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951.
952.
Keith R. Andrews 《中国高尔夫管理》2007,(5)
如果你把高尔夫电动球车上的座位掀起来,就能看到一组用电缆链接的六节电池。这个矩形的电池组看上去很简单,无害并且没有任何威胁。电子马达运行时感觉相当安静,但这不代表没有问题。任何电池都需要常规的检测和维修。如果使用得当,维护得法,这些电池能提供可靠的性能并连续使用多年无需更换。随着金属价格的升高,一组电池的价钱可以轻易涨到五千元人民币以上。 相似文献
953.
Keith Park 《British Journal of Special Education》2002,29(1):14-19
Keith Park, advisory teacher for Sense in the London Boroughs of Greenwich and Lewisham, has written a series of articles focused on the relationship between communication and access to literature for pupils with learning difficulties. In this article, he turns his attention to poetry. He explores the notion that all of us, to some extent, respond to great works of literature affectively. He describes his use of works by T. S. Eliot, James Joyce and Shakespeare in interactive and experiential sessions with pupils with severe and profound and multiple learning difficulties. In closing this article, Keith Park provides a case study in assessment by evaluating the responses of one student and showing how the Shakespeare workshop enabled her to become an active learner. 相似文献
954.
955.
The aim of this study was to investigate effects of speed and plane of motion on stability during locomotion in skilled football players. Ten male national-level football players participated in this study to run forward, backward and in lateral directions on a treadmill at 80%, 100% and 120% of their preferred running speeds. The coordinate data of passive reflective markers attached to body segments were recorded using motion capture systems. Time series data obtained from the ankle marker were used for further analyses. The largest finite-time Lyapunov exponent and maximum Floquet multiplier were adopted to quantify local and orbital dynamic stabilities, respectively. Results showed that speed did not significantly change local and orbital dynamic stabilities in any of running patterns. However, both local and orbital dynamic stability were significantly higher in the secondary plane of progression. Data revealed that in running, unlike walking, stability in the direction perpendicular to the direction of running is significantly higher, implying that less active control is required in the secondary plane of progression. The results of this study could be useful in sports training and rehabilitation programmes where development of fundamental exercise programmes that challenge both speed and the ability to maintain stability might produce a tangible enhancement of athletic skill level. 相似文献
956.
D. Keith Lupton 《Innovative Higher Education》1979,4(2):114-126
The portfolio method of assessing past experience for the award of academic credit is being nationally promoted by the Council for the Advancement of Experiential Learning (CAEL). The portfolio method has evolved since 1974 and is used in a number of colleges and universities. The project-syllabus method was developed by the author in 1969 to support experiential credit for students in sponsored experiences. Beginning about 1973, the project-syllabus method was also used to support credit for past experiences in some areas. These two methods are contrasted, comparisons made to traditional classroom methods, and strengths and weaknesses analyzed.D. Keith Lupton, the Guest Editor for this issue, is the Director of the Off-Campus Term Program, University of South Florida. 相似文献
957.
William E. Tunmer James W. Chapman Keith T. Greaney Jane E. Prochnow 《International Journal of Disability, Development & Education》2002,49(1):11-29
Advances in psychological theory have made significant contributions to the considerable progress that has been achieved in intervention research and practice, especially in the past two decades. This article presents a discussion of the major conceptual and methodological issues that have arisen in intervention research, with a focus on interventions for children with learning problems, particularly reading problems. Examples from our own research are presented to illustrate how conceptual and methodological factors in intervention research can be taken into consideration in the design of intervention studies. 相似文献
958.
959.
Evan H. Dart Keith C. Radley Aaron J. Fischer Tai A. Collins Mark D. Terjesen Sarah J. Wright Morgan McCargo Ashley J. Hicks 《Psychology in the schools》2017,54(9):1123-1133
Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, η2 = .028. 相似文献
960.