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91.
Nicola Bullock David T. Martin Angus Ross Doug Rosemond Terry Holland Frank E. Marino 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):351-360
This study characterizes key elements of the start in elite female World Cup skeleton athletes. The top 20 female competitors in three World Cup races were videotaped within a calibrated space to allow the following components of the start to be quantified: (1) acceleration (velocity at 15-m mark, time to 15-m mark), (2) capacity (time to load, total number of steps to load), and (3) load (velocity at 45-m mark). A correlation analysis was used to establish the relationship between the variables of interest and overall start time (15- to 65-m mark). Velocity at the 15-m mark accounted for 86% of the variance in overall start time at St. Moritz and 85% at Sigulda. A stepwise regression analysis revealed that approximately 89% of the variation in start time could be explained by velocity at the 15-m mark, time to load, and velocity at the 45-m mark. Of the variables analysed in this study, rapid acceleration to attain a high velocity at the 15-m mark was the most important component of a fast overall start time. The importance of the time to load and velocity at the 45-m mark vary according to the different track characteristics. 相似文献
92.
93.
After two years of operation on a national scale, the New Deal Welfare to Work (WtW) programme for young people aged 18-24 (New Deal for Young People, NDYP), a flagship scheme and key element in New Labour's general lifelong learning policy for post-compulsory education and training, has been extensively evaluated both by official government and independent researchers. This research is analysed within the framework of policy analyses of the key aims of the New Deal and associated lifelong learning objectives and the main findings are examined against the background of a case study of the operation of the NDYP by Coventry Employment Services. By way of a conclusion, a contrast between the (generally favourable) quantitative outcomes of WtW and the (partly unfavourable) qualitative studies is drawn in terms of short-term and long-term aims for unemployment relief and the reform of vocational education and training in the post-school sector. Suggestions for the improvement of NDYP programmes are made in the light of the key findings. 相似文献
94.
Conclusion Desegregation has generally been presented as an outgrowth of the civil rights movement and as an attempt to redress the educational disadvantages blacks have suffered as the result of a racial imbalance. Given the general theoretical considerations of resource allocation, the assumption has been that reallocations of resources to blacks would necessarily mean reallocation of these resources to blacks from whites. This view is also part of the popular culture where the process of desegregation has caused turmoil and disturbance among whites based, manifestedly at least, on the notion that improving educational benefits for blacks necessarily means a reduction in the same benefits for whites.Based on an analysis of the experiences of teachers and students at one polyethnic inner-city high school, we suggest that not only have whites at this school not been disadvantaged by the desegregation process but that there is evidence indicating that there have been more advantages for whites than for blacks. What, then, are the advantages of desegregation for whites, both students and teachers? In this school it was found that the advantages differed for white students and for white teachers, with white students experiencing more positive outcomes than white teachers experienced. 相似文献
95.
Terry Atkinson 《欧洲师范教育杂志》1997,20(1):101-106
This paper considers the traditional pedagogies underpinning the use of technology in order to deliver learning in educational settings and the lessons that can be drawn for the case of teacher education. It then considers the pedagogy of teacher education itself in order to propose an integrated pedagogical model for the delivery of teacher education by means of the new technologies. It concludes with the view that technology can and should be applied to teacher education but that this might best be viewed as an evolutionary process rather than a revolutionary one. 相似文献
96.
William S. Terry 《Learning & behavior》1979,7(4):525-536
The habituation of locomotor activity across repeated exposures to a novel maze was studied in a series of experiments using rats as subjects. Habituation, defined as a decrease in ambulation, was greater on a second trial occurring 5 min after a first trial than on one occurring 60 min after. This short-term decrement occurred only when the same maze was used on both trials, and could be dishabituated by intertriai detention in another novel environment. On a delayed test trial, habituation was, in one case, somewhat greater following initial spaced trials, and in another condition, comparable following both massed and spaced trials. The longer term habituation was maze specific, but was not affected by the presence of a dishabituator following either or both of the first two trials. The results were discussed in terms of theories of “priming” and encoding variability. 相似文献
97.
Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):201-211
During the last six months the British Educational Communications and Technology Agency (BECTa) has published two reports (downloadable from http://www.becta.org.uk/) on the relationship between information and communication technology (ICT) and attainment levels of primary school children in national tests. Together, they constitute a significant contribution to the debate over the place of ICT in our primary schools but they also raise a number of issues regarding the assumptions upon which they are based and the role of teaching staff in the successful exploitation of ICT in the classroom. This article provides a critical analysis of both reports and proposes ways in which the issues raised can be taken forward. 相似文献
98.
Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education. 相似文献
99.
Lakeisha Johnson Nicole Patton Terry Carol McDonald Connor Shurita Thomas-Tate 《Reading and writing》2017,30(9):2009-2038
The achievement gaps between poor and more affluent students are persistent and chronic, as many students living in poverty are also members of more isolated communities where dialects such as African American English and Southern Vernacular English are often spoken. Non-mainstream dialect use is associated with weaker literacy achievement. The principal aims of the two experiments described in this paper were to examine whether second through fourth graders, who use home English in contexts where more formal school English is expected, can be taught to dialect shift between home and school English depending on context; and whether this leads to stronger writing and literacy outcomes. The results of two randomized controlled trials with students within classrooms randomly assigned to DAWS (Dialect Awareness, a program to explicitly teach dialect shifting), editing instruction, or a business as usual group revealed (1) that DAWS was more effective in promoting dialect shifting than instruction that did not explicitly contrast home and school English; and (2) that students in both studies who participated in DAWS were significantly more likely to use school English in contexts where it was expected on proximal and distal outcomes including narrative writing, morphosyntactic awareness, and reading comprehension. Implications for theory and practice are discussed. 相似文献
100.