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1
Hume, Deborah K. "Anti-predator training : An experimental approach in reintroduction biology." Thesis, University of Canterbury. Zoology, 1995. http://hdl.handle.net/10092/6904.
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Captive-rearing of animals for reintroduction into the wild not only involves propagation of individuals, but should also be concerned with ensuring that animals destined for release have the skills necessary to thrive in the wild. In recent years greater attention as been dedicated to preparing captive-reared individuals for life post-release. Predation is a major cause of mortality of reintroduced animals, but techniques to prepare captive-reared animals to cope with predators are often perceived to be difficult to design and implement.
Here I show results of attempts to condition the black stilt (Himantopus novaezealandiae), a critically endangered wading bird species, to be wary of cats. Annually, about 30 black stilts are raised in captivity for release into the wild. A major source of post-release mortality is thought to be mammalian predators. The ability of juvenile captive-reared black stilts to recognise and learn to be wary of the cat (Felis catus), was studied in two experiments conducted between November 1992 and August 1994.
Cats are not historical enemies of black stilts as mammalian predators are a relatively new introduction to New Zealand (in the last 100 years). However, captive-reared juvenile black stilts responded cautiously to the cat model upon their first encounter, suggesting some genetic recognition of mammalian predators already existed. Antipredator-training by conditioning involved structured presentations of a moving cat model (conditioned stimulus) paired with alarm calls (unconditioned stimulus), and was conducted at various ages. In Experiment I, two thirds of the birds received antipredator-training and one third did not. Few differences were found between antipredator responses of the two groups, and post-release survival was-the same for trained and untrained birds. In Experiment II recognition of cat and control models by juveniles that had been anti-predator trained at different ages was investigated. Results indicated that captive-reared black stilt juveniles were capable of learning to be more wary of cats after training, although some decrement of predator recognition behaviour occured over time, possibly due to factors such as habituation and extinction of responding.
I suggest that conditioning captive-reared animals about predators is a valuable addition to existing reintroduction programmes, and make suggestions for efficient introduction of antipredator-training into the current black stilt management programme.
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Andersen, Nicolas. "Spatial memory training program: using virtual reality as a tool to provide spatial memory training." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86516.
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The hippocampus is a structure critical to the formation of allocentric spatial representations of an environment. While its role in spatial memory has long been established, evidence points to further implications in various neurological and psychiatric conditions, most notably Alzheimer's Disease. Some symptoms typical of Alzheimer's Disease include loss of spatial orientation as well as difficulty forming temporal and spatial relationships. These symptoms affect the quality of life of those affected by the disease and those caring for them. Accompanying these symptoms is a marked decrease in hippocampal volume, which may explain the associated symptomatological specificity. Previous studies have provided evidence for the effectiveness of intervention and training programs aimed at improving cognitive and affective abilities. However, these programs were not specifically constructed to tap into hippocampal function. As such, a cognitive intervention program based on spatial memory, targeting specifically the hippocampus using virtual reality, was developed over the course of several years. In order to determine the effectiveness of this program, participants were administered a battery of neurological and behavioural tests before and after the training program, and their results were compared to a group of controls. We hypothesized that participants in the experimental group would show greater improvements than participants in the control groups, and that these improvements would be specific to tests that assess spatial memory and hippocampal function. Results, gathered from subjective reports as well as from the test battery, indicate an increase in spatial memory-specific abilities in those given the training program. Further, participants reported increased feelings of autonomy, self-confidence and attention to details, indications of increased quality of life.<br>L'hippocampe est une structure essentielle à la formation de représentations spatiales allocentriques d'un environnement. Son rôle vis-à-vis la mémoire spatiale étant déjà établi, des recherches semblent établir un lien entre l'hippocampe et de nombreuses conditions neurologiques et psychiatriques, notamment la maladie d'Alzheimer. Les symptômes typiques de la maladie d'Alzheimer incluent une perte de l'orientation spatiale ainsi qu'une difficulté à former des relations temporelles et spatiales. Ces symptômes affectent grandement la qualité de vie de ceux souffrant de la maladie et de ceux qui s'en occupent. Ces symptômes sont aussi accompagnés d'une forte baisse de volume hippocampique, ce qui pourrait expliquer la spécificité des symptômes. Plusieurs études précédentes ont démontré l'efficacité de programmes d'intervention et d'entraînement de la mémoire dans le but d'améliorer les habilités cognitives et affectives. Par contre, ces programmes d'intervention n'ont pas été construits en fonction du rôle de l'hippocampe. Donc, un programme d'entraînement de la mémoire spatiale, axé spécifiquement sur l'hippocampe en utilisant la réalité virtuelle, a été développé au cours de plusieurs années. Dans le but de déterminer l'efficacité de ce programme, une batterie de tests neurologiques et comportementaux a été donnée à des participants avant et après avoir suivi le programme d'entraînement. Leurs résultats ont alors été comparés à ceux d'un groupe de sujets contrôles. Nos avons émis l'hypothèse que les participants du groupe expérimental seraient associés à de plus grandes améliorations que les participants du groupe contrôle, et que ces améliorations seraient spécifiques aux tests évaluant la mémoire spatiale ainsi que le fonctionnement hippocampique. D'après les résultats des tests et les rapports subjectifs, le programme d'entraînement a amené une amélioration marquée des habilités spa
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Santana, Isabel Cristina Higino. "Biology teaching through analogies: possibilities since the training of trainers." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12953.
