Education Commons^™

A Comparison Of The Cardiorespiratory Responses Of Prepubescent Boys And Adult Men To Similar Exercise Programs, Mary Marlene Petratis

Student Work

The cardiorespiratory effects of exercise training in adults have been widely researched (26,39,53,56,57). Through training, the adult experiences an increase in maximum aerobic power (V 02 max), a decrease in resting and submaximum heart rate and an increase in maximum cardiac output (26,36,53,54,59,60). These physiological changes result in an increase in physical working capacity and an enhanced tolerance to all exercise workloads.

Factors contributing to the training effect in the adult include the intensity, the duration, and the frequency of exercise (1, 2). The recommended type of exercise involves activities which use large muscle groups of the body in a …

Fact Book 1982, Uno Office Of Institutional Effectiveness

Fact Book

This initial issue of the University of Nebraska at Omaha Fact Book was designed to contain a variety of information about the University in a concise, easily-used format. We hope this provides a profile of UNO that will expand your understanding of our institution.

The Physiological And Physical Effects Of A Seven Week Summer Wrestling Camp On Experienced Prepubescent Wrestlers, Wade Hoyt Thomson

Student Work

Participation by children in competitive sports programs has increased considerably within the past 20 years, in part because of the increased number of competitive sports programs available for children (59). Fur­thermore, children are becoming increasingly involved at younger ages (48). Frequently, these programs are very physical, and actively compet­itive with little consideration given to how the children may respond or adapt to the strenuous exercise. It is tacitly assumed that children sports participants will experience the same physiological and physical benefits as would adult participants .

Finance 1982-83, Uno Office Of Institutional Effectiveness

IPEDS Finance

IPEDS Finance annual report contains the following information: • Revenues by source (e.g., tuition and fees, government, private gifts) • Expenses by function (e.g., instruction, research, plant maintenance and operation) • Scholarships, physical plant assets and indebtedness • Assets, liabilities and net assets • Different formats are used based on the institution’s accounting standards

Human Resources 1982-83, Uno Office Of Institutional Effectiveness

IPEDS Human Resources

IPEDS Human Resources annual report contains the following information: • Employees by primary occupational activity, faculty status, full and part time (collected separately for medical schools) • Full-time instructional staff by academic rank, gender and function • Total salary outlay and number of months covered by academic rank and gender

Enrollment Report - Fall 1982, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.

Fall Enrollment 1982-83, Uno Office Of Institutional Effectiveness

IPEDS Fall Enrollment

IPEDS Fall Enrollment annual report contains the following information: • Full- and part-time fall enrollments by level, by race/ethnicity and gender of student • Number of students engaged in distance education, by level and location • Age distributions by student level (odd-numbered years) • State of residence of first-time first-year students (even-numbered years) • Total number of students in the entering class • Fall-to-fall retention rates of full-time and part-time, first-time degree/certificate-seeking undergraduate students (less than 4-year institutions), and first-time bachelor’s degree-seeking students (4-year institutions)

Undergraduate Catalog (1982-1984), University Of Nebraska At Omaha

Undergraduate Catalogs

The University of Nebraska at Omaha was founded in 1908 as the University of Omaha, a private, nonsectarian college. Its campus was at 24th and Pratt Streets in northeast Omaha. The first term of the co-educational college began in 1909, under the leadership of Dr. Daniel E. Jenkins.

Applications Of Developmental Theory To The Design And Conduct Of Quality Field Experience Programs: Exercises For Educators, Michele Whitman, Albert Erdynast

Service Learning, General

Much has been made in experiential learning circles of the implications of empirical findings in developmental psychology for the formulation of a theoretically convincing rationale for field experience education programs of every kind. Of particular significance has been the identification of cognitive structural stages of intellectual, moral, social and ego development through which individuals have been shown to progress--structural transformations of the individual's intra- and interpersonal capacities which closely mirror the traditionally articulated goals of higher education for students' growth. Even as such concepts have been advanced, however, practitioners have voiced persistent reservations about the theory's seeming elitism, the values …

Graduate Academic Catalog (1982-1984), University Of Nebraska At Omaha

Graduate Catalogs

Graduate Catalog, 1982-1984