This study investigates the effects of isotonic and isometric exercises on heart rate and blood pressure and seeks to determine the relationship of these effects to physical work capacity.

In this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance, rate of perceived exertion (RPE), exercise motivation, and exercise self-efficacy. Agility, endurance, and RPE were measured by three fitness tests; Timed Up and Go (TUG) test, the Six-Minute Walk Test (6MWT), and Modified Borg Dyspnoea (MBD). Physiological outcomes were measured before the intervention (pretest), 4 weeks during the intervention, and after the intervention (posttest). The experimental group completed a follow-up of all three fitness tests 2 weeks after the removal of the intervention. A paired t test assessed the continuous measures within each group. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / Education / Master / Master of Education

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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultural and linguistic backgrounds that include a native Montreal anglophone, an immigrant from Egypt who is fluent in Arabic, English and French, and a second-generation Italian Quebecer who is fluent in Italian, English and French. The diverse cultural and linguistic backgrounds of the participants add a further dimension to the research project, that is, an understanding of the dialogic encounters between multilingual children and teachers during literacy events in two languages and two classroom contexts. / I draw from Halliday's (1978, 1985) social theory of language use, Bakhtin's (1981, 1984) dialogical theory of discourse and Vygotsky's (1978, 1981, 1986) socio-cultural theory of language and learning to provide a theoretical lens for viewing the childrens' appropriation of literacy meaning making practices. I audiotaped, transcribed and interpreted the literacy events, teachers' discourse and discursive practices and the childrens' literate actions and artifacts for emerging patterns. In addition, interviews were transcribed, coded for emerging patterns and interpreted as socially negotiated texts. / The findings led me to four major conclusions. First, while institutional controls such as textbooks, programs, evaluation, and teacher beliefs about literacy continue to maintain power of literacy meaning making practices in these four classroom contexts, the reconstruction and negotiation of this power varies across the classroom contexts and amongst the teachers and children. Second, the teachers' discourse and discursive practices, as well as, situational complexities such as the intersections of cultures, communities, classrooms and languages shape the childrens' literacy perceptions, interpretations and constructions in English and French within and across the classroom contexts. Third, teaching practices for literacy meaning making are neither solely analytical or experiential nor are they solely explicit or implicit. The three teachers' literacy practices appear to be more along a continuum than a dichotomy, that is, they appear to be local, strategic and contexts-related. Fourth, the recognition of a plurality of literacies suggest that childrens' cultural stances and viewpoints need to be considered, as well as, the kinds of literacy experiences they are and are not being asked to engage in their English and French classrooms.