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nÃo hÃ<br>O cotidiano dos alunos à permeado por uma infinidade de assuntos que despertam sua atenÃÃo, exigindo, por parte desses sujeitos, compreensÃo, argumentaÃÃo e tomada de atitudes em relaÃÃo Ãs questÃes envolvidas. A partir dessas concepÃÃes, a ideia de conhecimento e o significado de conceitos por parte dos sujeitos em formaÃÃo, estabelecem relaÃÃes diretas entre os conhecimentos cotidianos e cientÃficos. Nesse sentido, a possibilidade de um conhecimento construÃdo por meio do uso de analogias â sendo estas entendidas como instrumentos entre os conceitos a serem compreendidos e aqueles que jà temos incorporados â torna-se possÃvel. No presente trabalho, escolhemos investigar como os docentes formadores do Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI compreendem as analogias enquanto instrumento didÃtico de ensino, e como esses se manifestam acerca das potencialidades e da sua utilizaÃÃo no processo formativo de futuros educadores. Muitos estudos tÃm abordado esse tema direcionando o foco para o Ãmbito das escolas bÃsicas e, principalmente, nas CiÃncias, a Ãrea de fÃsica. O mÃtodo de estudo utilizado inseriu a pesquisa numa abordagem qualitativa, do tipo exploratÃria e descritiva, caracterizada como um Estudo de Caso. A coleta dos dados ocorreu no perÃodo de setembro/2012 a abril/2013 e utilizou como instrumentos a entrevista, a anÃlise documental e o levantamento bibliogrÃfico. O locus da pesquisa foi o Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI, e os sujeitos, docentes efetivos do referido curso. A anÃlise dos dados encontrados envolveu a leitura dos textos enviados pelos sujeitos e a transcriÃÃo de suas entrevistas. Os resultados mostraram que os docentes investigados consideraram a analogia como um instrumento didÃtico relevante nos processos de ensino e de aprendizagem na Ãrea da Biologia. O desconhecimento do conceito formal do tema foi evidenciado quando fizeram referÃncias Ãs analogias, considerando-as erroneamente como metÃforas e/ou exemplos. O uso instintivo pareceu refletir a incerteza dos investigados acerca dos conteÃdos teÃricos que fundamentam o tema das analogias. Assim, verificou-se entre os sujeitos da pesquisa um interesse nÃo apenas pelo uso das analogias na sala de aula, mas tambÃm pelo seu conhecimento de maneira aprofundada, sob o ponto de vista da academia, considerando questÃes teÃricas e metodolÃgicas, como se constituem seus aspectos conceituais e tipolÃgicos, suas possibilidades de uso e de avaliaÃÃo. Para esses docentes, a inserÃÃo do tema nos meios de ensino para a formaÃÃo de futuros professores à uma das possibilidades de tornar o assunto mais conhecido e significativo entre os futuros educadores. Considerou-se, portanto, nesta pesquisa, que a analogia à vista pelos sujeitos investigados, como um instrumento potencializador do ensino de Biologia, e que isso à utilizado de forma recorrente instintiva. AlÃm disso, suas concepÃÃes a respeito das potencialidades desse instrumento didÃtico estÃo, de fato, voltadas para a aceitaÃÃo do mesmo no processo de ensino e de aprendizagem, embora, equivocadamente, quanto à operacionalizaÃÃo dessas.<br>The quotidian of students is permeated by a multitude of subjects that arouse their attention by requiring understanding, reasoning and taking action on the issues involved. From these notions, the idea of knowledge and the meaning of concepts by individuals in formation, establish direct relations between everyday and scientific knowledge. In this sense, the possibility of knowledge constructed through the use of analogies - being defined as instruments between the concepts to be understood and those who have already built - becomes possible. In the present work, we chose to investigate how the teachers of the Course of Biological Sciences of FACEDI understand analogies as a didactic teaching tool, and how they express themselves about its potentialities and its use in the forming future educators. Many studies have addressed this issue by directing the focus to the scope of the basic schools, and among the Sciences, mainly in the area of physics. The method of study used a qualitative approach, as an exploratory and descriptive technique, characterized as a Case Study. Data collection occurred from September/2012 to April/2013 and used tools like interviews, document analysis and literature survey. The locus of the research was the College Course of Biological Sciences of FACEDI, and subjects were effective teachers of that course. Data analysis involved the reading of texts sent by the subjects and the transcript of their interviews. The results showed that teachers surveyed considered analogy as an important teaching tool in the teaching and learning processes in the field of Biology. The lack of formal concept of this theme was evidenced when they made references to analogies, mistakenly considering them as metaphors and / or examples. Instinctive use seemed to reflect the uncertainty of the investigated teachers about the theoretical content that underlie the subject of analogies. Among the subjects was found an interest not only for the use of analogies in the classroom, but also on their knowledge in a deeper way, from the point of view of academia, considering theoretical and methodological issues, as they are constituted, their conceptual and typological aspects, their possibilities for use and evaluation. For these teachers the inclusion of this topic in the education tools for the formation of future teachers is one of the ways of making the theme most known and important among future educators. Therefore , it was considered in this research that the analogy is seen by the subjects investigated , as a potentiator of teaching biology instrument, and that it is used recurrently and instinctively . And that their views about the potential of this teaching tool are indeed facing the acceptance of the same in the teaching process and learning , though mistakenly as the operationalization of the same.
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Figueiredo, Sabrina. "Nordic Walking: a new training for frail elderly." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86946.
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The elderly are the fastest growing proportion of the world population. Additional increase in longevity, brought about by improved medical technology, will impact significantly on the health care system as, with advancing age comes a variety of acute and chronic health conditions. No matter how fit, advancing age leads to reduction in mobility and physical function, and these changes, affect quality of gait and the capacity for functional and safe ambulation. With the frail elderly, gait impairments are often severe and impact on health and quality of life. Given that improving walking capacity among the elderly is a desired goal, a structured review was conducted - Manuscript 1 - to derive a global estimate for elderly people of the effectiveness of walking training in improving walking related outcomes. The review included publications on MEDLINE, Embase, CINAHL and the Cochrane Library published in English or Portuguese in peer-reviewed journals. Effect sizes of walking programs in these articles were estimated and forest plotted; there was no overall significant effect of walking training on walking distance or gait speed. Some individual studies showed large effect sizes but were underpowered; others showed small effect sizes. Heterogeneity in population and the nature, frequency and intensity of training indicates that this important question is not yet answered and further research is needed.<br>The second manuscript presents the results of a pilot study designed to provide supporting data for a future trial testing a novel walking training strategy - Nordic style pole walking. The purpose of the pilot study was to estimate, for frail elderly persons undergoing physical rehabilitation, the relative efficacy in improving functional walking capacity of two gait training interventions: Nordic Walking and Overground Walking. A randomized controlled trial of 30 participants from two rehabilitations centers of the Greater Montreal Area was carried out: 14 randomized to Nordic Walking and 16 randomized to Overground Walking. Effect sizes for Nordic Walking were moderate for 6MWT (ES = 0.5), large for gait speed (ES = 0.9), and small for fear of falling (E.S = 0.4). Overground Walking showed moderate effects sizes for 6MWT (ES = 0.5) and small ones for gait speed (E.S = 0.4) and fear of falling (E.S = 0.3). After calculating the effectiveness ratio of both interventions, Nordic Walking was 125% more effective in improving gait speed than regular Overground Walking among a frail elderly population. Future trials with large sample sizes are needed to corroborate these results.<br>Les personnes âgées forment la tranche de la population mondiale dont la croissance est la plus rapide. De plus, l'augmentation de l'espérance de vie grâce aux avancées technologiques en médecine va affecter de façon considérable le système de santé. En effet, le vieillissement de la population implique une diminution des fonctions physiques. Ces diminutions influence la marche et la capacité de se déplacer de façon fonctionnelle et sécuritaire. Une intervention, destinée à améliorer la marche pourrait améliorer la santé et la qualité de vie des personnes âgées fragiles. En premier lieu, une revue structurée de la littérature a été effectuée (Manuscrit 1) afin d'évaluer l'efficacité des programmes couramment utilisés afin d'améliorer la marche chez les personnes âgées. Les banques de données MEDLINE, Embase, CINAHL et Cochrane Library ont permis de trouver des articles anglais ou portugais publiés dans des journaux révisés par les pairs. La taille d'effet de ces programmes de marche ont étés estimés puis illustrés dans un graphique en arbre. Aucun programme de marche n'améliorait significativement l'endurance ou la vitesse de marche. Dans ces études, les programmes avec une taille d'effet importante avaient une puissance statistique faible et les autres programmes avaient une taille d'effet réduite. Afin d'identifier et d'estimer l'efficacité d'interventions destinées à améliorer la marche chez les personnes âgées, d'autres études sont nécessaires.<br>Le second manuscrit a évalué l'efficacité de deux interventions destinées à améliorer la capacité fonctionnelle de marche chez les personnes âgées fragiles. Un projet pilote de type essai clinique randomisé a comparé la marche nordique au programme « overground walking ». Trente participants en provenance de deux centres de réadaptation de la région de Montréal ont été aléatoirement placés dans la marche nordique (n=14) et dans le « overground walking » (n= 16). Pour la marche nordique, la taille d'effet pour le 6MWT était modérée (ES=0.5), celle de vitesse de marche était importante (ES=0.9), et celle pour la peur de chuter était petite (ES=0.4). Pour le « overground walking », la taille d'effet pour le 6MWT était modéré (ES= 0.5). La taille d'effet pour la vitesse de marche était petite (E.S. = 0.4) tout comme celle pour la peur de chuter (E.S = 0.3). Les ratios d'efficacité pour les deux interventions ont démontré qu'en comparaison avec le « overground walking » la marche nordique est 125% plus efficace pour améliorer la vitesse de marche chez les personnes âgées fragiles. D'autres études avec de plus large échantillons sont nécessaires pour corroborer ces résultats.
