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Zeitschriftenartikel zum Thema "Education, Physical|Health Sciences, Recreation|Biology, Physiology":
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Bullock, J. O. „First principles: physical science concepts as a foundation for advanced studies in physiology.“ Advances in Physiology Education 266, Nr. 6 (Juni 1994): S55. http://dx.doi.org/10.1152/advances.1994.266.6.s55.
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The importance of mathematics and physical science to physiology is amply evident in both the classic and current literature of this field. Students who have completed typical medical school preparatory programs, however, have been poorly equipped to embark on serious graduate study in physiology. Because undergraduate education in the sciences is typically structured as narrowly defined, disjointed degree programs in separate disciplines, students of biology have had only limited access to the resources of physical science departments. Attempts by physiology faculty to remedy specific deficiencies on a piecemeal basis have been found to be both time consuming and ineffective. We describe an intensive one-semester course as an alternative. Maintaining high levels of generality and concentrating on the development of physical insight were possible only when the mathematical foundation attained by the students was adequate. Although physiological applications were stressed throughout, extended examination of complex problems was limited to a few examples of particular interest. Emphasis was placed on rigor and sophistication rather than proficiency and detail.
2
Michael, Joel. „IN PURSUIT OF MEANINGFUL LEARNING“. Advances in Physiology Education 25, Nr. 3 (September 2001): 145–58. http://dx.doi.org/10.1152/advances.2001.25.3.145.
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The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science and classroom teaching. Soon after incorporating computers into his laboratory, he began developing computer-based learning resources for his students. Observing students using these resources to solve problems led to an interest in the learning process itself. This in turn led to a research and development program, funded by the Office of Naval Research (ONR), that applied artificial intelligence to develop smart computer tutors. The impact of problem solving on student learning became the defining theme of National Science Foundation (NSF)-supported research in health science education that gradually moved all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980’s. More recently, Joel has been instrumental in developing and maintaining the Physiology Education Research Consortium, a group of physiology teachers from around the nation who collaborate on diverse projects designed to enhance learning of the life sciences. In addition to research in education and learning science, Dr. Michael has devoted much of his time to helping physiology teachers adopt modern approaches to helping students learn. He has organized and presented faculty development workshops at many national and international venues. The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology.
3
Hansen, Penelope A. „PHYSIOLOGY’S RECONDITE CURRICULUM“. Advances in Physiology Education 26, Nr. 3 (September 2002): 139–45. http://dx.doi.org/10.1152/advances.2002.26.3.139.
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Dr. Penny Hansen is an international physiology educator. She was born in America and became a Canadian citizen, and her husband is from Sweden. Dr. Hansen has a reputation throughout the world from international meetings and visiting professorships in North America and Europe. She received her bachelor’s and master’s degrees in Ohio, and her PhD and entire academic career have been at Memorial University in St. John’s, Newfoundland, which is closer to London than to New Orleans. She found a hospitable environment and stayed. Remember how some jet planes were grounded on Sept. 11 at Gander, Newfoundland; the local people opened their homes, transported passengers in school buses, and served them free meals for a couple of days. Dr. Hansen has received local and national awards for her teaching skills. At St. John’s, her ideas about education quickly outgrew the Basic Science Division in the Faculty of Medicine. She went from Assistant Dean for Undergraduate Medical Education to Director of Academic Development for Medicine to director of a center for health professional education for five professional schools. With this track record she might have been chosen to be dean of a medical school. Dr. Hansen’s most notable contribution to international physiology has been in editing our Society’s teaching journal, Advances in Physiology Education, for nine years. During that time, she has written provocative editorials, encouraged authors from developing countries, and found ways to incorporate fresh ideas about teaching. As far as I know, no other society in the Federation of American Societies for Experimental Biology has a journal devoted to teaching. This is a tribute to Dr. Hansen and her associate editors in their encouragement of teachers to do research on teaching and publish their findings. Dr. Hansen will continue writing and is authoring a textbook entitled Physiology of Life Situations, which will have unique organization. Dr. Hansen was recently appointed co-chair of the Education Committee for the International Union of Physiological Sciences. In that role, she is responsible for conducting teaching workshops and providing resources to teachers of physiology worldwide, particularly in developing countries. She spends time each winter teaching at St. George’s Medical School in Granada. Dr. Hansen is also the elected chair of the Teaching Section for the next three years. It is particularly appropriate that, on this Earth Day 2002, whose motto is “One People, One Earth, One Future,” we hear a citizen of Canada who teaches worldwide talk about“Physiology’s Recondite Curriculum.”—Roger TannerThies, PhD, Professor Emeritus of Physiology, The University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.
