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Institution

University of North Carolina at Greensboro

EducationGreensboro, North Carolina, United States
About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.


Papers
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Journal ArticleDOI
TL;DR: The data indicate that previously trained runners can increase training intensity to improve endurance performance by lowering lactate at the intensity at which they trained despite no changes in VO2max and VT.
Abstract: The purpose of this study was to determine the effects of increased training intensity (ITI) on VO2max, plasma lactate accumulation, ventilatory threshold (VT), and performance in trained distance runners. Seven trained male distance runners increased their training intensity three d.wk-1 at 90-95% HRmax for eight wk. ITI did not alter VO2max (65.3 +/- 2.3 vs 65.8 +/- 2.4 ml.kg-1.min-1) but improved 10 km race time (means = 63 s decrease) and increased run time to exhaustion on the treadmill at the same speed and grade (means = 3.88 min). Significant decreases in plasma lactate concentration at 85 and 90% of VO2max were observed after ITI. No differences were found in plasma lactate at 65, 70, 75 or 80% of VO2max or VT following ITI. Significant correlations were obtained between 10 km race times and changes in plasma lactate at 85 and 90% of VO2max (r = 0.69 and 0.73, respectively). Lactate accumulation at both 2.5 and 4.0 mM were at a significantly greater percent of VO2max after ITI. Additionally, the changes in plasma lactate were dissociated from alterations in VT after ITI. These data indicate that previously trained runners can increase training intensity to improve endurance performance by lowering lactate at the intensity at which they trained despite no changes in VO2max and VT.

141 citations

Journal ArticleDOI
01 Feb 1995-Quest
TL;DR: This analysis indicates that the games for understanding model provides a more viable way of teaching strategic decision making for game players.
Abstract: A predominant area of instruction in school physical education programs is game play. Effective decision making is important to the successful execution of skills. Unfortunately, the task of teaching effective decision making in varying game situations is not easy. The demands of the game require far more than simply physical skillfulness. Game play is interwoven with numerous decision-making opportunities for the participant. Successful game players must make these decisions in an effective and timely manner. The purpose of this article is to compare two models of game instruction: the technique model and the “games for understanding” model. This analysis indicates that the games for understanding model provides a more viable way of teaching strategic decision making for game players. Included will be discussions on the various theories that contrast the two approaches. A final section provides suggestions for future research into the validity of the “games for understanding model.”

141 citations

Journal ArticleDOI
TL;DR: This paper examined types of discussion in Paideia seminars and concluded that the observed discussions reflected the teacher's transitional status in conducting dialogic discussion, with some features of ideal dialogue represented and some feature of teacher-fronted discussion represented.
Abstract: Discussion is currently at the center of educators’ attention, and Paideia Seminars are discussions that increasingly are being advocated. In particular, Paideia Seminars embody dialogic discussion. However, little is known about the extent to which principles of dialogic discussion are manifested in classrooms during the enactment of the seminars. The main purpose of this case study was to examine types of discussion in Paideia Seminars. Data were collected through observations, questionnaires, and interviews. “Grand case analysis,” “micro-examination” of the seminar discussions, and “narrative research” analyses were done. The overarching conclusion of the study was that the observed discussions reflected the teacher’s transitional status in conducting dialogic discussion, with some features of “ideal” Paideia Seminar dialogue represented and some features of “teacher-fronted” discussion represented.

140 citations

Book ChapterDOI
TL;DR: Knowledge of the characteristics of SLI should aid physicians, pediatricians, and early childhood specialists to identify these children during the preschool years and ensure that they receive appropriate services.
Abstract: The acquisition of language is one of the most important achievements in young children, in part because most children appear to acquire language with little effort. Some children are not so fortunate, however. There is a large group of children who also have difficulty learning language, but do not have obvious neurological, cognitive, sensory, emotional, or environmental deficits. Clinicians often refer to these children as language disordered or language impaired. Researchers tend to refer to these children as specific language impaired (SLI). Children with SLI have intrigued researchers for many years because there is no obvious reason for their language learning difficulties. SLI has been found to be an enduring condition that begins in early childhood and often persists into adolescence and adulthood. The language problems of children with SLI are not limited to spoken language; they also affect reading and writing and thus much of academic learning. Knowledge of the characteristics of SLI should aid physicians, pediatricians, and early childhood specialists to identify these children during the preschool years and ensure that they receive appropriate services. With high-quality language intervention and literacy instruction, most children with SLI should be able to perform and function adequately in school and beyond.

140 citations

Journal ArticleDOI
TL;DR: This review provides a practical and directed approach to the diagnosis and treatment of patients with DTS, emphasizing treatment that is tailored to the specific disease subtype as well as the severity of the condition.
Abstract: Dysfunctional tear syndrome (DTS) is a common and complex condition affecting the ocular surface. The health and normal functioning of the ocular surface is dependent on a stable and sufficient tear film. Clinician awareness of conditions affecting the ocular surface has increased in recent years because of expanded research and the publication of diagnosis and treatment guidelines pertaining to disorders resulting in DTS, including the Delphi panel treatment recommendations for DTS (2006), the International Dry Eye Workshop (DEWS) (2007), the Meibomian Gland Dysfunction (MGD) Workshop (2011), and the updated Preferred Practice Pattern guidelines from the American Academy of Ophthalmology pertaining to dry eye and blepharitis (2013). Since the publication of the existing guidelines, new diagnostic techniques and treatment options that provide an opportunity for better management of patients have become available. Clinicians are now able to access a wealth of information that can help them obtain a differential diagnosis and treatment approach for patients presenting with DTS. This review provides a practical and directed approach to the diagnosis and treatment of patients with DTS, emphasizing treatment that is tailored to the specific disease subtype as well as the severity of the condition.

140 citations


Authors

Showing all 5571 results

NameH-indexPapersCitations
Douglas E. Soltis12761267161
John C. Wingfield12250952291
Laurence Steinberg11540370047
Patrick Y. Wen10983852845
Mark T. Greenberg10752949878
Steven C. Hayes10645051556
Edward McAuley10545145948
Roberto Cabeza9425236726
K. Ranga Rama Krishnan9029926112
Barry J. Zimmerman8817756011
Michael K. Reiter8438030267
Steven R. Feldman83122737609
Charles E. Schroeder8223426466
Dale H. Schunk8116245909
Kim D. Janda7973126602
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202332
2022143
2021977
2020851
2019760
2018717