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Sinclair, Miriam Rosemary. "Heart rate as a marker of training status." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3201.
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Includes bibliographical references (p. 231-279).<br>It is generally accepted that a linear relationship exists between heart rate/ workload and oxygen consumption and that heart rate thus accurately reflects workload and exercise intensity. As such, coaches and athletes commonly use heart rate to prescribe exercise and monitor changes in training status. Some studies have however, indicates that heart rate may not always be an accurate indicator of training status under all conditions, due to the possible influence of other variables. However, as measuring heart rate has been shown to be a reliable, accurate, inexpensive and practical method to monitor changes in training status, the purpose of this study was therefore to further explore ans clarify the heart/ workload relationship under a variety of different trainig and testing conditions.
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Quentin-Baxter, Megan. "Developing and evaluating a hypermedia computer based learning program in biology." Thesis, Leeds Beckett University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360894.
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Tema, Botlhale. "Critical thinking in biology among some black South African matriculation students." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283233.
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Bachir, Kelsey Nawal. "Energy expenditure in rats bred for response to exercise training." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1376672737.
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Plato, Peggy Ann. "Effects of training on cardiac function in the fatty Zucker rat /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487686243819372.
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Vahdat, Shahabeddin. "Training-induced plasticity in resting-state sensory and motor networks." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114465.
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Research on plasticity in motor systems has for the most part developed separately from work on sensory plasticity, as if training-induced changes to the brain affected each of these systems in isolation. The aim of this thesis is to explore the association between the sensory and motor systems when a new skill is acquired. The experiments reported in this dissertation systematically examine two hypotheses about neuroplasticity: (i) that motor learning changes perceptual function and the function of somatosensory areas of the brain, and (ii) that somatosensory training changes both motor function and motor areas of the brain. The first study aimed at providing a unified approach to test the first hypothesis. We combined both psychophysical and neuroimaging procedures to examine the connection between changes in the behavior and brain as a result of motor learning. We used a dynamics adaptation task as a model of motor learning in conjunction with somatosensory discrimination of the limb's movement direction which permits quantification of perceptual changes that occurs in conjunction with motor learning. We used functional magnetic resonance imaging (fMRI) to calculate measures of functional connectivity during resting-state periods following learning. This technique allowed us to study longer lasting plasticity in the sensorimotor system, during the period in which the motor memory is being consolidated. We developed a new hypothesis-driven technique which enables us to incorporate psychophysical measures in functional connectivity analysis to identify behaviorally-related neuroplasticity as a result of learning. Using this technique, we identified a new network in motor learning involving second somatosensory cortex, ventral premotor cortex and supplementary motor area whose activation is specifically related to perceptual changes that occur in conjunction with motor learning. Subjects who showed greater change in functional connectivity within this network, also showed a greater change in perceptual function. In study two, we proposed and implemented a new analytic data-driven method based on independent component analysis (ICA), which enabled us to systematically extract and classify shared and condition-specific networks corresponding to the pre-learning and post-learning conditions. The proposed algorithm was specifically designed to solve the problems of the regular ICA approach in conducting between-condition comparisons. Using this method we identified a specific network corresponding to the post-learning condition comprising clusters in contralateral superior parietal lobule, second somatosensory cortex, premotor cortex, and supplementary motor area. The third study was aimed at testing the second hypothesis described above. Using similar procedures and techniques to those used in the first study, we found that somatosensory discrimination training combined with periods of passive movement as short as 45 minutes increased functional connectivity between sensory and motor areas of the brain and, importantly, in motor areas alone. In behavioral terms, somatosensory training facilitates motor learning. Improvements were seen in both the rate and extent of learning and they persisted for at least one day. Sensory repetition without perceptual learning was less able to induce plasticity in the motor system. This suggests that somatosensory training can induce reorganization in the motor system and benefits from cognitive involvement and skill acquisition in the sensory domain. Overall, our studies point to a unified model of sensorimotor plasticity in which the effects of learning are not local to either sensory or motor systems, but rather each has effects that spread into functionally related areas of the brain beyond the base modality.<br>La recherche sur la plasticité dans les systèmes moteurs a été développée en grande partie séparément des travaux sur la plasticité sensorielle, comme si des changements au cerveau apportés par l'apprentissage affectaient chacun de ces systèmes séparément. Le but de cette these est d'explorer le lien entre le système sensoriel et le système moteur lorsqu'une nouvelle aptitude est acquise. Les expériences rapportées dans cette dissertation examinant systématiquement deux hypothèses sur la neuroplasticité: (i) l'apprentissage moteur modifie le fonction perceptuelle, ainsi que la fonction des régions somesthésiques du cerveau, et (ii) que l'apprentissage somestésique modifie les fonctions motrices et des régions motrices du cerveau.La première étude vise à donner une approche unifiée pour tester la première hypothèse. Nous avons combiné des procédures psychophysiques et de neuroimagerie pour observer le lien entre les changements de comportement et ceux au niveau du cerveau suite à de l'apprentissage moteur. Nous avons utilisé une tâche d'adaptation dynamique comme modèle d'apprentissage moteur ainsi que de la discrimination somesthésique de la direction de mouvement du membre, ce qui permet la quantification des changements perceptuels qui se produisent suite à l'apprentissage moteur. Nous avons utilisé l'imagerie par resonance magnétique fonctionnelle (IRMf) pour calculer des measures de connectivité fonctionnelle lors de péridoes de repos suivant l'apprentissage. Cette technique nous a permis d'étudier la plasticité de plus longue durée dans le système sensori-moteur, lors de la période pendant laquelle la mémoire motrice est en train de se consolider. Nous avons développé une nouvelle technique fondée à partir d'hypothèses qui nous permet d'inclure des mesures psychophysiques dans l'analyse de connectivité fonctionnelle pour identifier la neuroplasticité liée au comportement comme résultat de l'apprentissage. En utilisant cette technique, nous avons identifié un nouveau réseaux d'apprentissage moteur impliquant le deuxième cortex somesthésique, le cortex prémoteur ventral et une région motrice supplémentaire dont l'activation est spécifiquement reliée aux changements perceptuels qui se produisent suite à l'apprentissage moteur. Les sujets qui démontraient de plus grands changements de connectivité fonctionnelle démontraient aussi un plus grand changement au niveau de la fonction perceptuelle. Dans la deuxième étude, nous avons proposé et implémenté une nouvelle méthode analytique fondée sur des données et basée sur l'analyse en composantes indépendantes (ACI), ce qui nous a permis de systématiquement extraire et classer des réseaux partagés et spécifiques à la condition correspondant aux conditions avant et après l'apprentissage. La troisième étude visait à tester la deuxième hypothèse décrite ci-dessus. En utilisant des procédures et des techniques similaires à celles utilisées dans la première étude, nous avons trouvé que l'apprentissage somesthésique discriminatoire, combiné avec des périodes de mouvements passifs pouvant duré seulement 45 minutes, augmentait la connectivité fonctionnelle entre les régions sensorielles et motrices du cerveau, et, notamment, dans des régions motrices. En termes comportementaux, l'entrainement somesthésique facilite l'apprentissage moteur. Des ameliorations ont été constatées au niveau du taux et de l'étendue de l'apprentissage, et elles demeuraient pour au moins une journée. La repetition sensorielle sans apprentissage perceptuel était moins apte à induire de la plasticité dans le système moteur. En général, nos études mènent vers un modèle unifié de plasticité sensori-moteur dans laquelle les effets de l'apprentissage ne sont pas spécifiques aux systèmes moteurs ou sensoriels, mais chacun des systèmes a des effets qui s'étendent dans des régions du cerveau fonctionnellement reliées, au-delà de la modalité de base.
