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Erich Petushek Chris Richter David Donovan William P. Ebben Phillip B. Watts Randall L. Jensen 《Sports Engineering》2012,15(3):159-166
Quantifying countermovement jump (CMJ) and landing knee flexion angle is important for performance and injury risk assessment. The purpose of the study was to compare electrogoniometer (El-Gon)- and video-derived CMJ and landing knee flexion angle. Twenty-two adults performed three CMJs while knee flexion angle was simultaneously assessed using an El-Gon and video. The average systematic offset (RMSE) of the El-Gon-derived knee flexion angle throughout the entire movement was 7.03°?±?2.69°. Excellent reliability was demonstrated by the El-Gon (ICCavg?=?0.92). Countermovement knee flexion angle, maximum landing knee flexion angle and flexion angle at maximum vertical ground reaction force were 12.0°, 10.9°, and 5.7° higher, respectively, when assessed using El-Gon (p?<?0.001), compared to video. Errors between instruments are likely due to El-Gon crosstalk, misalignment and/or axis determination. The El-Gon is a cost-effective and time-efficient alternative to video analysis for the assessment of knee flexion angle if the error is accounted for and the sensor is precisely attached. 相似文献
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Phillip A. Morris Dale F. Campbell 《Community College Journal of Research & Practice》2013,37(11):839-842
The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2008 Community College Futures Assembly was change, a theme taken from the book, Change or Die. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting institutions. 相似文献
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The United Nations Children's Fund has rapidly gained prominence as a UN agency promoting educational development. Detailed analysis is presented of UNICEF's transition from being a supplier of emergency goods and services, to a humanitarian role that has diversified to embrace development assistance and promoting the rights of children and women. How these have impacted on the development of UNICEF education is examined. Despite many institutional strengths, it is argued that the need for increased policy clarity in UNICEF education and for greater operational effectiveness remain central to any contemporary understanding of UNICEF's contribution to educational development. 相似文献
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Debbie S. Dougherty Jessica M. Rick Phillip Moore 《Journal of Applied Communication Research》2017,45(5):495-516
Western economies have seen a shift away from a model of job security to a model of work precarity. Cycles of unemployment are a defining feature of the new precarious economy. Given these cycles of unemployment, it becomes imperative to explore the barriers to reemployment. The present study uses stigma communication to explore the intersection of two barriers to reemployment: the stigmatization of unemployment and social class position. Analysis of 40 interviews revealed that the meaning of unemployment changed depending on the perceived social class of an unemployed person. Participants described typical unemployed people as pathologically lazy and unmotivated. Upper class unemployed people were stigmatized as a product of privilege. Middle class unemployed people were relatively unstigmatized. The typical unemployed person merged with the typical unemployed lower class person, suggesting that the dominant meaning of unemployment assumes that unemployment is a lower class phenomenon that is preventable if the lower class person would work harder. 相似文献
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Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students. 相似文献
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Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus. 相似文献
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Phillip Dawson Michael Henderson Paige Mahoney Michael Phillips Tracii Ryan David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献