排序方式: 共有121条查询结果,搜索用时 31 毫秒
31.
Rafael Soncin Bruno Mezêncio Jacielle Carolina Ferreira Sara Andrade Rodrigues Rudolf Huebner Julio Cerca Serrão 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):248-257
The aim of this study was to propose a new force parameter, associated with swimmers’ technique and performance. Twelve swimmers performed five repetitions of 25 m sprint crawl and a tethered swimming test with maximal effort. The parameters calculated were: the mean swimming velocity for crawl sprint, the mean propulsive force of the tethered swimming test as well as an oscillation parameter calculated from force fluctuation. The oscillation parameter evaluates the force variation around the mean force during the tethered test as a measure of swimming technique. Two parameters showed significant correlations with swimming velocity: the mean force during the tethered swimming (r = 0.85) and the product of the mean force square root and the oscillation (r = 0.86). However, the intercept coefficient was significantly different from zero only for the mean force, suggesting that although the correlation coefficient of the parameters was similar, part of the mean velocity magnitude that was not associated with the mean force was associated with the product of the mean force square root and the oscillation. Thus, force fluctuation during tethered swimming can be used as a quantitative index of swimmers’ technique. 相似文献
32.
It has been shown that practice in dyads, as compared to individual practice, can enhance motor learning and increase the efficiency of practice (as two participants can be trained at the same time; Shea, Wulf, & Whitacre, 1999). The dyad practice protocol used by Shea et al. included both observation and dialogue between partners. Thus, it was not clear whether the learning benefits of dyad practice were due to observation, dialogue, or both. The present study examined the individual and interactive effects of observation and dialogue. The task used was speed cup stacking. Participants practiced under one of four conditions: observation/dialogue, observation/no dialogue, no observation/dialogue, and no observation/no dialogue. The two conditions that included observational practice were more effective (i.e., produced faster movement times) than the two conditions without it, both during practice and on a retention test performed under individual performance conditions. This suggests that the learning advantages of dyad practice are primarily due to the opportunity to observe another learner. 相似文献
33.
34.
Carolina?TinajeroEmail author Zeltia?Martínez-López Ma?Soledad?Rodríguez Ma?Adelina?Guisande Ma?Fernanda?Páramo 《European Journal of Psychology of Education - EJPE》2015,30(2):227-244
Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The current study analyzes the effect of gender, parents’ education, and family income level on social support perceived by Spanish university students. The sample consisted of 575 women and 280 men, of average age 18.02 years (SD?=?0.52) enrolled in the first year of degree courses at the University of Santiago de Compostela (Spain). Three measures were used to assess various facets of perceived social support, namely perceived acceptance, social provisions, and support availability and satisfaction. Gender differences were identified for several perceived social support dimensions; women reported a wider social network, which should cover more diverse needs of social support. In addition, differences related to mother’s education and family income level emerged for the availability of support and perceived acceptance. The results highlight the different role of gender and family background in several dimensions of perceived social support during the transition to emerging adulthood. 相似文献
35.
An assemblage of Buddhist wall paintings and sculptures dating to the twelfth/early thirteenth century are found distributed over the interiors of the temple complex at Sumda Chun, Ladakh. Detailed investigations carried out as part of a conservation project shed light on their antiquity and production technology. The sculptures are constructed with fine mud mortar applied over a wooden armature and affixed to the walls without any support from the ground. In both the sculptures and wall paintings, the paint layer is applied over a thin gypsum ground that functions as a white colourant where unpainted. For the paint layer, azurite, vermilion, and orpiment are the dominant mineral pigments utilized. Minium (red lead) has been used for preparatory drawings and as paint. Highlighting of special areas was achieved using a laminate of tin–lead alloy and gold on relief. Overall the material and techniques employed in the execution of the wall paintings and sculptures are consistent with those reported for other early sites in the region. 相似文献
36.
Natalie Nóbrega Santos Vera Monteiro Carolina Carvalho 《European Journal of Education》2023,58(1):130-150
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention. 相似文献
37.
Tania Carolina Camacho-Villa Conny Almekinders Jon Hellin Tania Eulalia Martinez-Cruz Roberto Rendon-Medel Francisco Guevara-Hernández 《The Journal of Agricultural Education and Extension》2016,22(5):455-470
ABSTRACTPurpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level ‘hub managers’, to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico- institutional environment. 相似文献
38.
Carolina V. M. Azevedo Ivanise Sousa Ketema Paul Marlene Y. MacLeish M Teresa Mondéjar Juan Antonio Sarabia M. Ángeles Rol Juan Antonio Madrid 《Mind, Brain, and Education》2008,2(1):34-47
ABSTRACT— Early morning school schedules are in the opposite direction to the sleep–wake cycle in adolescence and early adulthood. This conflict leads to sleep deprivation and irregular patterns whose consequences are scarcely explored. This article discusses the effects of three educational experiences with high school students, parents, teachers, and medical students. The first experience was developed with high school students in Natal, Brazil, to determine whether sleep habits would improve with increased awareness. Positive effects were observed in some aspects of sleep knowledge and practices. In the second experience in Atlanta, GA, sleep education activities were presented to middle and high school teachers, parents, and students to emphasize the importance of sleep. In the third program in Murcia, Spain, undergraduate medical students were introduced to chronobiology of sleep by a practical exercise that pointed out to what extent they shared most of adolescent sleep characteristics. Educational chronobiological experiences about sleep are essential to develop healthy sleep habits in the general population, particularly in students. 相似文献
39.
40.
Carolina Castano 《Cultural Studies of Science Education》2012,7(3):703-718
Current discourses about science education show a wide concern towards humanisation and a more socio-cultural perspective of school science. They suggest that science education can serve diverse purposes and be responsive to social and environmental situations we currently face. However, these discourses and social approaches to science education tend to focus on global issues. They do not respond to the immediate needs and local context of some communities. I discuss in this paper why the purposes of science education need to be extended to respond to the local issue of violence. For this, I present a case study with a group of 38 students from a poor population in Bogotá, Colombia, located in one of the suburbs with highest levels of crime in the city. I examine the ways that science education contributes to and embodies its own forms of violence and explore how a new approach to science education could contribute to break the cycle of violence. 相似文献