Continuous walking and time- and intensity-matched interval walking: Cardiometabolic demand and post-exercise enjoyment in insufficiently active,healthy adults     

Kate Francis  Tom Williamson  Paul Kelly 《Journal of sports sciences》2021,39(1):23-30

ABSTRACT

We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HR_max). For IW, participants alternated between 3 min at 80% HR_max and 2 min at 50% HR_max. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O₂ showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min^?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg^?1.min^?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults.  相似文献   

Exploring an intervention’s impact on everyday school activities     

Marianne Björn  Idor Svensson 《Support for Learning》2021,36(1):5-19

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.  相似文献   

学分银行理念下开放教育综合实践教学改革初探     

谢妙忻  吴晓辉 《继续教育研究》2021,(1):33-36

随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   

Internal efficiency of Higher education system in armed conflict-affected countries-Yemen case     

《International Journal of Educational Development》2021

Yemen has witnessed decades of political unrest and the current armed conflict has significantly impacted human development. The economic activity has been severely disrupted which in turn affected the delivery of public services including the financing and operation of the higher education system (HE), where efficiency was negatively impacted.The purpose of this research is to investigate the extent of which the internal efficiency of the Yemen HE has been affected. This will be achieved through analysing the main three domains of teaching and learning activities as well as the impacts of the adopted policies by HE management. Structured interviews with standardized closed-ended and open-ended questions were conducted online with 51 academics who have been purposely selected. Despite the devastating effects of the armed conflict, the HE has continued to perform its duties, providing space for learning and contributing effectively in social cohesion. Nonetheless, the education process has been impacted quantitatively and qualitatively.Yemen has been deprived of its well-qualified human capital, and the brain-drain is still ongoing. The continuity of conflict will yield a generation who is either uneducated or poorly educated, and this will in turn continue feeding the violence and jeopardizing Yemen’s future.This paper represents a first attempt to study the effects of Yemen’s armed conflict on HE. Future research should shed light on tracing students who abandoned education as well as the level of knowledge, skills and competencies of those lately graduated. The multi-dimensional effects of brain-drain are equally important.  相似文献   

Recording the war effort: immigrant communities in Latin America and the memory of the Great War     

María Inés Tato 《档案与原稿》2020,48(2):200-215

ABSTRACT

This paper aims to analyse the initiatives undertaken by some immigrant communities residing in Latin America to record their mobilisation around the First World War. After the armistice, European communities in Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru, Uruguay and other countries gathered detailed information about their activities during the conflict, published as profusely illustrated books of remembrance, offered to their governments as proof of their loyalty. The article intends to establish the peculiar nature of these publications as records of the war effort, and analyse the agents and processes of their elaboration, and their role as commemorative but also as archival documents.  相似文献   

美国《图书馆杂志》“年度图书馆”奖获得者服务特色分析     

谈大军  王梦迪 《图书情报工作》2020,64(7):145-152

[目的/意义] 对美国《图书馆杂志》从1992年开始设立的"年度图书馆"奖的评选标准以及获奖图书馆的特色服务进行研究，旨在为我国图书馆开展特色化服务提供借鉴。[方法/过程] 通过网络调查法和案例分析法，对2000-2018年获得"年度图书馆"奖的19所图书馆开展的特色服务进行比较分析。[结果/结论] 获奖图书馆的服务特色：重视公民教育，强化教育职能；强调均等服务理念，体现人文关怀；提供多元社区信息服务，参与社区建设；树立品牌意识，打造品牌项目。对我国图书馆界的启示：科学合理地进行角色定位；积极参与社区贫困计划；强化特色服务品牌意识；拓宽合作领域。  相似文献   

武汉大学面向本科生的数据素养通识课程的建设与思考     

刘霞  方小利  郑怡萍 《图书情报工作》2020,64(22):69-76

[目的/意义] 旨在通过分享武汉大学数据素养通识课程的建设过程，为同行开展相关工作提供参考。[方法/过程] 通过案例分析、数据统计和数据挖掘可视化方法对"武大通识3.0"背景下的《数据素养与数据利用》课程的教学目标、教学内容、教学特色以及教学效果进行分析，探索课程体系的合理性。[结果/结论] 授课方式和课内外实践内容的设置能够很好地调动学生学习的积极性，提高学习效果；课程考核结果、学生学习前后的问卷调查及课后反馈表明，课程学习明显提升了学生的数据素养。  相似文献   

《左传》的文本之争与文本流变     

郭彩萍  李金荣 《图书馆论坛》2020,(6):128-135

《左传》是我国首部以编年为次序、以鲁国十二公为传主,系统记述春秋战国时期历史,对中国文化产生了巨大影响的文史作品。文章在概述《左传》文化价值的基础上,梳理了两千多年来关于《左传》文本与作者的主要学术争论,甄别《左传》流变过程中的22个关键文本。  相似文献   

美国大学图书馆馆藏资源组织进展     

蔡颖  蔡迎春 《图书馆论坛》2020,(6):166-173

文章对美国大学图书馆在信息资源组织与利用方面的创新与实践进行梳理总结,以期为国内图书馆的资源建设提供借鉴。选取美国顶尖的11所大学图书馆作为考察对象,重点介绍它们在馆藏特色文献数据化、资源多样化收集与元数据整合、数字资源全生命周期管理方面的特色和进展。图书馆在资源服务方面所扮演的角色在不断演变,美国大学图书馆正借助先进的信息生产、存储和传递技术,向着实现信息资源共建、共知和共享的目标迈进。国内图书馆需要关注新兴技术,加强特藏资源开发,促进纸质与数字资源融合,优化数字资源业务流程。  相似文献   

Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献