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31.
Kelly L. Lockwood Pierre J. Gervais Donald R. Mccreary 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):231-241
Technical evaluation in the sport of figure skating is characterized by a subjective marking system. Figure skating judges are responsible for quickly and accurately discerning the quality of technical elements as well as assigning a score to the overall aesthetic appearance of a performance. Traditionally, overall placement marks are assigned for the entire performance; however, the landing of a jump is widely acknowledged as one of the most critical elements of a skater's program. Therefore, our aims were to identify the biomechanical variables that contribute to technical success in executing landings and to establish whether landings rated as biomechanically optimal are also awarded high technical merit scores by judges. Ten nationally ranked competitive figure skaters were asked to execute on‐ice, double and triple revolution jumps and to try to land the jumps void of technical faults within a calibrated space. Data were collected at 60 Hz using standard three‐dimensional videography. Data reduction was done using the APAS system (Ariel Dynamics Inc). Concurrently, videotapes were viewed and evaluated by 42 accredited judges to determine the perceived technical quality of the landing performances. Judges were asked to evaluate the landing phase of each jump against a landing criteria document. A comparative criteria model was developed to facilitate an assessment of excellence in landing performances through both empirical and subjective analyses. Results of these analyses were twofold: a biomechanical profile of on‐ice landings was obtained, and on‐ice jump landing strategies rated by empirical evaluations were in agreement with judge's perceptions of the same performances. 相似文献
32.
Toshiyuki Fujihara Pierre Gervais 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):34-47
The aim of this study was to investigate the influence of a suspended aid on the reaction forces during a basic skill on pommel horse. Twenty gymnasts performed three sets of 10 circles with and without a suspended aid on a pommel horse under which two force plates were set. The results confirmed that the suspended aid could reduce the magnitude of the pommel reaction forces during circles while maintaining the general loading pattern. On the left hand, the average and peak forces were attenuated to 0.59 body weight (BW) and 0.85 BW from 0.76 BW and 1.13 BW, respectively. The right hand experienced slightly larger forces with no-aid trials, but the asymmetry between the hands decreased with the aid. Despite a relatively large variability, all gymnasts experienced smaller impact peak forces with the aid. A suspended aid is most commonly used for a beginner gymnast as an introduction to pommel horse exercises. However, this study confirmed that it can also be useful for all levels of gymnasts who would like to practice pommel horse exercises with reduced pommel reaction forces for a purpose such as a progression for learning a new skill, control of training volume, or rehabilitation. 相似文献
33.
34.
Pierre Tabatoni 《Higher Education in Europe》1995,20(1-2):108-115
The project of CRE for a European institutional audit of higher education institutions is presented, justified, and briefly described. It responds to the increasing concerns of all actors involved in higher education with quality in every meaning of the word. As the integration of Europe proceeds, as course programmes increasingly emphasize inter‐disciplinarity, as students and teachers become increasingly mobile, the role and importance of such a Europe‐wide audit is enhanced.
35.
Pierre Caspard Jean-François Condette 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):786-796
Two major factors have contributed to the evolution of French historiography in the history of education in the past 50 years. The first relates to the general orientation of public debate about schools, which has shifted from a paradigm concerning democratisation to one that focuses on student success rates and the efforts to eliminate inequalities of all sorts. The second factor that has affected scholarly orientations lies in changes linked to academic positioning between pedagogy, history, and the educational sciences in the context of increasing university hirings, at least until recently. These two changes in terms of scholarly paradigms and scholarly professional identities have encouraged the development of a certain number of approaches and questions: a reconsideration of the historic role of the State, an interest in a greater diversity of actors in the educational process, and a re-evaluation of the cognitive, cultural and social effects of teaching at all levels. Despite this, the history of education plays a minor role today in France, not only in teacher training but also in debates about the future of schools. 相似文献
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37.
Nicole Hulin Lydie Mousselin Université Pierre Marie Curie 《International Journal of Science Education》2013,35(3):323-326
The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’. 相似文献
38.
Pierre Walter 《International Journal of Lifelong Education》2013,32(2):79-98
This study of adult literacy education in Thailand analyses the ways in which the Thai state has historically shaped adult literacy education policies for development. For the authoritarian Thai state of the 1940s and 1950s, literacy education was a means of promoting nationalism through an imagined community of Thai citizens. For the developmentalist state of the 1960s, 1970s and 1980s, literacy education was the means to create a new Thai working class for industrial capitalism and export-oriented growth. For the liberal democratic state of the 1990s, literacy education was re-oriented toward a post-Fordist economy. Most recently, in the wake of the 1997 economic crisis and subsequent IMF and ADB ‘structural adjustment’ policies, state educational policies have shifted to an emphasis on fiscal economics over education. While state ideologies of educational policy are dominant in this historical narrative, they also possess internal contradictions contested by popular movements and social groups outside dominant classes. Literacy education in Thailand is, as such, not only the site of production and reproduction of state ideologies, but also of struggles over their meaning. Thus we find within the authoritarian nationalism of the 1940s and 1950s, a movement for popular democracy through literacy education born of the 1932 Revolution; within the work-oriented literacy programs of the 1970s, a trend towards broader community development inspired by the student revolution of October 1973; and within the neoliberal Thai state's embrace of globalization, a call for further democratization of educational opportunities first promoted by the May 1992 uprising and then embodied in the new Constitution of 1997 and the Education Act of 1999. 相似文献
39.
Pierre Walter 《International Journal of Lifelong Education》2013,32(3):329-345
In the tradition of grassroots environmental movements worldwide, activist Buddhist monks in rural Thailand have, since the late 1980s, led a popular movement to protect local forest, water and land resources while at the same time challenging dominant state and corporate ‘economist’ development paradigms. Most famously, these ‘development monks’ (phra nak phathanaa) and ‘ecology monks’ (phra nak anuraksaa) have led local villagers and NGO activists in the symbolic ordaining of large trees and forests (buat paa). They do this in the hope that they will not only protect forests from logging, but also teach local people the value of conserving forest resources. This paper charts the history, philosophy and practice of the activist forest monk movement in Thailand, its contribution to our collective knowledge of adult education in new social movements, and its value to environmental adult education. 相似文献
40.
Jan Vanhoof Jean Pierre Verhaeghe Martin Valcke Peter Van Petegem 《Educational studies》2011,37(2):141-154
Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited. 相似文献