The influence of pacing strategy on marathon world records

The aim of this study was to analyse the influence of the pacing strategy adopted by elite marathon runners when setting every marathon world record in the last 50 years. We divided former marathon record holders into two groups: classic athletes (record holders between 1967 and 1988) and contemporaneous athletes (record holders between 1988 and 2018). The total distance of the marathon was divided into 8 sections of 5?km and 1 last section of 2.195?km, and the relative average speed of each section was calculated individually. On average athletes were slightly faster in the first half-marathon than in the second one, where they slowed down progressively (ES?=?0.28, small effect). However, when comparing classic vs. contemporaneous athletes, we observed that classic athletes started significantly faster (p?相似文献   

A ‘power law’ based method to reduce size-related bias in indicators of knowledge performance: An application to university research assessment

The knowledge production provided by universities is essential to sustaining a country’s long-term economic growth and international competitiveness. Many nations are thus driving to create sustainable and effective funding environments. The evaluation of university knowledge, productivity and research quality becomes critical, with ever increasing share of public funding allocated on the basis of research assessment exercises. Nevertheless, the existing methods to assess the universities’ knowledge production are often affected by limits and biases, extensively discussed in the scientific literature.In this paper we study how to reduce the effect of size-related bias due to university size on the indicators of knowledge performance used in evaluation exercises. We propose an innovative utilization of the scale-free property of the power laws as a scaling relationship, to normalize research productivity indicators, and provide results independent by the university size. Our method has evident policy implications and gives a contribution for the future design of assessment exercises.We apply our findings in a recent Italian research assessment exercise.     

Conceptual Profile of Substance

Science & Education - Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas...     

Influence of subject matter setting on comprehension monitoring

Research on the influence of subject matter setting on comprehension monitoring by secondary school students is reported in this article. Subjects were led to believe that they were reading passages from a science textbook in a science class or, alternatively, from a newspaper in a language class. Comprehension monitoring was expected to diminish in a situation in which information was acquired from a scientific source, in a science class, when compared to a situation in which information was acquired from a less authoritative source, like a newspaper, in a language class. Comprehension monitoring was measured by analyzing subjects' responses to a questionnaire and their written recall of several contradictory texts. Contrary to what was expected, evaluation and regulation of comprehension increased in the science setting. It was concluded that comprehension monitoring is dependent on subject matter setting, and that science education has a beneficial effect on this variable.     

Capturing urban student voices in the creation of a science mini‐documentary

It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low‐income urban community as they worked together in an after‐school program to create a student‐directed video documentary about science. Our analysis showed that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities. The examples provided demonstrate that integrating student voice in a science project can make participation in science a valuable tool in students' identity formation. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 667–694, 2006     

Towards Critical Justice: Exploring Intersectionality in Community-based STEM-rich Making with Youth from Non-dominant Communities

We investigated how community ethnography as a pedagogy approach to STEM-rich making supported youth makers from two low-income urban communities engaged in sustained STEM-rich making towards making a difference in their communities. Data is drawn from two-year long ethnographic data across two community-based, youth making programs. We highlight two cases. Case # 1 focuses on one African American girl's making endeavors across one school year. Case # 2 looks at how two youth engaged in critical sense-making with regards to the currently available how-to making resources they could locate online. We discuss how these pedagogical moves supported the youth in making towards a more just future in ways that addressed intersecting scales of injustice.     

Between the prescribed and the lived in physical education lessons

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data collection instruments included participant observation, interviews and document analysis. The analytical process revealed the influence of internal and external factors that affect both the authorship and the autonomy of a teacher working on the daily construction of a lived PE curriculum and that create tensions, struggles and conflicts.     

Human need as a justification for communication rights

This article extends reasoning about social policy, as a response to basic human need, to the treatment of communication policy. The idea of communication as a basic human need is of vital importance in a contemporary world in which so much social interaction of a private and public nature occurs through technological mediation. Through an examination of arguments in social and political theory about human needs, this article emphasizes how “needs talk” is used to justify “rights talk,” with particular attention given to how assumptions about communication needs—what they are, how they can or should be satisfied, and the politics of need recognition—are or can be used to justify communication rights.     

European Higher Education Society

In his paper, the author – anacademic and former Minister of Education forPortugal – traces the origins of the BolognaDeclaration of 1999 and its follow-up studiesleading to the Prague Conference of HigherEducation Ministers in May 2001. He summarisesthe outcomes of the Prague Conference, anddraws conclusions on the crucial role of the`Bologna process' in advancing European HigherEducation.