Version-1 (May-June 2015)
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| Paper Type | : | Research Paper |
| Title | : | Effect of Eight Weeks Conditioning On Body Mass Index of College Students |
| Country | : | India |
| Authors | : | Dr. Aloke Sen Borman || Dr. Binod Chowdhary || Debkumar Mahato |
Abstract: Introduction: The BMI for a person is defined as their body mass divided by the square of their height with the value universally being given in units of kg/m2. The BMI is generally used as a means of correlation between groups related by general mass and can serve as a vague means of estimating adiposity. Aim: The purpose of the study was to find out the effect of conditioning on body mass index of college students. Method: Subjects: A sample of 50 male subjects was randomly selected from Seva Bharati Mahavidyalaya, Kapgari, Paschim Medinipur age ranged from 17 to 23 years. Training Protocol: Subjects were participated in 6 days per week in one hour conditioning between 6:00 A.M. to 7:00 A.M.
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[3]. Madhavi S, Raju PS, Reddy MV, et al. "Effect of yogic exercise on lean body mass", J Assoc Physicians India, 1985; 33(7): 465-466.
[4]. Gharote ML, Ganguly SK, "Effect of nine weeks yogic training programme on some aspects of physical fitness of physically conditioned young male". Indian J Med. Sci. 1979; 33(10): 258-263.
[5]. Shirley Tells, Sachin Kr. Sharma, Arti Yadav, Nilkamal Singh, Acharya Balkrishna (Patanjali Research foundation, Haridwar, India), "A comparative controlled trial comparing the effect of yoga and walking for overweight and obese adults". Med. Sci. Monit. 2014; 20:894-904.
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| Paper Type | : | Research Paper |
| Title | : | Productive disciplinary engagement according to students' school levels: a comparative study in gymnastics |
| Country | : | Tunisia |
| Authors | : | Nabila Bennour |
Abstract: The research that we propose in this article is placed within a didactic framework for the analysis of ordinary classroom practices. It seeks to understand and then compare the modalities for productive disciplinary engagement of students in the teaching-learning process in two different institutions in the course of physical education lessons in Tunisia. To this effect, we rely on two theoretical frameworks, namely that of didactic joint action and that of productive disciplinary engagement.
[1]. G. Carlier, Si l'on parlait du plaisir d'enseigner l'éducation physique (Montpellier : Éditions AFRAPS, 2004).
[2]. W. Doyle, Classroom organization and management, in M.C. wittrock (dir.), Handbook of research on teaching (New-York : Macmillan, 1986) 392-431.
[3]. J.H. Placek, Conceptions of success in teaching: Busy, happy and good ? in T.Templin & J. Olson (dir.), Teaching in physical education (Champaign : Human Kinetics, 1983) 46-56.
[4]. D. Siedentop, Apprendre à enseigner l'éducation physique (Montréal : Gaëtan Morin, 1994).
[5]. M.L. Schubauer-Leoni, Étude du contrat didactique pour des élèves en difficulté en mathématiques. Problématique didactique et/ou psychosociale, in C. Raitsky et M. Caillot (dir.), Au-delà des didactiques, le didactique. Débats autour de concepts fédérateurs (Paris, Bruxelles : De Boeck, 1996) 160-189.
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| Paper Type | : | Research Paper |
| Title | : | Physiology of Respiration |
| Country | : | India |
| Authors | : | Newton Majumder |
Abstract: Humans need a continuous supply of oxygen for cellular respiration and they must get rid of excess carbon dioxide, the poisonous waste product of process. Gas exchange supports the support this cellular respiration by constantly supplying oxygen and removing carbon dioxide. The oxygen we need is derived from the earth‟s atmosphere which 21% oxygen. This oxygen in the air is exchanged in the body by the respiratory surface. I humans the alveoli in the lungs serve as the surface for gas exchange.
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