排序方式: 共有58条查询结果,搜索用时 15 毫秒
51.
Jaroslav Krejci Frank Brown Philip G. Altbach Margaret C. Ives M. L. Shattock M. G. de St V. Atkins D. G. Mulcahy Irving J. Spitzberg Arthur Levine David Warwick Charles Carter Robby Cohen Patti M. Peterson Philip G. Altbach Richard A. Wanner Bruce M. Shore Arye Perlberg Clive Church John B. Biggs Karl Halvor Teigen Pauline M. Rea Ernest Rudd E. D. Duryea 《Higher Education》1979,8(2):217-248
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Howard Thomas Hurst Jonathan Sinclair Stephen Atkins Lee Rylands John Metcalfe 《Journal of sports sciences》2017,35(14):1342-1348
ABSTRACTThis study aimed to investigate the influence of different mountain bike wheel diameters on muscle activity and whether larger diameter wheels attenuate muscle vibrations during cross-country riding. Nine male competitive mountain bikers (age 34.7 ± 10.7 years; stature 177.7 ± 5.6 cm; body mass 73.2 ± 8.6 kg) participated in the study. Riders performed one lap at race pace on 26, 27.5 and 29 inch wheeled mountain bikes. sEMG and acceleration (RMS) were recorded for the full lap and during ascent and descent phases at the gastrocnemius, vastus lateralis, biceps brachii and triceps brachii. No significant main effects were found by wheel size for each of the four muscle groups for sEMG or acceleration during the full lap and for ascent and descent (P > .05). When data were analysed between muscle groups, significant differences were found between biceps brachii and triceps brachii (P < .05) for all wheel sizes and all phases of the lap with the exception of for the 26 inch wheel during the descent. Findings suggest wheel diameter has no influence on muscle activity and vibration during mountain biking. However, more activity was observed in the biceps brachii during 26 inch wheel descending. This is possibly due to an increased need to manoeuvre the front wheel over obstacles. 相似文献
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Amanda Henshall Louise Atkins Rebecca Bolan Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434
The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education. 相似文献
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While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287–312, 2000; Windschitl et al. in Sci Educ 87(1):112–143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75–86, 2006; Settlage in J Sci Teach Educ 18:461–467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students’ attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms. 相似文献
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K. S. Atkins 《Learning, Media and Technology》1984,10(1):19-23
In recent years BBC Continuing Education and public libraries have established a successful policy of collaboration, with public libraries advising on local resources and acting as referral points and local back‐up agencies for educational broadcasts. This paper summarises a joint BBC Educational Broadcasting Services and Cheshire Libraries project, started during autumn 1981, designed to encourage the process of linking educational broadcasting, public libraries and the community. The project's main aims were to see how the library service might increase involvement with the work of BBC Continuing Education, thereby becoming a more effective partner in developing interest in Adult Education, and to explore how a public library might operate as a multi‐media resource centre for the public in relation to educational broadcasting. 相似文献
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Many topics that are taught in supply chain management (SCM) programs include elements of variability and risk. With quantitative tools in particular, it is assumed that the decision makers using the tools are risk neutral, which is typically not the case in real-life decision situations. The topic of an individual's attitude toward risk has received limited attention in SCM literature and is not a high-profile topic in SCM textbooks. The teaching exercise presented in this paper uses two games—roulette and a SCM simulation—to provide students with an assessment of their own attitude toward risk, and in doing so, facilitates a classroom discussion of risk and risk attitude. These games were developed by the authors and can be played either within Excel or a web application. 相似文献