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91.
Erich Petushek Chris Richter David Donovan William P. Ebben Phillip B. Watts Randall L. Jensen 《Sports Engineering》2012,15(3):159-166
Quantifying countermovement jump (CMJ) and landing knee flexion angle is important for performance and injury risk assessment. The purpose of the study was to compare electrogoniometer (El-Gon)- and video-derived CMJ and landing knee flexion angle. Twenty-two adults performed three CMJs while knee flexion angle was simultaneously assessed using an El-Gon and video. The average systematic offset (RMSE) of the El-Gon-derived knee flexion angle throughout the entire movement was 7.03°?±?2.69°. Excellent reliability was demonstrated by the El-Gon (ICCavg?=?0.92). Countermovement knee flexion angle, maximum landing knee flexion angle and flexion angle at maximum vertical ground reaction force were 12.0°, 10.9°, and 5.7° higher, respectively, when assessed using El-Gon (p?<?0.001), compared to video. Errors between instruments are likely due to El-Gon crosstalk, misalignment and/or axis determination. The El-Gon is a cost-effective and time-efficient alternative to video analysis for the assessment of knee flexion angle if the error is accounted for and the sensor is precisely attached. 相似文献
92.
什么是DNS白名单?在当今的公共互联网上使用IPv4地址时,解析程序可以向权威的域名服务器查询并接收IPv4的地址A记录。当一位权威DNS的管理员为指定域添加IPv6地址AAAA记录时,它将像A记录和其他RR一样被解析程序查询和接收。 相似文献
93.
BACKGROUND: The Internet is a valuable information tool, but users often struggle to locate good quality information from within the vast amount of information available. OBJECTIVE: The aim of the study was to identify the online information resources available to assist students develop Internet searching skills, and to explore the students' priorities in online guides. METHODS: A qualitative approach was adopted with two phases. The first was a structured search of available online study skills resources. The second comprised 10 group interviews with a total of 60 students at all stages of five undergraduate health and social care related courses at a UK university. RESULTS: The study found that there were good online guides available, but that, perversely, the better guides tended to require the best searching skills to locate them. A few students were enthusiastic about using online support, however the majority felt that if they had the skills to locate such resources they wouldn't use a study guide to improve these skills, and if they did not have the skills they would not think of using an online guide to develop them. CONCLUSIONS: Students wanted assistance when they had problems or questions, rather than sites that offered structured learning experiences. Personal support rather than virtual support was also considered to be most important to the students in this study. 相似文献
94.
Chris Forlin 《International Journal of Inclusive Education》2013,17(4):433-443
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied. 相似文献
95.
Chris L. Gibson David Khey Christopher J. Schreck 《Journal of Criminal Justice Education》2013,24(1):2-18
While research has found that males tend to commit more academically dishonest acts than females, we know little about what accounts for the gender differential or whether the same factors can explain academic dishonesty for males and females. This study assesses how internal controls, i.e., self‐control, shame, embarrassment, and moral beliefs, account for the relationship between gender and cheating behavior. Using a sample of students from a southern university in the United States, this study explores three questions. First, do internal controls vary across males and females? Second, can internal controls account for gender differences in test cheating? Third, do internal controls differentially or similarly predict test cheating for males and females? Results show that (a) gender differences among several internal controls as well as cheating behavior, (b) internal controls reduce the gender gap but cannot completely explain why gender differences exist in cheating, and (c) two internal controls, self‐control and moral beliefs, differentially predict male and female test cheating. We discuss limitations of our findings and how research can expand the investigation of gender differences and explanations for engaging in academically dishonest acts. 相似文献
96.
97.
Chris Coffman 《Culture, Theory & Critique》2013,54(1):56-73
This essay argues that Lee Edelman's 2004 No Future, while most well known for challenging the heteronormative fantasy of reproductive futurism, also performs a systematic critique of Lacanian ‘sexual difference’. This essay tracks that critique, showing its moments of success and of failure, and concludes that Edelman's neologism – the sinthomosexual, whose jouissance he believes to be capable of undoing the symbolic order – in fact supports rather than challenges it. 相似文献
98.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
99.
100.