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121.
Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators
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122.
Angela Schneider 《体育哲学杂志》2013,40(1):143-149
Sex, Violence & Power in Sports: Rethinking Masculinity by Michael A, Messner and Donald F. Sabo (Freedom, CA: The Crossing Press, 1994) Coming on Strong: Gender and Sexuality in Twentieth-Century Women's Sport by Susan Cahn (New York: The Free Press, 1994) 相似文献
123.
Amador García-Ramos Paola Barboza-González David Ulloa-Díaz Angela Rodriguez-Perea Darío Martinez-Garcia Francisco Guede-Rojas 《Journal of sports sciences》2013,31(19):2205-2212
ABSTRACTThis study examined the reliability and validity of three methods of estimating the one-repetition maximum (1RM) during the free-weight prone bench pull exercise. Twenty-six men (22 rowers and four weightlifters) performed an incremental loading test until reaching their 1RM, followed by a set of repetitions-to-failure. Eighteen participants were re-tested to conduct the reliability analysis. The 1RM was estimated through the lifts-to-failure equations proposed by Lombardi and O’Connor, general load-velocity (L-V) relationships proposed by Sánchez-Medina and Loturco and the individual L-V relationships modelled using four (multiple-point method) or only two loads (two-point method). The direct method provided the highest reliability (coefficient of variation [CV] = 2.45% and intraclass correlation coefficient [ICC] = 0.97), followed by the Lombardi’s equation (CV = 3.44% and ICC = 0.94), and no meaningful differences were observed between the remaining methods (CV range = 4.95–6.89% and ICC range = 0.81–0.91). The lifts-to-failure equations overestimated the 1RM (3.43–4.08%), the general L-V relationship proposed by Sánchez-Medina underestimated the 1RM (?3.77%), and no significant differences were observed for the remaining prediction methods (?0.40–0.86%). The individual L-V relationship could be recommended as the most accurate method for predicting the 1RM during the free-weight prone bench pull exercise. 相似文献
124.
125.
A Prospective Study of Life Stress, Social Support, and Adaptation in Early Adolescence 总被引:9,自引:0,他引:9
David L. DuBois Robert D. Felner Stephen Brand Angela M. Adan Elizabeth G. Evans 《Child development》1992,63(3):542-557
This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed. 相似文献
126.
Patrícia Silva Betina Lopes Marco Costa Dina Seabra Ana I. Melo Elisabeth Brito Gonçalo Paiva Dias 《Higher Education》2016,72(6):703-721
This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education. 相似文献
127.
A child reaching toddler stage is ready to learn about the basic shapes that comprise much of his/her world. With an accent
on fun, here are some simple activities designed to teach children how to identify and distinguish between the shapes ...
of things to come!
Doris Allen is a career teacher in early childhood education. She has been a member of the Board of Directors of the Oswego
Community Day Care center, and has co-authored an article on handwriting in the current edition of theBook of Knowledge. Angela Collins is currently a kindergarten teacher in an Open Education program based on the British Primary System model,
and during the summers directs remedial reading programs. 相似文献
128.
Angela Goodman 《British Journal of Religious Education》2018,40(2):232-241
Critical Religious Education (CRE) is a contemporary pedagogy of religious education developed by Andrew Wright and various colleagues over the past two decades. There has been widespread academic discourse about the pedagogy in theory but increasingly commentators have called for examples of it in practice. Over the past seven years a writing group associated with The Forum of Religious and Spiritual Education at King’s College London have been developing practical materials aimed at supporting teachers in embedding the pedagogy in practice. Of particular relevance to this paper is the development of an introductory scheme of work, aimed at year 7 students, which has been trialled in a number of schools in and around London. In 2013, focus group interviews took place in four of these schools in order to ascertain the reception that the materials had received. The data suggests a very positive response to the introductory scheme of work and the CRE approach in general, partially dispelling some criticisms levelled at it in academic discourse. The author has thus suggested that the approach and the work of the writing group need further exposure, especially in schools, at conferences and on initial teacher education programmes. 相似文献
129.
This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances. 相似文献
130.
Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472
The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s
Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities
designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation.
This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age
students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating
rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood
educators teaching strategies for early art viewing experiences.
相似文献
Angela EckhoffEmail: |