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Dancers are exposed to the effects of repetitive jumping and leaping as are other athletes that tend to develop patellar tendinopathy. Greater vertical ground reaction forces occur during landing from a dance leap than during takeoff and during other common athletic activities. The purposes of this study were: (1) to compare the landing ground reaction force profiles of participants with and without clinically diagnosed patellar tendinopathy, and (2) to determine the strength of the relationship between landing angle, and braking impulse. Eighteen elite pre-professional dancers (12 healthy, 6 with patellar tendinopathy; both groups 50% male) performed sauts de chat for kinetic and kinematic analysis. Dancers with patellar tendinopathy demonstrated greater peak vertical ground reaction force and impulse (36% and 15% greater, respectively). Dancers with patellar tendinopathy demonstrated greater peak braking ground reaction force and impulse (82% and 126% greater, respectively). Landing angle explained 67% of the braking impulse. Dancers with patellar tendinopathy exhibited greater vertical and braking impulses than healthy dancers. Braking impulse was strongly correlated with landing angle. While there was no difference between groups in landing angle, dancers with patellar tendinopathy exhibited greater braking impulse than their non-tendinopathic counterparts, even at similar landing angles. 相似文献
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Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper. 相似文献
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Sasha Lynn Stephen Houghton Vanessa Cobham 《Emotional and Behavioural Difficulties》2013,18(3):297-309
Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD. 相似文献
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Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献