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Borresen, Jill. "Quantifying training load and its relationship to heart rate recovery." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10129.
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Includes bibliographical references (p. 197-218).<br>Scientific research is playing an increasingly important role in the development of optimal exercise training programmes that meet specific goals within specified times. Improving the accuracy of training prescription first involves quantifying what the athlete is currently doing. Secondly, it needs to be established whether or not the athlete is adapting favourably to the training programme. This thesis investigated current methods of quantifying training load, and proposed the use of heart rate recovery to monitor the physiological response to training. The quantification of exercise training may involve athletes self-reporting their exercise.
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Fiore, Paul Vincent. "Interaction of cocaine and sprint-training on ventricular arrhythmia in the rat /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588939087915.
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Sharwood, Karen Ann. "The effects of endurance training on neuromuscular characteristics in masters runners." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/3200.
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RAMIARINA, NATÁLIA TAVARES RIOS. "ENVIRONMENTAL EDUCATION AND HUMAN RIGHTS IN INITIAL TRAINING OF SCIENCE AND BIOLOGY TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28123@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>São muitos os desafios que se colocam para a educação em Direitos humanos e para educação ambiental na sociedade atual, e a formação de professores é campo estratégico de reflexão. Para pensar estas temáticas no currículo de Ciências e Biologia, buscou-se estabelecer as afinidades teórico-metodológicas entre a vertente crítica da educação ambiental e o discurso contra-hegemônico dos DDHH, a partir de categorias da justiça ambiental, utilizando referenciais da educação popular de Paulo Freire, da ecologia de saberes de Boaventura de Sousa Santos e do ecologismo dos pobres de Martínez-Alier. O presente trabalho tem como objetivo caracterizar como as Licenciaturas em Ciências Biológicas das Universidades públicas da Cidade do Rio de Janeiro (UNIRIO, UERJ e UFRJ) têm abordado as temáticas da Educação ambiental e dos Direitos Humanas. Para tal, optou-se pela triangulação de dados composta pela análise dos Projetos Políticos Pedagógicos dos Cursos, entrevistas com professores e coordenadores e questionário com alunos concluintes. Buscou-se desta maneira caracterizar as concepções que informam os documentos institucionais e os objetivos dos cursos em relação às temáticas, o entendimento dos professores e coordenadores sobre a EA e DDHH, identificando aspectos conservadores e hegemônicos e/ou aspectos críticos e contra-hegemônicos em seus discursos. O questionário com alunos concluintes compôs a análise sobre como estes alunos vêem sua formação e quais suas expectativas de futura atuação docente sobre as temáticas. O estudo indicou uma ampliação nos objetivos da formação de professores de Ciências e Biologia, incorporando a formação humana e social. Neste sentido, a EA é mais amplamente inserida na formação inicial, sobretudo com um enfoque conservacionista, enquanto os DDHH são tratados apenas como pano de fundo, sobretudo para o tratamento de aspectos relacionais, referentes ao respeito e não-discriminação. A inserção das temáticas acontece de acordo com entendimento pessoal dos professores, não havendo uma reflexão coletiva e institucional sobre os propósitos desta dimensão da formação, embora professores e coordenadores sejam unânimes em reconhecer a relevância desta inserção. São potencialidades dos cursos a inserção de alunos de diversos grupos sociais, a vivência e demandas trazidas pelas escolas nos estágios e atividades extra-curriculares.<br>There are many challenges that arise for education in human rights and environmental education in todays society, and teacher education is a strategic field of reflection. To think these issues in science and biology curriculum, sought to establish the theoretical and methodological similarities between the critical aspect of environmental education and counter-hegemonic discourse of DDHH, from categories of environmental justice, using references to popular education of Paulo Freire, of knowledge ecology of Boaventura de Sousa Santos and the environmentalism of the poor of Martínez-Alier. This study aims to characterize as the graduation in Biological Sciences from the public universities of Rio de Janeiro City (UNIRIO, UERJ and UFRJ) have addressed the issues of Environmental Education and Human Rights. To this end, we opted for the triangulation of data made the analysis of Political Projects Pedagogical Course, interviews with teachers and coordinators and questionnaire to graduating students. He sought in this way to characterize the concepts that inform institutional documents and the objectives of the course in relation to the themes, the understanding of teachers and coordinators on environmental education and human rights identifying conservative aspects and hegemonic and / or critical issues and counter-hegemonic in his speeches. The questionnaire with graduating students composed the analysis of how these students see their training and what their expectations of future teaching performance on the issues. The study indicated an expansion in the objectives of the training of science and biology teachers, incorporating human and social formation. In this regard, EE is more fully inserted in the initial training, especially with a conservationist approach, while human rights are treated only as a backdrop, especially for the treatment of relational aspects, for the respect and non-discrimination. The insertion of the thematic happens according to personal understanding of teachers, and there is a collective and institutional reflection on the purpose of this dimension of training, although teachers and coordinators are unanimous in recognizing the importance of this integration. They are potential courses of the inclusion of various social groups students, the experience and demands brought by schools and extracurricular activities.
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Girten, Beverly Elaine. "Effects of chronic aerobic exercise training on oxidant stress factors, antistressor responses and atheroma /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889190081.
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Jenkins, James E. "Influence of high intensity interval training on pregnancy outcomes and muscle adaptation in rats /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807822376.
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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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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.
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A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are:
a) to upgrade the academic qualifications of teachers and,
b) to improve the teaching competence of the teachers.
In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other.
Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to:
a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and
, course experiences, as well as within the views of the administrators and,
b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed:
a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period.
b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983.
c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987.
d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were:
1) The teachers' expectations of FITMAST were not met by the programme.
2) The amount of course work encountered during a residential session of FITMAST is too much.
3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers.
4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component.
5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made:
1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits.
2) The amount of course work covered during the residential session should be reduced.
3) The distance teaching component should become part of the instructional process.
4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences.
The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Wisnyai, Susan Amidon. "Effect of insight training on the critical thinking skills of gifted students in biology /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702992207.
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Salama, Mohamed A. A. "Student-teachers' competencies in skills needed for the practical work in biology in Egyptian secondary schools." Thesis, Keele University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280045.
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Preusser, Barbara Ann. "The effects of high versus low intensity inspiratory muscle interval training in patients with COPD /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801322686.
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Ferrara, Cynthia Marie. "The effects of exercise training on the Glucose Transport System in SHHF/Mcc-facp Rats /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313346419.
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Henderson, Amy 1980. "Motor learning in stroke : imaging training induced plasticity." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101716.
