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201.
Abstract The aim of the study was to evaluate the short and medium term use of personalised insoles, produced by combining additive manufacturing (AM) with three-dimensional (3-D) foot scanning and computer aided design (CAD) systems. For that, 38 runners (19 pairings) were recruited. The experimental conditions were: personalised and control. The personalised condition consisted of trainers fitted with personalised glove fit insoles manufactured using AM and using foot scans to match the plantar geometry of the feet. The control condition consisted of the same trainers fitted with insoles also manufactured using AM but using scans of the original insole shape. Participants were allocated to one of the experimental conditions and wore the trainers for 3 months. Over this period they attended three laboratory sessions (at months 0, 1.5 and 3) and completed an Activity Diary after each training session. The footwear was evaluated in terms of discomfort and biomechanics. Lower discomfort ratings were found in the heel area (P ≤ 0.05) and for overall fit (P ≤ 0.05), with the personalised insole. However, discomfort was reported under the arch region for both conditions. With regard to the biomechanical data, differences between conditions were detected for ankle dorsiflexion at footstrike (P ≤ 0.05), maximum ankle eversion (P ≤ 0.05) and peak mean pressure under the heel (P ≤ 0.01): the personalised condition had lower values which may reduce injury risk. The personalisation of the geometry of insoles through advances in AM together with 3-D scanning and CAD technologies can provide benefits and has potential. 相似文献
202.
OBJECTIVE: This article used the Parenting Across Cultures Project to evaluate similarities and differences in mean levels and relative agreement between mothers' and fathers' attributions and attitudes in parenting in 9 countries. DESIGN: Mothers and fathers reported their perceptions of causes of successes and failures in caregiving and their progressive versus authoritarian childrearing attitudes. Gender and cultural similarities and differences in parents' attributions and attitudes in 9 countries were analyzed: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. RESULTS: Although mothers and fathers did not differ in any attribution, mothers reported more progressive parenting attitudes and modernity of childrearing attitudes than did fathers, and fathers reported more authoritarian attitudes than did mothers. Country differences also emerged in all attributions and attitudes that were examined. Mothers' and fathers' attributions and their attitudes were moderately correlated, but parenting attitudes were more highly correlated in parents than were attributions. CONCLUSIONS: We draw connections among the findings across the 9 countries and outline implications for understanding similarities and differences in mothers' and fathers' parenting attributions and attitudes. 相似文献
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Student involvement in assessment: a project designed to assess class participation fairly and reliably 总被引：1，自引：0，他引：1
This article describes a project designed to ensure that class participation in a large introductory commercial law course is assessed fairly and reliably. The subjectivity often associated with this type of assessment is minimized by involving students in the specification of clear criteria and the assessment process as they were asked to assess themselves and their peers. Formative feedback is given mid‐way through the semester so that students have the opportunity to take remedial measures where necessary and teachers can reinforce positive behaviour. The data are analyzed to determine the relationships between the assessments given by the students, their peers and tutors. There is evidence of some gender bias in Week 13 that is not consistent with the final marks. Finally, the combining of the individual assessment of the criteria is shown to be a good estimate of the final class participation mark given by the tutors and the students. 相似文献
205.
Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (aged 7 to 15 years) previously identified as dyslexic with specific phonological weaknesses. Within a severely restricted range, spelling development generally followed a normal course despite wide individual variation. The group was divided using two different spelling criteria: (1) global spelling stage, and (2) a split based on the number of spelling confusions involving phonetically similar consonants. Comparisons using either criterion led to the conclusion that better spellers are also better readers and are more skilled in phoneme manipulation. Regression analyses suggested that measures of phonemic segmenting and manipulation make independent contributions to the acquisition of word reading. Phoneme segmenting explained significant variance only when students were subdivided according to errors in coding confusable consonants. Implications for instruction are considered. 相似文献
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