Educational Transfers in Postcolonial Contexts: Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam,Cuba, and Mozambique

Worker’s Faculties, which have been widespread in the Soviet Union up until 1941, combined the two goals of preparing adult workers and peasants for university entrance through the provision of general education, as well as creating a new socialist intelligentsia from among these groups. After World War II, Workers’ Faculties were also established in postcolonial countries. Based on case studies in Vietnam, Cuba, and Mozambique, we argue that corresponding transfer processes were largely driven by local actors in the respective countries and that these institutions were regarded as suitable instruments in solving problems particular to postcolonial contexts.     

Effects of a structured midsole on spatio-temporal variables and running economy in overground running

Research to enhance running performance has led to the design of a leaf spring-structured midsole shoe (LEAF). In treadmill running, it has been shown that LEAF led to an increased running economy and increased stride length (SL) through a horizontal foot shift during stance compared to a standard foam shoe (FOAM). The purpose of this study was to analyse whether (a) these findings can also be observed in overground running and (b) relations exist between spatio-temporal variables and running economy. Ten male long-distance heel-strike runners ran at their individual 2?mmol/l blood lactate speed with LEAF and FOAM in randomized order. Kinematic data were recorded with an inertial measurement unit synchronized with 2D video. Oxygen consumption was measured using an automated metabolic gas analysis system. Blood lactate was collected after each run. The strike pattern was unaffected by LEAF. SL was increased by 0.9?±?1.1?cm (95% CI 0.2 to 1.5; p?=?.040; d_z?=?0.76), stride rate (SR) was reduced by ?0.4?±?0.3?strides/min (95% CI ?0.6 to ?0.1; p?=?.029; d_z?=?0.82) and oxygen consumption tended to be reduced by 1% (?0.4?±?0.6?ml/min/kg; 95% CI ?0.8 to 0.0; p?=?.082; d_z?=?0.62) when running with LEAF compared to FOAM. Changes in oxygen consumption in LEAF were correlated with SL (r?=?0.71; p?=?.022) and SR (r?=??0.68; p?=?.031). It can be concluded that LEAF has the potential to cause small changes in spatio-temporal variables during running. Runners increasing SL and decreasing SR in response to LEAF can achieve small improvements in running economy, which is beneficial in terms of performance.     

A Study of the Journey from Training to Performance

This is an exploratory study questioning progress in the shift from training to performance. A total of 62 training and performance professionals responded to a survey administered at two professional conferences, ISPI (International Society for Performance Improvement) and ASTD (American Society for Training and Development). The survey, constructed by two people admittedly keen on performance technology, queried respondents about concepts relevant to performance perspectives: analysis, solution systems, cross-functionality, customer and collegial expectations, and shared knowledge. We also inquired about perceptions of how to move their organizations beyond the status quo. Overall, organizations report that they are making progress in the transition from an emphasis on training to the concepts associated with performance technology, although room for progress remains. Bedrock human performance technology (HPT) concepts, such as analysis-first, data-driven decisions about solutions and collaboration with colleagues across the organization, are reported to be more typical aspects of organizational culture. On the other hand, customer and colleague perceptions lag, and measurement and boundarylessness are only occasionally components of the organizations described by respondents.     

Tennis serve performances at break points: Approaching practice patterns for coaching

Tennis comprises specific match situations when winning the next point is crucial. These big points can decide about a win or loss and, thus, reasonably arouse mental stress. Break points (BPs) are considered as big points and the outcome is influenced by, among a variety of other factors, the serve, which is well accepted being one of the dominant strokes in Men’s tennis. In this study, we examined the serve behaviour for male players in the Wimbledon tournament 2016 to investigate the possible impacts of presumed mental stress within the situation of BPs, and further, if winning players perform better than losing players. A total of 28.843 points were analysed and divided into BP (n?=?2.035) and non-break points – referred to as regular points (RP; n?=?26.808).     

The Causal Effect of Survey Mode on Students’ Evaluations of Teaching: Empirical Evidence from Three Field Experiments

In recent years many universities switched from paper- to online-based student evaluation of teaching (SET) without knowing the consequences for data quality. Based on a series of three consecutive field experiments—a split-half design, twin courses, and pre–post-measurements—this paper examines the effects of survey mode on SET. First, all three studies reveal marked differences in non-response between online- and paper-based SET and systematic, but small differences in the overall course ratings. On average, online SET reveal a slightly less optimistic picture of teaching quality in students’ perception. Similarly, a web survey mode does not impair the reliability of student ratings. Second, we highlight the importance of taking selection and class absenteeism into account when studying survey mode effects and also show that it is necessary and informative to survey the subgroup of no-shows when evaluating teaching. Third, we empirically demonstrate the need to account for contextual setting of the survey (in class vs. after class) and the specific type of the online survey mode (TAN vs. email). Previous research either confounded contextual setting with variation in survey mode or generalized results for a specific online mode to web surveys in general. Our findings suggest that higher response rates in email surveys can be achieved if students are given the opportunity and time to evaluate directly in class.