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Drobyk, N. M., M. M. Barna, L. S. Barna, V. Z. Kurant und A. I. Herts. „ХІМІКО-БІОЛОГІЧНИЙ ФАКУЛЬТЕТ ТЕРНОПІЛЬСЬКОГО НАЦІОНАЛЬНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ВОЛОДИМИРА ГНАТЮКА: ІСТОРІЯ, СЬОГОДЕННЯ, ПЕРСПЕКТИВИ (до 80-річчя заснування)“. Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 79, Nr. 1-2 (06.05.2020): 119–27. http://dx.doi.org/10.25128/2078-2357.20.1-2.17.
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The facts and figures related to the 80-year history of formation and development of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University are provided. The main stages of foundation, development of the faculty, achievements of the teaching staff in educational and research work are highlighted.
The structural elements of the faculty are characterized: the department of botany and zoology, general biology and methods of instruction of natural sciences, chemistry and methods of its teaching, laboratory of biology and ecology “Holytskyi botany and entomology preserve of the university", agrobiological laboratory, “Educational laboratory of morphology and systematics of plants - herbarium”, educational and methodical room “Zoological Museum”, laboratory of ecobiotechnologies and basics of health, laboratory of experimental biology, Botanical Garden, within which the Biblical Botanical Garden was launched in 2019.
The following qualifications and majors are enlisted, in particular: bachelor’s degree - 014 Secondary education (Biology), 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 202 Plant protection and quarantine; master’s degree - 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 091 Biology, 102 Chemistry.
Considerable attention is paid to scientific work, in particular research laboratories: cytoembryology, plant physiology and microbiology, ecological biochemistry, comparative biochemistry and molecular biology, ecology and biotechnology, ecotoxicology and bioindication, chemistry of unsaturated compounds, as well as scientific and methodological center of natural sciences.
It should be emphasized that the faculty creates ample opportunities for postgraduate work, and PhD studies both TNPU-based and in other educational and scientific institutions, as well as for scientific publications in «Scientific Notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology.» (category B) and “Scientific notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Chemistry ".
Career counselling is an integral part of work carried out at the faculty. Prospects for further development of the faculty are outlined.
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Verma, Pragya, Arjita Yadav, Sangeeta Rani und Shalie Malik. „Biological clock vs Social clock conflict in Adolescents“. Journal of Applied and Natural Science 13, Nr. 1 (14.03.2021): 327–42. http://dx.doi.org/10.31018/jans.v13i1.2571.
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Alteration of day and night is one of the essential circadian rhythms that build the phenomenon of sleep/wake in humans and other animals. Daily rhythms impact different individuals differently. Light exposure and an individual's circadian response are two aspects that create diversity in phenotype. These diverse phenotypes are called chronotypes. Chronotype varies over the life history stages. Chronotype is seen as morning type in children, evening type in adolescents, and again reverts back to the morning type in adults and old-aged individuals. It is observed that adolescents being evening types have bedtime later in comparison to children and adults. Adolescent physiology/ body clock does not allow them to sleep early and school routine/social clock does not let them sleep till late. Thus, their night phase is shrunk and sleep hours are reduced, which hinders their day-time functioning, including mental tasks such as cognition, learning and memory-based exercises, and physical tasks such as physical presence during field and athletic events. These days sleep debt is a critical health concern in the adolescent population. The current review focuses on the adolescent sleep-needs and various factors affecting their healthy sleep. This also encompasses the understanding of biological clocks, their misalignment, disrupters, causes and impact. The present study would be helpful in finding out the difference between the biological clock and social clock of the adolescent population, elaborates the need for sleep education and suggests a solution to this alarming problem of sleep debt in teens.
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Bravo, Rafael, Lierni Ugartemendia, Javier Cubero, Cihangir Uguz und Ana B. Rodríguez. „Collaborative active learning: bioimpedance and anthropometry in higher education“. Advances in Physiology Education 42, Nr. 4 (01.12.2018): 605–9. http://dx.doi.org/10.1152/advan.00106.2017.