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Stroke is a leading cause of death and disability in Western countries and it is estimated that up to 70% of stroke survivors have a long-lasting disability of the upper limb. The purpose of this study was to examine plasticity at the neuronal level to distinguish between recovery and compensation and how this relates to recovery of arm movement at the behavioural and functional levels in five chronic stroke patients. Brain activation patterns associated with a pointing movement involving the whole arm were identified over two baselines and one post-training intervention evaluation. At each evaluation, a clinical physical and cognitive evaluation, and a recording of the movement kinematics was performed. Analysis was performed on three regions of interest (ROI) bilaterally; primary motor cortices (M1), premotor cortices (PMC) and the primary sensorimotor cortices (S1). A measure of signal intensity, the location of peak activation, and a measure of the contribution of each hemisphere in the ROIs was examined on a case-by-case basis. We found a trend for increased contralesional involvement, changes in signal strength in each ROI and shifts in the peak activation in many directions, which paralleled increases in motor functioning. Our results seem to suggest that contralesional involvement in our ROIs may be sustaining recovery in these patients, and we can confirm that the more the activation in the stroke brain returns to the activation seen in healthy individuals, the better the recovery. Although it is possible that an absolute distinction between recovery and compensation at the neuronal level cannot be made, our results show that recovery at the behavioural and functional levels are accompanied by changes in brain activity. A relationship must be determined if we are to venture into using fMRI as a tool to influence clinical decisions during recovery from stroke.
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Taivassalo, Tanja. "Exercise training as therapy for mitochondrial myopathies : physiological, biochemical and genetic effects." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37845.
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Patients with mitochondrial myopathies characteristically exhibit pronounced exercise intolerance, often associated with lactic acidosis, tachycardia and muscle weakness. These clinical features are attributable to impaired electron transport chain function in skeletal muscle. The usual etiology is a primary defect in mitochondrial DNA (mtDNA), where the severity of impairment is presumably linked to the ratio of mutant to wild-type mtDNA. This dissertation presents novel therapeutic approaches to these genetic defects, aimed at attenuating mitochondrial dysfunction and ameliorating the clinical condition by employing exercise training alone or in conjunction with pharmacological therapy. Dichloroacetate (DCA) was administered to augment mitochondrial capacity by activating pyruvate dehydrogenase, thereby decreasing lactic acidosis. Endurance and resistance training paradigms were employed to induce mitochondrial and satellite cell proliferation respectively. The goals were to augment respiratory chain function, increase levels of wild type mtDNA, and reverse effects of chronic inactivity. The effects of these treatments on functional and mitochondrial capacity were defined by changes in: (1) work capacity, oxygen utilization, and circulatory responses during maximal exercise; (2) heart rate and blood lactate during submaximal exercise; (3) recovery kinetics of phosphate-containing metabolites measured using phosphorus magnetic resonance spectroscopy ( 31P MRS); (4) scores on a quality of life questionnaire. The cellular correlates for these indices were defined by changes in: (1) mitochondrial volume, (2) respiratory chain enzyme activity, and (3) levels of mutant/wild-type mtDNA. Although DCA administration alone lowered blood lactate, endurance training was more effective in improving exercise capacity, heart rate and blood lactate, 31P MRS recovery kinetics, and quality of life. Increased mitochondrial volume and respiratory chain function were closely linked
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Grobler, Liesl Anne. "The morphological and molecular characteristics of skeletal muscle in athletes with acquired training intolerance." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/3238.
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Bibliography: leaves 272-358.<br>The hypothesis, upon which this thesis is based, is that repeated bouts of damage-inducing, prolonged, endurance training and racing, over a number of years, may exceed the biological limits of the repair and adaptation process, resulting in maladaptation of the skeletal muscle and malfunctioning of the system.
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Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.
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Doerr, Barbara Maria. "The nonexcised perfused papillary muscle and endurance exercise-training : functional and structural adaptations of rabbit myocardium /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307359265.
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Ford, Clare. "The effect of exercise training on energy balance in the laboratory rat." Thesis, University of Central Lancashire, 1989. http://clok.uclan.ac.uk/19938/.
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The effect of training by moderate intensity treadmill running and spontaneous wheel exercise on metabolizable energy intake, resting oxygen consumption, thermic effect of food and energy expenditure excluding the cost of exercise (the latter calculated from energy balance determinations) was investigated. The two training regimes had different effects on energy intake The spontaneous wheel exercise training regime resulted in an increase in metaholizab1e energy intake following correction for metabolic body size compared to sedentary controls. However, no increase in metabolizable energy intake relative to sedentary controls was noted in treadmill trained rats, possibly reflecting the differing degrees of stress associated with the two training regimes. Both training regimes resulted in a decrease in energy expenditure excluding the cost of exercise compared with sedentary controls. This reduction in energy expenditure was not found to be a long term adaptation and was not thought to be due to a decrease in resting oxygen consumption. A reduction in interscapular brown adipose tissue cytochrome oxidase activity in the spontaneous wheel exercise - trained rats suggested that brown adipose tissue regulatory thermogenesis may have been depressed. Down regulation of brown adipose tissue -adrenoreceptors was not observed in the spontaneous wheel exercise-trained rats, suggesting that -adrenergic stimulation of brown adipose tissue was not of the magnitude previously reported in cold exposed rats.
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VanHaitsma, Timothy Allen. "Ion channel gene expression as objective biomarkers of training induced fatigue." Thesis, The University of Utah, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681816.
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<p> The conditions and mechanisms that produce decrements in exercise performance have been an important area of research for decades. However, the sensation of fatigue that may persist for hours or days after exercise has received less attention. This long-lasting fatigue sensation is common in clinical populations. In chronic fatigue syndrome (CFS), moderate physical activity can produce increased fatigue sensations that last for several days. A recent study of CFS patients demonstrated significant increases in fatigue and pain sensations that were closely related to gene expression changes in metabolite-detecting, adrenergic, and immune markers following 25 minutes of moderate, whole body exercise. This exercise stimulus did not produce long-lasting fatigue or changes in gene expression in healthy age and gender-matched controls. </p><p> The graded exercise test (GXT) is commonly applied in CFS research. Although intense, the GXT rarely produces long-lasting fatigue in healthy individuals and its effect on CFS patients' postexertional fatigue is unclear. Thus, the goals of these studies were to examine gene expression and fatigue sensations in healthy, trained individuals during and after three different exercise stressors: a GXT, a 40k time trial in ambient conditions (AT), and the same time trial in adverse, hot conditions (HT). It was hypothesized that there would be larger changes in gene expression following both AT and HT, compared to GXT. The first study explored the differences in gene expression following GXT and AT. Following AT, there were larger decreases in metabolite-detecting mRNA, larger increases in adrenergic, immunologic, and serotonin mRNA as compared to GXT. Further, these gene expression changes were different from postexercise responses of CFS patients. The goal of the second study was to add an additional stressor to the 40k time trial – heat. Because TRPV receptors are sensitive to heat, it was thought that the heat stress would cause larger increases in TRPV mRNA. However, because exercise power was reduced during HT, there were no differences in gene expression between the two trials except that IL6 mRNA decreased significantly more following AT compared to HT. Collectively, these results show that gene expression in healthy individuals is affected by the intensity and length of the exercise. The decreases in metabolite-detecting mRNA are thought to be an attempt to restore homeostasis in the fatigue and pain detecting receptors. The fact that there was no difference between AT and HT suggests that heat is an additional metabolite that activates the metabolite-detecting receptors, helping to regulate the intensity of exercise and the amount of fatigue during exercise. Adrenergic receptors increased, possibly causing a decrease in blood flow following exercise and increasing the resting levels of metabolites and subsequently increasing the resting fatigue signal. The change in the ratio of serotonin/dopamine may also contribute to the increased fatigue sensation following exercise.</p>
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Poddar, Rajesh. "A high-throughput system for automated training combined with continuous long-term neural recordings in rodents." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17463149.
