Concerns of some semiprofessionals working in professionally directed programs     

M J Fitch  R V Cadol  G Martinez  B Montgomery  L Lottie  B Smith 《Exceptional children》1971,37(8):587-591

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The University Experiences of Students with Learning Disabilities     

Karla K. McGregor  Natalie Langenfeld  Sam Van Horne  Jacob Oleson  Matthew Anson  Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.  相似文献   

Against the current: A grounded theory study on the estrangement experiences of a select group of Filipino gay older persons     

Allan B. de Guzman  Les Paul Valdez  Maverick B. Orpiana  Nikki Angela F. Orantia  Patrick Van E. Oledan  Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340

According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement.  相似文献   

The Czech Republic Between Studentocracy,Academic Oligarchy and Managerialism: Are students powerful or powerless?     

Pabian  Petr  Hündlová  Lucie  Provázková  Karla 《Tertiary Education and Management》2011,17(3):191-203

Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position...  相似文献   

Polyphasic Characterisation of Non-Starter Lactic Acid Bacteria from Algerian Raw Camel’s Milk and Their Technological Aptitudes     

Yasmine Saidi  Beatriz del Rio  Djamel Eddine Senouci  Begoa Redruello  Beatriz Martinez  Victor Ladero  Mebrouk Kihal  Miguel A. Alvarez 《Food Technology and Biotechnology》2020,58(3):260

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3-min all-out effort on cycle ergometer is valid to estimate the anaerobic capacity by measurement of blood lactate and excess post-exercise oxygen consumption     

Alessandro Moura Zagatto  Paulo Eduardo Redkva  Rodrigo Araújo Bonetti de Poli  Joel Abraham Martinez González  Jeniffer Zanetti Brandani  Thiago Penedo 《European Journal of Sport Science》2019,19(5):645-652

The purpose of this study was to investigate the use of a single 3-min all-out maximal effort to estimate anaerobic capacity (AC) through the lactate and excess post-exercise oxygen consumption (EPOC) response methods (AC_{[La^?]+EPOCfast}) on a cycle ergometer. Eleven physically active men (age?=?28.1?±?4.0?yrs, height?=?175.1?±?4.2?cm, body mass?=?74.8?±?11.9?kg and ?O_2max?=?40.7?±?7.3?mL?kg^?1?min^?1), participated in the study and performed: i) five submaximal efforts, ii) a supramaximal effort at 115% of intensity of ?O_2max, and iii) a 3-min all-out maximal effort. Anaerobic capacity was estimated using the supramaximal effort through conventional maximal accumulated oxygen deficit (MAOD) and also through the sum of oxygen equivalents from the glycolytic (fast component of excess post-exercise oxygen consumption) and phosphagen pathways (blood lactate accumulation) (AC_{[La^?]+EPOCfast}), while during the 3-min all-out maximal effort the anaerobic capacity was estimated using the AC_{[La^?]+EPOCfast} procedure. There were no significant differences between the three methods (p?>?0.05). Additionally, the anaerobic capacity estimated during the 3-min all-out effort was significantly correlated with the MAOD (r?=?0.74; p?=?0.009) and AC_{[La^?]+EPOCfast} methods (r?=?0.65; p?=?0.029). Therefore, it is possible to conclude that the 3-min all-out effort is valid to estimate anaerobic capacity in physically active men during a single cycle ergometer effort.  相似文献   

Academic induction for teacher educators     

Kay Martinez 《Asia-Pacific Journal of Teacher Education》2008,36(1):35-51

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations.  相似文献   

Universities,Ethics and Professions: Debate and Scrutiny – Edited by John Strain,Ronald Barnett and Peter Jarvis     

Karla H. Benske 《Higher Education Quarterly》2010,64(2):222-225

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¿Qué Culpa Tengo Yo? Performing Identity and College Teaching     

Ana M. Martinez Alemán 《Educational theory》1999,49(1):37-51

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Program evaluation in special education: from policy to practice in California     

M M Scheffelin  D Ragsdale  J Martinez 《Journal of learning disabilities》1985,18(2):87-88

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