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Research in the health sciences devotes much attention to overweight and obesity and, consequently, to body composition. In recent years, traditional body measures have been questioned as efficient variables in health sciences due to the fact that they cannot give information about body fat mass. Our aim is to teach how to analyze body composition through anthropometry and bioelectrical impedance analysis to our “Physiology of Vegetative and Reproductive Functions” students, who are studying for their degree in Biology. We proposed project-oriented-learning to promote collaborative interactions among students. Fifty-two students voluntarily formed five groups; they worked with the concepts of basal metabolic rate and body composition from a theoretical point of view and later transformed these concepts into a practical perspective by preparing a manuscript in groups with objectives proposed by our teaching team. In this research, we show a collaborative educational scenario for university students in which students are tutored from a constructivist perspective to promote social interactions, resulting in new knowledge acquisition.
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McFarland, Jenny, und Pamela Pape-Lindstrom. „The pipeline of physiology courses in community colleges: to university, medical school, and beyond“. Advances in Physiology Education 40, Nr. 4 (Dezember 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.
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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.
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Goodman, Barbara E. „An evolution in student-centered teaching“. Advances in Physiology Education 40, Nr. 3 (September 2016): 278–82. http://dx.doi.org/10.1152/advan.00056.2016.
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The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was “nothing in education makes sense except in the light of student learning.” My presentation began with a video of my “And, But, Therefore” description of my educational scholarship (see Randy Olson Great Challenges Day at TEDMED 2013, Ref. 10). “Physiology is the basic foundation of all the health professions AND physiology can be hard for students to figure out BUT many physiology courses expect students to memorize a large number of facts; THEREFORE, my scholarship is to help students learn physiology better for the long-term with various types of student-centered learning opportunities.” To stress the goal of student-centered learning, my brief video was followed by a 2-min video of one of my students describing her experiences with student-centered learning in one of my two-semester Advanced Human Physiology classes. Since I have been convinced that Randy Olson is an expert on science communication (11), the rest of my presentation was the story about how I have evolved from a sage-on-the-stage lecturer into a student-centered learning facilitator. I have chosen Olson's “And, But, Therefore” approach to narrative for this written version of key aspects of the presentation.
9
Quatrano, Ralph S., und Audrey S. Metcalf. „A Brief Early History of Plant Science in St. Louis and the Partnership between Washington University and the Missouri Botanical Garden“. Annals of the Missouri Botanical Garden 106 (07.05.2021): 64–71. http://dx.doi.org/10.3417/2021647.
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Since the founding of the Missouri Botanical Garden (MBG) in 1859, the emphasis on research and the distribution of research findings in botany has been, and will remain, one of the central components of the garden’s mission. Likewise, Washington University in St. Louis (WUSTL), the MBG’s partner in graduate programs since 1885, has had a continuous and similarly strong emphasis on research and the dissemination of research findings in plant science through publications. Since the beginning of this partnership, the ongoing extension of common research themes has been critical, through the early focus on traditional botanical studies (1885–1930) at the MBG, the move toward a focus on physiology and the emerging field of ecology (1930–1960), and eventually the shift to the study of biochemistry, molecular biology, and genomic studies in plant science (1960–present), primarily at WUSTL. For more than 135 years (1885–2020), this St. Louis–based collaboration has had a prominent place in the region’s rich history in plant science. In recent years, collaboration with and contributions from other St. Louis–area degree-granting institutions in the field (such as Saint Louis University [SLU] and the University of Missouri–St. Louis [UMSL]) have steadily increased. Couple this with the addition of the Donald Danforth Plant Science Center (Danforth Center) in 2000, which, like the MBG, has undertaken research and training in plant science, and you now have impressive depth and diversity within St. Louis’s plant science offerings. As a result, both organizations train students and carry out peer-reviewed research funded by the same agencies (i.e., National Institutes of Health, National Science Foundation, U.S. Department of Agriculture) as the region’s degree-granting institutions. Every year, a significant number of master’s degree and Ph.D. graduates in this consortium comprise an impressive pool of talent available for postdoctoral training, research, and teaching positions, as well as employment in government entities and private and public life science corporations. To this end, St. Louis has one of the largest concentrations of plant science Ph.D.’s in the world (with more than 1,000 such individuals residing in the region [BioSTL, 2018]), as well as a broad diversity of disciplines represented. In addition, the faculties at both the Danforth Center and MBG frequently serve as adjunct members of university departments and as advisors to graduate students, and greatly increase the breadth of topics offered in the St. Louis plant science community, particularly in areas not directly supported by the universities. Both organizations contribute to an increasingly important part of this ecosystem. Below is a short history of the relationship between the MBG and WUSTL, and how this collaboration, primarily through graduate research education, has been foundational for the St. Louis area’s impressive plant science ecosystem. This is not a detailed review of the science generated by these organizations, but rather an account of the initial events and leaders that led to the region becoming the present-day hub for plant science.