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Addressing the neural mechanisms underlying complex learned behaviors requires training animals in well-controlled tasks and concurrently measuring neural activity in their brains, an often time-consuming and labor-intensive process that can severely limit the feasibility of such studies. To overcome this constraint, we developed a fully computer-controlled general purpose system for high-throughput training of rodents. By standardizing and automating the implementation of predefined training protocols within the animal’s home-cage our system dramatically reduces the efforts involved in animal training while also removing human errors and biases from the process. We deployed this system to train rats in a variety of sensorimotor tasks, achieving learning rates comparable to existing, but more laborious, methods. By incrementally and systematically increasing the difficulty of the task over weeks of training, rats were able to master motor tasks that, in complexity and structure, resemble ones used in primate studies of motor sequence learning. We also developed a low-cost system that can be attached to the home-cages for recording neural activity continuously in an unsupervised fashion for the entire months-long training process. Our system allows long-term tethering of animals and is designed for recording and processing tens of terabytes of raw data at very high speeds. We developed a novel spike-sorting algorithm that allows us to track the activity of many simultaneously recorded single neurons for weeks despite large gradual changes in their spike waveforms. This is done with minimal human input enabling, for the first time, the identification of almost every single spike from a single neuron over many weeks of training. We used these systems to record from the motor cortex of rats as they learned to perform a sequence of highly stereotyped movements. We found that neural activity in the motor cortex was exquisitely correlated with the behavior. Surprisingly, the pattern of neural activity in the motor cortex was similar before and after learning despite the fact that motor cortex is required to learn the task, but not to perform it once it has been acquired.<br>Medical Sciences
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Herman, Jennifer R. "Muscular Adaptations to Slow-Speed Versus Traditional Resistance Training Protocols." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1235763955.
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Ngoh, N. D. N. "Studies in the nature and assessment of practical work in biology with particular reference to G.C.E. Advanced Level in Cameroon." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374958.
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Albright, Ann Louise. "The effect of aerobic training on the evolution of diabetic nephropathy in an animal model of Type I diabetes /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683756127135.
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Marble, Terri L. "The effect of aerobic training on red cell deformability : blood viscosity, prostacyclin and thromboxane in the obese Zucker rat /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204968866.
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Abdalla, Tarek. "The influence of an in-service training programme on Libyan Biology teachers' pedagogical content knowledge (PCK)." University of the Western Cape, 2020. http://hdl.handle.net/11394/8046.
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Philosophiae Doctor - PhD<br>Libya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching. This investigation examined the influence of an in-service training programme consisting of three components of PCK namely: teachers‘ subject matter knowledge (SMK); use of instructional strategies; and understanding of learners on a group of Libyan biology teachers‘ instructional practices. On the one hand, the investigation considered their theoretical knowledge, and their experiences during the professional development programme aimed at
designing new teaching and learning activities and materials while on the other hand, it considered their practical knowledge in terms of their professional skills or their practical use of what has been learned during their pre-service training as well as what they learned during the professional development programme. Specifically, the study focused on biology teachers from the Hai Alandalus District (Libya). This representation enabled me to unveil the PCK components held to some extent by the Libyan teachers in general. Moreover, the PCK representation has also enabled me to clarify the category of the teachers‘ PCK in the Libyan context especially as their PCK was
unknown at the commencement of the study. The findings have shown that the professional development used in the study facilitated the biology teachers‘ ability in several ways such as increased their PCK and SMK; improved their ability to organize activity-based lessons; increased their desire to use a variety of instructional strategies; increased the understanding of their learners‘ needs; improved their awareness that their learners‘ performance is not unrelated to their socio-economic background; and so on. Overall, the findings suggest that designing and implementing new teaching and learning activities and materials based on the teachers‘ knowledge, experiences, and needs, in a workshop context could provide an enabling learning environment for them as well as facilitate their potential to provide a powerful
means for increasing their PCK, SMK and understanding their learners. The study also reveals that there is a great necessity for designers to mount professional development programmes that take into consideration the teachers‘ PCK to meaningfully promote their professional development and instructional practices.
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Dernbach, Arthur R. "Indices of oxidant stress in the blood and muscle of rowers during four weeks of high intensity twice-daily rowing training /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558445274.
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Pfalzer, Lucinda Ann. "The responses of bone marrow transplant patients to graded exercise testing prior to transplant and after transplant with and without exercise training /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748020617.
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Gater, David Rex Jr. "The effects of arginine/lysine supplementation and resistance training on glucose tolerance and glomerular filtration rate: Relationship with alterations in selected hormonal parameters." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185105.
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The purposes of this study were to evaluate and compare the independent and combined effects of arginine/lysine (AL) supplementation and resistance training (RT) on glucose tolerance and golmerular filtration rate, and to determine whether or not alterations were associated with changes in selected hormonal parameters. The study involved 30 physically active college males, ages 20-30 years, randomly assigned to one of four groups: Placebo/Control (P/C, n = 7), P/RT (n = 8), AL/C (n = 7), or AL/RT (n = 8). During the 10-week program, exercise subjects participated in a progressive resistance training program stressing all major muscle groups. An arginine/lysine supplement at a dosage of 132 mg/kg fat-free body (FFB) or placebo was administered to controls and training groups. Oral glucose tolerance (OGT) tests were performed on each subject before and after the 10-week intervention in order to evaluate resting levels of plasma insulin-like growth factor-1 (IGF-1), as well as resting levels and responses of glucose, insulin and glucagon for 180 minutes following an oral glucose challenge. Glomerular filtration rate (GFR) was determined from creatinine clearance (C(Cr)) as calculated from plasma creatinine, urine creatinine and urine flow. Significant increases in strength, and fat-free body (FFB) weight were seen in both resistance trained groups compared to controls, while supplement status had no apparent effect. Glucose tolerance parameters which significantly increased following the 10-week intervention included resting insulin for P/RT and glucagon area under the curve (AUC) for P/C, AL/C, and P/RT. While IGF-1 did not significantly increase within groups, a significant post-treatment difference was seen between P/RT (0.93 ± 0.10 U/ml) and AL/RT (0.60 ± 0.08 u/ml); percent carbohydrate in diet and absolute change in FFB were significant predictors of the absolute change in IGF-1, accounting for 22.0% (p < 0.01) and 20.8% (p < 0.01) of the variability, respectively. It was concluded that AL supplementation for 10 weeks had no significant effect on strength, FFB, OGT or GFR, while RT increased both strength and FFB with no significant effect on OGT or GFR.
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Savran, Gencer Ayse. "Professional Development Of Preservice Biology Teachers Through Reflective Thinking." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609304/index.pdf.
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ABSTRACT
PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING
Savran Gencer, AySe
Ph.D., Department of Secondary Science and Mathematics Education
Supervisor : Assoc. Prof. Dr. Jale Ç<br>akiroglu
Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya
January 2008, 230 pages
The study aims to explore preservice biology teachers&rsquo<br>reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the activities of reflective autobiography and journal writing, metaphor using, peer coaching, microteaching, and problem discussion along with the summative interview were the main data sources of the qualitative data. The written and transcribed data collected through these sources were then utilized through the selected three case studies in order to reach a deep understanding on their reflective thinking skills and content. The quantitative data were collected through the instruments of Reflective Thinking to evaluate the development of the preservice biology tecahers&rsquo<br>reflectivity and Metaphorical Images to explore their beliefs about learning and teaching process.
