The intersection of parallel reform efforts through professional development: connecting learning standards and technology     

Arthur M. Recesso 《TechTrends》2002,46(3):39-42

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Higher education and politics in Singapore     

Lucian Pye  Arthur L. Singer 《Minerva》1965,4(1):107-110

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Editorial on EAIT 2015, Issue 2 “Teaching and Technology”     

Arthur Tatnall 《Education and Information Technologies》2015,20(2):217-220

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AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES     

Lyndsay N. Jenkins  Michelle Kilpatrick Demaray 《Psychology in the schools》2015,52(4):379-389

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.  相似文献   

Rhetorical Style and Bourgeois Virtue: Capitalism and Civil Society in the British Eighteenth Century     

Arthur Walzer 《Quarterly Journal of Speech》2018,104(4):455-458

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Editorial on EAIT 2015, Issue 3 “Computers and Education around the World”     

Arthur Tatnall 《Education and Information Technologies》2015,20(3):411-413

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The sex education debates     

Megan D. Arthur 《Gender and education》2013,25(5):654-656

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VI THE WORLD COUNCIL OF CHURCHES AND JEWISH RELIGIOUS EDUCATION     

Arthur Gilbert 《Religious education (Chicago, Ill.)》2013,108(5):360-363

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Effects of 12 weeks of combined training without caloric restriction on inflammatory markers in overweight girls     

Wendell Arthur Lopes  Neiva Leite  Larissa Rosa da Silva  Diego Trevisan Brunelli  Arthur Fernandes Gáspari  Rosana Bento Radominski 《Journal of sports sciences》2016,34(20):1902-1912

The objective of the present study was to investigate the effects of combined training without caloric restriction on inflammatory markers in overweight girls. Thirty-three girls (13–17 years) were assigned into overweight training (n = 17) or overweight control (n = 16) groups. Additionally, a normal-weight group (n = 15) was used as control for the baseline values. The combined training programme consisted of six resistance exercises (three sets of 6–10 repetitions at 60–70% 1 RM) followed by 30 min of aerobic exercise (walking/running) at 50–80% VO_2peak, performed in the same 60 min session, 3 days/weeks, for 12 weeks. Body composition, dietary intake, aerobic fitness (VO_2peak), muscular strength (1 RM), glycaemia, insulinemia, lipid profile and inflammatory markers (C-reactive protein, interleukin-6, tumour necrosis factor-alpha, interleukin-10, leptin, resistin and adiponectin) were measured before and after intervention. There was a significant decrease in body fat (P < 0.01) and increase in fat-free mass (P < 0.01), VO_2peak (P < 0.01), 1 RM for leg press (P < 0.01) and bench press (P < 0.01) in the overweight training group. Concomitantly, this group presented significant decreases in serum concentrations of C-reactive protein (P < 0.05) and leptin (P < 0.05), as well as in insulin resistance (P < 0.05) after the experimental period. In conclusion, 12 weeks of combined training without caloric restriction reduced inflammatory markers associated with obesity in overweight girls.  相似文献   

Body composition of female road and track endurance cyclists: Normative values and typical changes     

Eric C. Haakonssen  Martin Barras  Louise M. Burke  David G. Jenkins  David T. Martin 《European Journal of Sport Science》2016,16(6):645-653

The aims of this study were to describe normative values and seasonal variation of body composition in female cyclists comparing female road and track endurance cyclists, and to validate the use of anthropometry to monitor lean mass changes. Anthropometric profiles (seven site skinfolds) were measured over 16 years from 126 female cyclists. Lean mass index (LMI) was calculated as body weight?×?skinfolds^?x. The exponent (x) was calculated as the slope of the natural logarithm of body weight and skinfolds. Percentage changes in LMI were compared to lean mass changes measured using dual-energy X-ray absorptiometry (DXA) in a subset of 25 road cyclists. Compared to sub-elite and elite cyclists, world class cyclists were (mean [95% CI]) 1.18?kg [0.46, 1.90] and 0.60?kg [0.05, 1.15] lighter and had skinfolds that were 7.4?mm [3.8, 11.0] and 4.6?mm [1.8, 7.4] lower, respectively. Body weight (0.41?kg [0.04, 0.77]) and skinfolds (4.0?mm [2.1, 6.0]) were higher in the off-season compared to the early-season. World class female road cyclists had lower body weight (6.04?kg [2.73, 9.35]) and skinfolds (11.5?mm [1.1, 21.9]) than track endurance cyclists. LMI (mean exponent 0.15 [0.13, 0.18]) explained 87% of the variance in DXA lean mass. In conclusion, higher performing female cyclists were lighter and leaner than their less successful peers, road cyclists were lighter and leaner than track endurance cyclists, and weight and skinfolds were lowest early in the season. LMI appears to be a reasonably valid tool for monitoring lean mass changes.  相似文献