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Majkic-Singh, Nada. „Society of medical biochemists of Serbia and Montenegro: 50 years anniversary“. Jugoslovenska medicinska biohemija 24, Nr. 3 (2005): 157–70. http://dx.doi.org/10.2298/jmh0503157m.
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Medical biochemistry (synonyms: clinical chemistry or clinical biochemistry) in the terms of professional and scientific discipline, stems from and/or has developed along with the natural sciences and its influences (mathematics, physics, chemistry and biochemistry) and medical sciences as well (physiology, genetics, cell biology). As a scientific discipline, medical biochemistry studies metabolic processes of physiological and pathological changes with humans and animals. Applying analytical chemistry's and biochemistry's techniques enables medical biochemists to gain plenty of information related to diagnosis and prognosis which serve physicians to asses the gravity of illness and prescribe healing therapy. Therefore medical biochemistry is an integral part of modern medicine. This discipline was dubbed various, often confusing names such as pathology, physiology, clinical biology, clinical pathology, chemical pathology, clinical biochemistry, medical biochemistry, clinical chemistry and laboratory medicine, all depending on place of origin. The official, internationally accepted name - clinical chemistry, was mentioned for the first time in 1912 by Johan Scherer, who described his laboratory as Clinical Chemistry Laboratory (Klinisch Chemische Laboratorium) in the hospital Julius in Wurzburg in Germany. After creating national societies of clinical chemists, Professor Earl J. King of Royal Postgraduate Medical School from London incited an initiative to unite national societies into the organization with worldwide character - it was the International Association of Clinical Biochemists, monitored by the International Union for Pure and Applied Chemistry (IUPAC). On 24 July 1952 in Paris, a Second International Congress of Biochemistry was held. A year later, in Stockholm, the name of a newly formed association was altered into International Federation of Clinical Chemistry, which was officially accepted in 1955 in Brussels. Today this federation-s name is International Federation for Clinical Chemistry and Laboratory Medicine (IFCC). Right after the World War II our medical biochemists began to gather within their expert societies. Even before 1950 Pharmaceutical Society of Serbia hosted laboratory experts among whom the most active were Prof. Dr. Aleksandar Damanski for bromatology, Prof. Dr. Momcilo Mokranjac for toxicology and Docent Dr. Pavle Trpinac for biochemistry. When the Managing Board of the Pharmaceutical Society of National Republic of Serbia held its session on 22 December 1950, an issue was raised with reference to creation of a Section that would gather together the laboratory experts. Section for Sanitary Chemistry, combining all three profiles of laboratory staff, i.e. medical biochemists, sanitary chemists and toxicologists, was founded on 1st of January 1951. On 15 May 1955, during the sixth plenum of the Society of Pharmaceutical Societies of Yugoslavia (SFRY) held in Split, the decision was passed to set up a Section for Medical Biochemistry in SFDJ. The Section for Medical Biochemistry in SFDJ was renamed into Society for Medical Biochemistry of SFDJ based on the decision passed during the 16th plenum of SFDJ, held on 15 May 1965 in Banja Luka. Pursuant to the decision passed by SMBY on 6 April 1995 and based on the historic data, 15 May was declared as being the official Day of the Society of Medical Biochemists of Yugoslavia. The purpose of YuSMB (currently SMBSCG) is to gather medical biochemists who would develop and enhance all the branches of medical biochemistry in health industry. Its tasks are as following: to standardize operations in clinical-biochemical laboratories, education of young biochemists on all levels, encouraging scientific research, setting up of working norms and implementation, execution and abiding by the ethics codices with health workers. SMBSCG is to promote the systemized standards in the field of medical biochemistry with the relevant federal and republican institutions. SMBSCG is to enable exchange of experiences of its members with the members of affiliate associations in the country and abroad. .
