Acute cardiovascular responses to interval exercise: A systematic review and meta-analysis     

Kym Joanne Price  Brett Ashley Gordon  Stephen Richard Bird  Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984

ABSTRACT

Interval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations.  相似文献   

Reconciliation through Description: Using Metadata to Realize the Vision of the National Research Centre for Truth and Reconciliation     

Brett Lougheed  Ry Moran  Camille Callison 《Cataloging & classification quarterly》2015,53(5-6):596-614

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College Student Access: How Articulation Agreements Support Rural Students     

Audrey J. Jaeger  Stephany Brett Dunstan  Karrie Gibson Dixon 《Peabody Journal of Education》2015,90(5):615-635

Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students.  相似文献   

Politics and Power in Late Fāṭimid Egypt: the Reign of Caliph Al-Mustansir     

Michael Brett 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(3):314-317

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The performativity of the yield curve     

Brett Christophers 《Journal of Cultural Economy》2017,10(1):63-80

This article explores the wide-ranging influence of the yield curve – a diagrammatic device for representing the term structure of effective interest rates on market-traded debt instruments – in contemporary monetary, financial and economic life. Drawing on the expanding literature on financial performativity, including within the field of cultural economy, the article submits that by virtue of its centrality to multiple, closely interconnected and often highly recursive sets of relations between economies, financial markets and central banks, the yield curve is performative at a range of different levels; and, parsing various different extant understandings of performativity, the article theorizes the particular nature of such performativity in the yield curve context. Against the grain of the bulk of the literature on financial performativity, however, the article also endeavors to connect the yield curve’s performativity explicitly to questions of privilege (the privileges of representation) and power (the power to perform) and their unequal distribution. That is to say, the article argues that to understand the multidimensional performativity of the yield curve, we need to draw out its political as well as cultural economy.  相似文献   

Early nineteenth‐century reform newspapers in the provinces: The Newcastle Chronicle and Bristol Mercury     

Peter Brett 《Media History》2013,19(1-2):49-67

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A response to Melton based on the best available data     

Drake B  Jonson-Reid M 《Child abuse & neglect》2007,31(4):343-360

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Time-course of control by specific stimulus features and relational cues during same-different discrimination training     

Gibson BM  Wasserman EA 《Learning & behavior》2004,32(2):183-189

We trained 7 pigeons to discriminate visual displays of 16same items from displays of 16different items. The specific stimulus features of the items and the relations among the items could serve as discriminative stimuli. Unlike in most studies of same-different discrimination behavior, we gave a small number of probe tests during each session of acquisition to measure the time-course of control by the learning of specific stimulus features and relational cues. Both the specific stimulus features and relational cues exerted reliable stimulus control, with the specific stimulus features exerting more control during the final three fourths of same-different learning. These findings replicate research suggesting that pigeons encode both the specific stimulus features and relational cues, and for the first time document the time-course of control by each kind of cue.  相似文献   

Assessing students' ability to trace matter in dynamic systems in cell biology     

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

How do the spellings of children with dyslexia compare with those of nondyslexic children?     

Marie?Cassar  Rebecca?TreimanEmail author  Louisa?Moats  Tatiana?Cury?Pollo  Brett?Kessler 《Reading and writing》2005,18(1):27-49

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings.  相似文献