Results indicated that the reflective activities offered opportunities preservice biology teachers to reflect on their experiences and strive for a conscious awareness of their professional development through experience, collaboration, guidance, and modeling. All of the participants were able to reflect mostly at the technical level, followed by contextual and dialectical levels of reflective thinking among the content categories of teacher characteristics, instructional processes, classroom management, students, and teaching profession. Results of reflective thinking instrument indicated that all participants individually perceived a developmental reflective thinking skill.
Keywords: Reflective Thinking, Reflective Journal, Peer Coaching, Professional Development, Preservice Biology Teacher
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Cocks, Matthew. "The effects of obesity and different modes of training on the skeletal muscle microvasculature." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3816/.
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The principle aims of this thesis involved the development of methods to measure enzymes that determine nitric oxide (NO) production (eNOS) and quenching (NAD(P)Hoxidase) within the microvasculature of skeletal muscle, and the use of these techniques to investigate metabolic syndrome and various training modes. Chapter 2 describes the development of reliable methods to analyse enzymes responsible for NO bioavailability within the endothelium of skeletal muscle microvessels. Chapter 3 suggests that impaired eNOS ser1176 phosphorylation is instrumental to the reductions in insulin sensitivity of obese Zucker rats. Chapter 4 reveals that 6 weeks endurance training (ET) and sprint interval training (SIT) in sedentary males induce similar increases in capillary density, and that SIT is more effective than ET at increasing eNOS content. Chapter 5 fails to observe a change in any measure of microvascular structure or function following 6 weeks resistance training in sedentary males. Chapter 6 suggests that 4 weeks of constant-load SIT is an effective intervention to improve the content of endothelial enzymes controlling NO bioavailability in obesity. In conclusion this thesis describes novel techniques which will be valuable tools for future research into microvascular function, and suggests that SIT may be an effective time efficient strategy to improve microvascular function.
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Chesser, David Gerald. "Effects of Endurance Training on the AMPK Response to Exercise." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1566.
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Activation of AMP-activated protein kinase (AMPK) results in the upregulation of several intracellular systems which help to prepare a cell for a high energy challenge. The magnitude of the AMPK response to a 10 min bout of exercise has been found to decrease in red quadriceps (RQ) following training, while putative AMPK roles seem to be maintained; specifically, the biogenesis of mitochondria and higher levels of hexokinase II and glucose transporter 4 (GLUT4). If the AMPK response to exercise is responsible in part for these adaptations, how can they be maintained if the AMPK response is attenuated? The purpose of this study was to determine whether phosphorylation of AMPK in RQ increases during 2-hr training bouts after rats have trained for 8 wks. Male Sprague-Dawley rats ran up to 30 m/min up a 15% grade, 2 hr/day for 8 wks. On the final bout of exercise, trained rats ran for 0 (TRC), 30 (TR1), or 120 min (TR2) up a 15% grade at 30 m/min. Red quadriceps (RQ), soleus, and white quadriceps (WQ) were immediately collected and frozen for analysis. Citrate synthase activity increased in RQ (79 ± 3 vs. 37 ± 4 µmol/g/min) and soleus (64 ± 4 vs. 35 ± 2 µmol/g/min) but not in WQ compared to non-trained controls. In trained rats, maximal increases in T-172 phosphorylation of AMPK occurred after 30 min of exercise (relative values = 1.29 ± 0.06 vs. 1.00 ± 0.06). AMPK phosphorylation did not change significantly in trained rats that ran for 2 hrs (1.31 ± 0.09) compared to rats that ran for 30 min. Similarly, maximal increases in AMPK activity in trained rats occurred after 30 min of exercise (pmoles/min/mg = 2.67 ± .05 vs. 1.09 ± .41) and AMPK activity did not change significantly in trained rats that ran for 2 hrs (2.79 ± .17) compared to rats that ran for 30 min. Previous studies demonstrated a 2−3 fold increase in AMPK activity in non-trained rats after 30 min of exercise at lower work rates. These results demonstrate that the AMPK response to exercise is attenuated even after two-hr bouts of exercise. This implies that the increase in mitochondrial oxidative enzymes, GLUT4, and hexokinase II may be maintained by signals other than the AMPK signaling system. The CREB signaling pathway is one such system. Western analysis of phospho-CREB (Ser133) showed a statistically significant increase in phospho-CREB content in trained rats relative to control. No change in phospho-CREB protein expression was observed between TRC, TR1, and TR2 rats. Significant increases of muscle phospho-CREB content in TRC relative to untrained rats suggest that CREB remains phosphorylated in trained rats even after 24 hrs of rest. Accordingly, chronically increased phospho-CREB in muscle of trained rats relative to controls may explain in part how increased levels of mitochondria are maintained in the face of reduced AMPK response. Alternatively, the attenuated AMPK response may still be above the threshold required for inducing adaptations to endurance training.
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Lebec, Michael T. "An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/298792.
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Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.
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Almarwaey, Omar A. O. "Physiological and biochemical responses to exercise and training in adolescent runners." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5807/.
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This thesis aims to identify physiological and biochemical variables, comparing sex, training status, age and maturity in sub-elite, endurance trained adolescents. Maximal lactate steady state was investigated and the effects of endurance training programmes measured.T he first study assessedth e reliability of absolute running speed, V02, and HR that correspond to the fixed blood lactate reference values of 2.0 and 2.5 mmo1. L"1 and the lactate threshold (LT) and found these measures to be reliable after endurance-trained adolescent runners completed two identical incremental treadmill tests within a 7-10 d period The second study was designed to determine the relationship between physiological variables and endurance running performance in this age group. Track-based, running performance times were available for 18 boys and 14 girls for the 800 m, and 16 boys and 13 girls for the 1500 m. The participants were tested using a step-wise incremental treadmill test and a Wingate anaerobic power test (WAnT) on separate occasions. The results from this study found that for the 1500m, running speeds corresponding to the fixed [BLa ] were a useful measure for assessing performance in endurance trained boys and girls. Unlike previous studies, peak V02 was not a significant physiological predictor of 1500m performance in either boys or girls. For the 1500 m performance in girls the anaerobic measure was no longer significant once variations in size or age had been taken into consideration. Whereas V VO2 peak and running economy may prove to be of some value when considering the 800m for boys, the running speed corresponding to a [BLa ] of 2.5 mmol-L-1 was the only meaningful physiological predictor variable for girls once differences in age and body size had been accounted for. The third study had three main objectives: (1) to identify the exercise intensity that corresponds to the (MLaSS) in adolescent, endurance trained runners, (2) to examine possible between sex differences, and (3) to compare the MLaSS with commonly cited fixed blood lactate reference variables. The participants were first tested using a step-wise incremental treadmill test to establish the blood lactate profile and peak VO 2. The running speed and % peak VO 2 at the MLaSS were not significantly different to those corresponding to the fixed [BL& ] of 2.0 and 2.5 mmol-L-1 (P>0.05). The % HR max at 2.5 mmol-L-1 was also not different to that at the MLaSS, whereas at 2.0 mmol-L-1 it was slightly lower (P<0.05). The running speed, % peak VO 2, and % HR max at the fixed [BLa] of 4.0 mmol-L-1 were significantly higher than those at the MLaSS (P<0.05). In conclusion, it is clear that the MLaSS corresponded to the relatively high exercise intensity in this sample of athletes. It would appear that the running speed, % peak VO 2, and % HR max at the MLaSS lies somewhere between the fixed [BLa ] of 2.0 and 2.5 mmol"L-1. These results confirm earlier work that has suggested a fixed [BLa ] of 2.5 mmol-L-1 may be used with young people' to assess and monitor endurance running performance in place of the more commonly used 4.0 mmol-L-1 that has received so much attention in adult-based studies. The fourth study examined the effect of exercise training on endurance performance, blood lactate profile in relation to running speed (RV) and cardio respiratory function (peak V02) in adolescent runners. This study demonstrated that resting HR, LT and 1 Use of the expression young people is increasingly common since the publication of the text, Young People and Physical Activity by Armstrong and Weisman in 1997. It is used within this document to generically represent the 6 to 18 year age group. 11 RV, HR, V02 and peak V02 at LT were significantly influenced by endurance training. When running time, running velocity and run performance time pre and postintervention were included in the analysis, the intervention did not have a significant effect on peak VO2. When percentage body fat was included as a covariate, there was a positive association with pre and post-training for all groups. The conclusion from these data is that maturity and training both have an effect, especially at supra suggested training levels. The results of the four inter-linked studies support an age-related increase in endurance in aerobic and anaerobic performance and indicated significant differences between boys and girls. From a coaching viewpoint the results reveal that, from the age of 14 to 18 years, runners should be introduced to high intensity training and that changes to the format of middle distance running performance in adolescent competition are recommended.