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Moore, Tracy. „The physical activity habits and body image perceptions of students in a rural healthy Ontarian elementary school“. Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27599.
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Since the Canadian educational reform in the 1990's, schools have included health education in their curriculum, and as all children under the age of 16 must attend school, on can ask "what better place to encourage health?" With this increased focus on health education, more schools are adopting a Comprehensive School Health (CSH) approach, yet as the CSH approach is not standardized in Canadian schools, school's choosing to adopt such principles must do so independently. In addition to independent adoption, school's who do chose to employ a CSH approach are under researched, resulting in little information on current CSH practices. This lack of research is prevalent in many countries, as researchers have acknowledged that the concept of the CSH approach is more advanced than its implementation (WHO, 1997). Therefore, by examining the physical activity habits and body image perceptions of rural students, this research sought to develop a better understating of a rural CSH approach. Results of this study demonstrated that this school's vice-principal and physical education teachers engaged in a series of health promoting initiatives. This school's joint development of their CSH approach was one of the factors that lead to their extensive application of the approach, as they benefited from the additional support of volunteers, government funding, pedagogical resources, and health professionals. With these unique opportunities, this school surpassed the level of CSH implementation that is presented in the current literature, by successfully implementing a Health Curriculum, a Healthy Environment, and providing an avenue for Health Services to begin. The students in this rural school demonstrated high levels of physical activity participation and body image satisfaction. Students credited their knowledge of health issues to their unique health education opportunities, parental and peer modeling, and their participation in regular physical activities.
3
Williamson, Megan L. „The difference in physical activity levels and attention in preschool children before and after free play recess and structured play recess“. Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618843.
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Childhood obesity rates have increased three-fold since 1980 and up to 80% of obese children become obese adults. Since young children are forming habits that they will carry with them into adulthood, preschool represents an ideal setting to instill proper physical activity habits. Therefore, the purpose of this investigation was to assess the amount of physical activity in preschool children during three different recess conditions on separate days: free play, structured play and a control (non-active) condition.
Physical activity levels were measured in preschool children (N = 22) during three, 30-minute recess conditions; control, structured play recess, and free play recess. Children wore accelerometers for the duration the school day (165 minutes) for three days. Accelerometer counts during the recess sessions and for the entire school day were recorded. Each recess condition was completed on a separate day, but all during the same week. After all three recess conditions had been completed; the child was asked which recess period they preferred.
Children accumulated significantly (p = 0.001) more accelerometer counts during recess and for the entire school day in the free play (570 ± 460 counts.min-1 at recess; 632 ± 232 counts.min-1 during school day) and structured (1,416 ± 448 counts.min-1 at recess; 629 ± 200 counts.min-1 during school day) recess conditions versus the control condition (570 ± 460 counts.min -1 at recess; 462 ± 200 counts.min-1 during school day). Accelerometer counts during recess and for the entire school day were not different (p = 0.9) between the free play and structured recess conditions. All children indicated that they preferred either the structured play (55%) or free play (45%) recess conditions over the control recess condition.
Presently both a structured play and free play recess condition were equally successful in increasing physical activity behavior and were preferred versus a non-active recess condition. Providing pre-school children with the opportunity to be physically active during recess successfully increases physical activity during the school day and is preferable to a sedentary recess.
4
Rebold, Michael J. „THE EXPERIMENTAL EFFECT OF PARENTAL INFLUENCE ON CHILDRENS PHYSICAL ACTIVITY“. Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400363235.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007. Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4315. Adviser: Janet P. Wallace. Title from dissertation home page (viewed Apr. 15, 2008).
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Stapleton, Jill. „The effect of physical training on body heat regulation“. Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28141.
