants’ own expressions. The clicker is a suitable means of collecting primary pupils’ experiences concerning their interest levels. 相似文献
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Streaming data poses a variety of new and interesting challenges for information retrieval and text analysis. Unlike static
document collections, which are typically analyzed and indexed off-line to support ad-hoc queries, streaming data often must
be analyzed on the fly and acted on as the data passes through the analysis system. Speech is one example of streaming data
that is a challenge to exploit, yet has significant potential to provide value in a knowledge management system. We are specifically
interested in techniques that analyze streaming data and automatically find collateral information, or information that clarifies, expands, and generally enhances the value of the streaming data. We present a system that
analyzes a data stream and automatically finds documents related to the current topic of discussion in the data stream. Experimental
results show that the system generates result lists with an average precision at 10 hits of better than 60%. We also present
a hit-list re-ranking technique based on named entity analysis and automatic text categorization that can improve the search
results by 6%–12%. 相似文献
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Metsäpelto Riitta-Leena Poikkeus Anna-Maija Heikkilä Mirva Husu Jukka Laine Anu Lappalainen Kristiina Lähteenmäki Marko Mikkilä-Erdmann Mirjamaija Warinowski Anu Iiskala Tuike Hangelin Sanna Harmoinen Sari Holmström Anni Kyrö-Ämmälä Outi Lehesvuori Sami Mankki Ville Suvilehto Pirjo 《Educational Assessment, Evaluation and Accountability》2022,34(2):143-172
Educational Assessment, Evaluation and Accountability - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as... 相似文献
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In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original. 相似文献
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Anna Spyrtou Jari Lavonen Anastasios Zoupidis Anni Loukomies Dimitris Pnevmatikos Kalle Juuti Petros Kariotoglou 《International Journal of Science and Mathematics Education》2018,16(3):443-463
In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11–12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of “how” this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students’ improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group. 相似文献