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61.
62.
A mathematical model relating power output of rower to stroke rate on an ergometer (the Concept II Indoor Rower TM, Model
C) is studied. The model is used to analyse the ergometer performance of a particular rower. It is determined that he can
be more efficient (i.e. decrease power output while maintaining fixed velocity) by decreasing stroke rate, but at the expense
of increasing force during the drive. It is also shown that he can be more efficient by increasing the drag factor (using
higher vent setting) without increasing force. Dependence of power output on rowing style (the shape of the force curve) is
also examined. It is shown that variation of force during the drive has little effect on efficiency, but efficiency is reduced
by asymmetry of the force curve that favours the legs. 相似文献
63.
Other Index
Index to Volume XLI 相似文献64.
Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study 下载免费PDF全文
Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
65.
Matthew B. Rhudy Scott B. Dreisbach Matthew D. Moran Marissa J. Ruggiero Praveen Veerabhadrappa 《Journal of sports sciences》2020,38(5):503-510
ABSTRACTAccelerometer cut points are an important consideration for distinguishing the intensity of activity into categories such as moderate and vigorous. It is well-established in the literature that these cut points depend on a variety of factors, including age group, device, and wear location. The Actigraph GT9X is a newer model accelerometer that is used for physical activity research, but existing cut points for this device are limited since it is a newer device. Furthermore, there is not existing data on cut points for the GT9X at the ankle or foot locations, which offers some potential benefit for activities that do not involve arm and/or core motion. A total of N = 44 adults completed a four-stage treadmill protocol while wearing Actigraph GT9X sensors at four different locations: foot, ankle, wrist, and hip. Metabolic Equivalent of Task (MET) levels assessed by indirect calorimetry along with Receiver Operating Characteristic (ROC) curves were used to establish cut points for moderate and vigorous intensity for each wear location of the GT9X. Area under the ROC curves indicated high discrimination accuracy for each case. 相似文献
66.
Ford P De Ste Croix M Lloyd R Meyers R Moosavi M Oliver J Till K Williams C 《Journal of sports sciences》2011,29(4):389-402
Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence. 相似文献
67.
Amy M. Magnus Jenny S. West Daniel W. Scott Cheryl Maxson Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249
This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned. 相似文献
68.
Scott L. Montgomery 《Journal of Science Education and Technology》1993,2(4):521-540
The history of curriculum debate involving science in the United States has touched all levels and concepts of schooling. It has involved a wide spectrum of competing interests and ideas. It has helped guide the framing of concepts as complex and influential as those of progress, human nature, and the national welfare. It has been a stage on which many players have entered, spoken, left, and returned (not always in the guise of farce). Above all, it is itself something from which a great deal can be learned: for in large part any current situation stands at the apex of this long history and cannot in any sense be divorced from what it reveals about the larger place of science and learning in American consciousness. Eric Hobsbawm once wrote that the progress of schools and universities measures that of nationalism, and that education generally is the most conscious champion of the state. History reveals this to be an enormous oversimplification, woefully expedient, and particularly so in the case of science. Here, in fact, nationalism itself can be revealed as a collision of many conflicting interests, myths, visions, and hopes, all of which at some point took the scientific as legitimating dais. No committed history could be so reductive. It must rather open both inward and outward, toward the past and its continued momentum. 相似文献
69.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
70.
Katherine S. Binder Elizabeth Tighe Yue Jiang Katharine Kaftanski Cynthia Qi Scott P. Ardoin 《Reading and writing》2013,26(5):665-680
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. 相似文献