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Purpose. We evaluated the effects of an eight-week aerobic exercise training program in previously sedentary individuals on whole-body heat balance. Whole-body evaporative (H˙E) and dry (H˙ D) heat loss as well as changes in body heat content (DeltaH b) were measured using simultaneous direct whole-body and indirect calorimetry. It was hypothesized that following the 8-week exercise training program, a more rapid increase in the rate of whole-body heat loss would occur during exercise resulting in a decrease in the change of body heat content by the end of exercise. It was further hypothesized that the rate of decay of whole-body heat loss during recovery would be greater following the exercise training program.
Methods. Ten previously sedentary young adults (7 males, 3 females) underwent an 8-week exercise program. Participants exercised at a university based facilities 4-5 times per week, 30-90 minutes per session, supervised by personnel. Prior to, and after the 8-week training program, subjects underwent an incremental treadmill test to measure their maximal aerobic capacity (V˙O2max). On a subsequent day, they performed 60-90 minutes of cycling at a constant rate of heat production (∼450 W) followed by 60 minutes of recovery, in a calorimeter at 30°C and 15% relative humidity. Core temperature [esophageal; (Tes), rectal (Tre ) and aural canal (Tau)], mean skin temperature, skin blood flow (SkBF), local sweat rate (LSR), mean arterial pressure (MAP), and heart rate (HR) were measure at baseline and at 2 min, 5 min, 8 min, 12 min, 15 min, 30 min, 45 min, 60 min, and 90 min intervals for the exercise and post-exercise recovery periods.
Results. No significant difference in the rate of total heat loss (H˙L=H˙E+H˙D) was observed during exercise. As a result, the average DeltaHb was similar for the pre- (+441+/-89 kJ) and post-training (+430+/-118 kJ) 60-min exercise bout (p=0.385). Although the absolute changes in Tes (p=0.060), Tre (p5≤0.05) and Tau (p≤0.05) were lower at rest post-training, no differences in the relative change from baseline was measured during exercise. Local sweat rate and SkBF were elevated during exercise however the relative changes from baseline were similar pre- to post-training. A 12% increase in V˙O2max was measured after the 8-week training program (p≤0.05). This was paralleled by a decrease in heart rate throughout exercise (p=0.004).
Conclusion. Although physical training resulted in improvements in cardiorespiratory function as evidenced by increases in V˙O2max and reduced HR response during exercise, these adaptations did not result in an improvement in the capacity for heat dissipation during exercise.
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Lombardi, Raymond M. „Bone density as a source of error measuring body composition with the BOD POD and iDXA in female runners“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1325172432.
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Lyons, Mary Regina 1964. „The relationship between axial and appendicular bone mineral density and lifetime leisure physical activity in healthy white males and females, ages 35-85 years“. Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278264.
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This study compared bone mineral density of the radius, ulna, spine, and femur in healthy adults of varying activity levels. The sample included caucasian males (67) and females (82) ranging from 35 to 85 years. Males who were highly active in weight bearing activity had greater bone mineral density of the radius, ulna, femur neck and Ward's triangle of femur than those who were less active. Females who were highly active in high impact weight bearing activity and nonweight bearing activity had greater bone mineral density at the radius than females who were less active in these activities. Multiple regression revealed that weight bearing activity and age were fairly good predictors of radial bone mineral density in males aged 35-64 years, and high impact weight bearing activity and age were fairly good predictors of radial bone mineral density in females aged 35-49 years.
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Wiseman, Oliver. „The Effects of Birth Order, Personality, and Mental Toughness on Performance in CollegiateBasketball“. Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560928.