Οι εξατομικευμένες ασκήσεις είναι ένα χαρακτηριστικό γνώρισμα στην προώθηση της σύγχρονης εκμάθησης στον ιστό. Ένα σημαντικό πρόβλημα που συναντάται στα συστήματα μάθησης στον ιστό είναι ο μικρός αριθμός διαφορετικών ερωτήσεων-ασκήσεων. Αυτό οδηγεί σε μια ανακύκλωση των ίδιων ερωτήσεων-ασκήσεων για κάθε σπουδαστή και όσον αφορά την εξάσκησή του και όσον αφορά στην αξιολόγηση του. Έτσι, ο αριθμός των διαθέσιμων ερωτήσεων-ασκήσεων είναι χαρακτηριστικά ανεπαρκής για την αξιολόγηση του επιπέδου της γνώσης και την καθοδήγηση σε περαιτέρω μελέτη. Στην μεταπτυχιακή αυτή εργασία παρουσιάζεται το σύστημα SchoolMath, το οποίο μπορεί να παράγει πρακτικά ένα πολύ μεγάλο αριθμό παραμετροποιημένων ασκήσεων στα μαθηματικά, πιο συγκεκριμένα ασκήσεων που αναφέρονται στην επίλυση συστημάτων δύο εξισώσεων με δύο αγνώστους με τη βοήθεια των οριζουσών. Ο χρήστης-μαθητής (ή και καθηγητής) μπορεί να καθορίσει και το επίπεδο δυσκολίας της παραγόμενης άσκησης (εύκολη, μέτρια δύσκολη). Το σύστημα εκτός από τη παραγωγή ασκήσεων μπορεί να αποτελέσει ένα σημαντικό εργαλείο-βοήθημα για την εξατομικευμένη μάθηση των μαθητών, για την εκμάθηση επίλυσης συστημάτων με τη βοήθεια των οριζουσών στον υπολογιστή του. Σε κάθε βήμα του ο μαθητής μπορεί να έχει ανατροφοδότηση δύο επιπέδων, εφ΄ όσον τη ζητήσει. Θα μπορούσε επίσης να είναι ένα βοήθημα για την δημιουργία ασκήσεων για τον συνάδελφο εκπαιδευτικό των μαθηματικών της δευτεροβάθμιας εκπαίδευσης. Το αντικείμενο αυτό των μαθηματικών είναι από τα πρώτα που παρουσιάζονται στο βιβλίο της άλγεβρας για μαθητές της Α΄ Λυκείου, αφού έχουν διδαχθεί στην Γ΄ Γυμνασίου την επίλυση του συστήματος των δύο εξισώσεων με δύο αγνώστους με τη μέθοδο της αντικατάστασης και τη μέθοδο των αντιθέτων συντελεστών. Υποτίθεται βέβαια ότι ο μαθητής έχει διδαχθεί στην τάξη την έννοια της ορίζουσας και τον τρόπο λύσης (με ορίζουσες) ενός 2x2 συστήματος. Έτσι, έχουμε σχεδιάσει και υλοποιήσει ένα σύστημα εκμάθησης για τα μαθηματικά σε ένα τομέα όπου δεν έχει ξανά ερευνηθεί ή τουλάχιστον ακόμη δεν έχει παρουσιαστεί κάτι ανάλογο για να μπορέσουμε να το συγκρίνουμε άμεσα. Τα περισσότερα συστήματα που έχει γίνει έρευνα ασχολούνται με θέματα του τομέα της πληροφορικής, που έχει αρκετές διαφορές στο τρόπο λύσης των ασκήσεων σε σχέση με αυτό των μαθηματικών. / Individualised exercises are a characteristic trait in the promotion of modern learning on the web. An important problem met in the web-based tutoring systems is the small number of different questions-exercises that they provide. This leads to a recycling of the same questions-exercises for each student with regards to both their exercising and evaluation. Thus, the number of available questions-exercises is remarkably inadequate for evaluating their knowledge level and for guiding them in further study. In this Master Thesis, system “SchoolMath” is presented, which can generate a practically very large number of parameterised exercises in mathematics, more specifically exercises related to resolution of a system consisting of two equations with two unknown variables with the method of determinants. The user-student (or user-tutor) can specify the level of difficulty of the produced exercise (easy, medium, difficult). The system, apart from exercises generation, may constitute a tool for helping students personalised learning, by exercising with resolution of two-equations systems with the determinants method on their personal computer. In each step of the process, the student can have feedback from the system of two levels, if he/she asks for it. Also, it could be an aid for creation of exercises for the teachers of mathematics of secondary education. This topic of mathematics is from the first ones presented in the book of algebra for first year students of Lyceum, after they have been taught the resolution of a system of two equations with two unknown variables with the methods of replacements and opposite factors, in the third year of High School. It is supposed, of course, that the student has been taught the notion of determinant and how to solve a 2x2 equation system in the classroom. Thus, we have designed and implemented a system for learning in mathematics, related to a topic that has not been investigated or at least there is not something similar in the existing literature, as far as we are aware of. Most of existing systems are concerned with topics related to informatics, which have a different way of approaching the solution of problems compared to that in mathematics.

The voice is the only natural and, when properly trained, also the most perfect instrument. Any other instrument, be it string, wind or percussion, is a separate entity, an object devised by man, and over the years altered, improved and perfected. None of those, from primitive pipes to the most intricate electronic apparatus can produce a single sound without human aid. It needs someone to play it manually and/or orally. Intro., p. 1.

The purpose of this study was to examine the effects of unilateral and bilateral plyometric exercise on peak power and jumping performance during different stages of a 12-week training and detraining in women. Forty-nine untrained but physically active female college students were randomly assigned to 1 of × groups: unilateral plyometric group (n = 16), bilateral plyometric group (BLE; n = 18), and a control group (n = 15). Peak power and jumping ability were assessed by means of the alternate leg tests (10-second Wingate test and 5 alternate leg bounds), bilateral leg test (countermovement jump [CMJ]) and unilateral leg test (unilateral CMJ). Performance indicators were measured pretraining, midtraining, posttraining, and detraining. Differences between dependent variables were assessed with a × × 4 (group × time) repeated analysis of variance with Tukey's post hoc test applied where appropriate. Effect size was calculated to determine the magnitude of significant differences between the researched parameters. Only the unilateral plyometric training produced significant (p < 0.05) improvement in all tests from pretraining to midtraining, but there was no significant (p < 0.05) increase in performance indicators from midtraining to posttraining. The BLE group significantly (p < 0.05) improved in all tests from pretraining to posttraining and did not significantly (p > 0.05) decrease power and jumping ability in all tests during detraining. These results suggest that unilateral plyometric exercises produce power and jumping performance during a shorter period when compared to bilateral plyometric exercises but achieved performance gains last longer after bilateral plyometric training. Practitioners should consider the inclusion of both unilateral and bilateral modes of plyometric exercise to elicit rapid improvements and guard against detraining.

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