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71.
A.J. Ward‐Smith 《Journal of sports sciences》2013,31(2):89-99
An analysis of long jump performance, including both the approach and aerial phases, is applied to Bob Beamon's legendary leap at the Mexico City Olympic Games of 1968. It is shown that the combined effects of altitude and wind assistance yielded an increment in the length of the jump of about 31 cm, compared to a corresponding jump at sea level under still air conditions. The main factor is shown to be the increased sprinting speed attained under favourable conditions of wind and altitude. 相似文献
72.
围绕项目管理已经有许多方法和理论。这些方法和理论各有所长,适用于不同的环境,可以解决不同的问题。Sun公司专业服务顾问Mike Ward根据自己服务于英国政府项目管理的实践经验指出,将几种典型的项目管理方法集成起来,可以更好地确保大型项目的成功。本文介绍了几种重要的项目管理及集成化管理方法,可以为我国政府和企业大型项目管理提供有益的参考,并且具有很好的借鉴意义, 相似文献
73.
Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school
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Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided. 相似文献
74.
Sara Bragg Helen Manchester 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):864-879
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures. 相似文献
75.
This Forum issue discusses the centrality of the fieldwork in doctoral research. The inevitability of researchers’ influence and of their values apparent during and after their fieldwork calls for a high degree of reflexivity. Since the standard methodology textbooks do not sufficiently guide on addressing such challenges, doctoral researchers go through stressful phases, at times revising various decisions they made before starting fieldwork. By drawing upon four case studies from varied contexts, this forum highlights some of these challenges including: going beyond signing the consent form and building rapport to elicit student voices; the ethical implications of White privilege of researchers turning consent into an obligatory contract with participants; unanticipated delays in the fieldwork opening up new possibilities; and tensions resulting from negotiating between insider and outsider identities while researching in two hostile contexts. 相似文献
76.
FatimaEzzahra Benmarrakchi Jamal El Kafi Ali Elhore Sara Haie 《Education and Information Technologies》2017,22(6):2939-2957
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education. 相似文献
77.
Terrell Ward Bynum 《Ethics and Information Technology》2006,8(4):157-173
This essay describes a new ethical theory that has begun to coalesce from the works of several scholars in the international computer ethics community. I call the new theory ‚Flourishing Ethics’ because of its Aristotelian roots, though it also includes ideas suggestive of Taoism and Buddhism. In spite of its roots in ancient ethical theories, Flourishing Ethics is informed and grounded by recent scientific insights into the nature of living things, human nature and the fundamental nature of the universe – ideas from today’s information theory, astrophysics and genetics. Flourishing Ethics can be divided conveniently into two parts. The first part, which I call ‚Human-Centered FE,’ is focused exclusively upon human beings – their actions, values and characters. The second part, which I call ‚General FE,’ applies to every physical entity in the universe, including humans. Rather than replacing traditional ‚great ethical theories,’ Flourishing Ethics is likely to deepen and broaden our understanding of them. 相似文献
78.
This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten. 相似文献
79.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
80.
Bennett S Ward M Moreau K Fortin G King J Mackay M Plint A 《Child abuse & neglect》2011,35(11):930-936