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This study investigated the relationships between birth order, personality, mental toughness, and performance as they relate to trained collegiate athletes in the sports of Men's and Women's Basketball. There were three variables measured: personality, mental toughness, and performance. There were 238 participants in this study: 149 females and 89 males. All participants were NCAA collegiate basketball players. Participants' ages ranged from 18 to 24. Participants were administered the NEO Five Factor Inventory questionnaire to assess personality, while mental toughness was assessed using the Mental Toughness Scale (Madrigal & Hamill, 2013). To measure performance, statistics were obtained from the 2013-14 collegiate regular season and computed into an overall performance score (Ramos-Villagrasa & Navarro, 2013). Correlational analyses were conducted to determine the relationships between birth order, personality, mental toughness, performance score, and performance statistics. Based on past research, it was hypothesized that middleborns would score the highest in mental toughness while firstborns would score higher than lastborns (who will score the lowest). Hypotheses for the big five traits were as follows: Openness: middleborns would score the highest, followed by lastborns, then firstborns. Conscientiousness: firstborns would score the highest, then middleborns, then lastborns. Extroversion: middleborns would score the highest, then firstborns, and finally lastborns. Agreeableness: lastborns and middleborns would not differ, but would both score higher than firstborns. Neuroticism: lastborns would score highest, followed by firstborns, then middleborns. It was hypothesized that high conscientiousness and extroversion, along with low neuroticism would indicate higher mental toughness, while other big five traits would not factor into determining mental toughness. Higher mental toughness scores were hypothesized to result in higher performance scores. Middleborns were hypothesized to have the highest performance scores, followed by firstborns, and finally lastborns. The results of this study did not support any of the hypotheses regarding birth order. The results did support the hypothesis that high conscientiousness and extroversion, along with low neuroticism would predict higher mental toughness. The results also partially supported the hypothesis that higher mental toughness would yield higher performance scores.
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Chaumpanich, Kritsakorn. „Kinect™ Based Biology Education System“. University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1427864008.
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Drowatzky, John W., und Charles W. Armstrong. Exercise Science: Career Perspectives and Professional Foundations. Kendall/Hunt Publishing Company, 1993.
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Sullivan, Mark D. Seeking the Roots of Health and Action in Biological Autonomy. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780195386585.003.0010.
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The roots of biological autonomy and health are the same. Goals make biology distinct as a science, for without goals, we cannot understand why a biological trait exists. Organisms are autonomous biological entities because they define what is inside and what is outside themselves. This boundary between inner and outer gives the organism a self-referential purpose. Claude Bernard made experimental physiology possible with his concept of the internal environment, but he was unable to explain how the organism established the boundary between itself and its environment. Hence, homeostasis portrays the organism as reactive not active. Autopoiesis is an alternative defining characteristic of living beings. It generates biological autonomy through additional biological constraint on chemical processes, not through a special vital force. Healthy organisms can construct their own environmental niche. For humans, this niche is social and is constructed with a social physiology. Both exercise and education increase health by increasing capacity for niche construction.
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norw International Congress on Pediatric Work Physiology 1987 Hurdal, Kai-Hakon Carlsen und Svein Oseid. Children and Exercise XIII (13) (International Series on Sport Sciences). Human Kinetics Pub, 1989.
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Higginbotham, Elizabeth, und Margaret L. Andersen. Race and Ethnicity in Society: The Changing Landscape (with InfoTrac®) (Wadsworth Sociology Reader). Wadsworth Publishing, 2005.
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Buchteile zum Thema "Education, Physical|Health Sciences, Recreation|Biology, Physiology":
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„Infection and immunity“. In Oxford Assess and Progress: Medical Sciences, herausgegeben von Jade Chow, John Patterson, Kathy Boursicot und David Sales. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199605071.003.0027.
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A key outcome in medical education is the training of doctors to acquire the knowledge and understanding of the basic science that underpins clinical practice. The graduate will be able to apply to medical practice biomedical scientific principles, method and knowledge relating to: anatomy, biochemistry, cell biology, genetics, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and physiology .’ (Tomorrow’s Doctors 2009, GMC, UK). In this, the last of the themed chapters of questions that map to the Oxford Handbook of Medical Sciences, we will test knowledge of infectious diseases and the host immune responses that counteract them. Despite the shift of the world health problem to non-communicable diseases in recent times (Global status report on non-communicable diseases 2010, World Health Organization), infectious diseases remain a major health problem in many parts of the world. Even in developed countries, epidemics and outbreaks of infections are not infrequent events, pandemics sporadically crop up at the least expected times. In addition, microorganisms constantly evolve to escape the host immune response and to develop resistance to treatments that have been developed. Therefore, we have no choice but to keep up our knowledge and to develop new treatments.
Konferenzberichte zum Thema "Education, Physical|Health Sciences, Recreation|Biology, Physiology":
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Yuniarti, E., R. Darussyamsu, M. Fadilah und S. R Yanti. „The relationship of teenager reproductive health knowledge and attitudes of prospective biology teacher student in the course of human anatomy and physiology in the biology department at universitas negeri padang“. In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3248.