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Salassi, James Warren III. "The acute effects of various high-intensity interval training (HIIT) protocols on cardiopulmonary and metabolic function." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527583.
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<p> This study compared the acute cardiopulmonary and metabolic effects of four high-intensity interval training (HIIT) protocols using varying intensities during the work and recovery periods. Eleven participants (5 males, 6 females) performed four, 20- minute HIIT protocols at a 1:1 "work:recovery" ratio on a cycle ergometer in random order. The work:recovery relative intensities, based upon previously determined maximum work rates, were: 80%:0%, 80%:50%, 100%:0%, and 100%:50%. Oxygen uptake, heart rate, blood lactate, and rating of perceived exertion were measured. Data were analyzed using a two-way, repeated measures ANOV A (p ≤ 0.05). Oxygen uptake and heart rate were expressed as a percentage of the peak values established during a prior graded exercise test. There were clear differences in physiological response between protocols. The 80:50 and 100:0 may produce the best combination of effects. The 100:50 produced the greatest physiological response, however, it may not be practical for the general population.</p>
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Kim, Jeong-su. "Influence of exercise training on oxidative capacity and ultrastructural damage in skeletal muscles of aged horses." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1035562999.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 95 p.; also includes graphics Includes bibliographical references (p. 79-87). Available online via OhioLINK's ETD Center.
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Hollingsworth, Amy B. "Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755.
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Hendricks, Mogammat Sharief. "The tackle in Rugby Union : understanding training and match behaviours to develop better coaching strategies for skill acquisition, performance, and injury prevention." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12628.
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Includes abstract.~Includes bibliographical references.<br>Rugby Union is a popular international team sport characterised by frequent high impact bodily collisions known as the tackle. This aspect of the game exposes players to muscle damage and a high risk of injury. Tackle-related injuries account for up to 61% of all injuries during a rugby match. Furthermore, players’ ability to win the tackle contest has an influence on the outcome of the match. Given the nature and frequency of the tackle situation, tackle contact skills are a prerequisite for participation in rugby union. However, coaching and training drills prescribed to train the tackle to date are largely based on anecdotal evidence. To develop effective tackle training strategies (i.e. technical skills training, physical conditioning, training drills, and equipment) that will produce a successful outcome and reduce the risk of injury for both the ball-carrier and tackler, studying the tackle in real match situations is warranted. Therefore, in accordance with this goal the purpose of this thesis was to; (i) assess the current attitudes and behaviours of players during training and match play, and (ii) study the tackle and defensive strategies in real match situations.
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Simonsen, John Charles. "Effects of low and high carbohydrate diets on muscle glycogen and performance capacity in college-aged rowers during four weeks of intense twice-daily training /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346876454.
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Miani, Camila Sanches. "Um estudo sobre a conservação da biodiversidade com futuros professores de biologia /." Bauru, 2017. http://hdl.handle.net/11449/151551.
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Orientador: Ana Maria de Andrade Caldeira<br>Resumo: O objetivo desta pesquisa foi investigar junto a professores de Biologia em formação inicial a construção ou não de habilidades que sustentem o pensamento sistêmico e complexo sobre conservação da biodiversidade e possíveis reflexos em sua ação didática. Já que a discussão em torno da conservação da biodiversidade é uma demanda atual, ela deve ser relevante também nos espaços educativos. Assim, os professores de Biologia devem ser capazes de promover discussões com seus alunos a respeito da conservação da biodiversidade considerando seus diversos aspectos. Para tanto, graduandos de Ciências Biológicas de duas Universidades foram investigados por meio de diferentes estratégias. As análises dos resultados mostram o conflito existente entre o desenvolvimento econômico e o estabelecimento de prioridades de conservação nos ambientes. E que e as decisões que são tomadas, consideram, além do conhecimento científico, opiniões e valores. Portanto, evidencia-se a importância da inserção de discussões ambientais complexas ao longo da graduação e das contribuições do desenvolvimento de pesquisas de Iniciação Científica na formação desses profissionais, no âmbito de um grupo de estudos e pesquisas que proporciona a articulação entre diferentes aspectos relativos ao tema.<br>Doutor
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Rutledge, Michael L. "Indiana high school biology teachers and evolutionary theory : acceptance and understanding." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027093.
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The purpose of this dissertation was to explore the status of and relationships among the variables of teacher acceptance of evolutionary theory, teacher understanding of evolutionary theory, and teacher understanding of the nature of science among Indiana public high school biology teachers. The relationships between these variables and the emphasis evolution receives in the classroom and teacher academic variables were investigated. Teacher knowledge structure of the concept of evolution was also explored.To answer the questions and hypotheses delineated in the study, a 68-item questionnaire and concept mapping activity was administered to the population of 989 teachers. The response rate was 53%.The teachers exhibited only a moderate level of acceptance and a marginal level of understanding of evolutionary theory. Teacher understanding of the nature of science was moderately high. Evolution played only a minor role in the curriculum. While the teachers had completed considerable course work in biology, the vast majority lacked specific course work in evolution and the nature of science.The data revealed a significant relationship between teacher acceptance and teacher understanding of evolutionary theory and between teacher acceptance of evolutionary theory and teacher understanding of the nature of science. The data also revealed significant associations between teacher allocation of instructional time to evolution and teacher level of acceptance of evolutionary theory, teacher level of understanding of evolutionary theory, teacher level of understanding of the nature of science, and teacher completion of a course in evolution. Additionally, the data revealed significant associations between teacher level of understanding of evolutionary theory and teacher completion of a course in evolution and teacher academic background in biology. Significant associations were revealed between teacher level of acceptance of evolutionary theory and both teacher completion of a course in evolution and teacher completion of a course in the nature of science.A significant amount of the variance in teacher acceptance of evolutionary theory was explained by the other variables delineated. The concept mapping activity revealed that teacher acceptance and understanding of evolutionary theory was reflected in teacher knowledge structure of evolution and that teachers' knowledge structures were characterized by an unsophisticated organizational framework.<br>Department of Biology