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571.
Thiemo Pelzer Boris Ullrich Stefan Endler Christian Rasche Mark Pfeiffer 《Journal of sports sciences》2018,36(16):1816-1826
In order to assess lower extremity muscle mechanical properties in athletes, power-load characteristics during multi-joint tasks are frequently examined. This work compared 6 weeks of traditional (TP) and daily-undulated (DUP) periodized loaded countermovement jumping (CMJ). 20 amateur athletes (age: 24.2 ± 2.6 years, height: 175.6 ± 7.1 cm, body mass: 71.5 ± 7.7 kg, 10 males/10 females) exercised three times weekly using maximal CMJs with loads corresponding to 0%, 15% and 30% of body mass. Prior to the training period, subjects were once-only assigned by random to either the TP or DUP training scheme. Pre-to-post training, maximal center of mass (COM) -height, -take-off velocity, -power output and -impulse were compared during CMJ with additional loads corresponding to 0–30% of body mass. ANOVA (time * group) with repeated measures revealed significant (P < 0.05) temporal gains of maximal COM-height (2–11%), -take-off velocity (1–7%), -power (2–8%) and -impulse (3–9%) over most loading conditions for TP and DUP. However, ANOVA indicated no group effects for any outcome. Independent from the periodization model, maximal power output remained statistically unchanged with increased testing loads. For short-term conditioning periods, TP and DUP were equally effective in enhancing biomechanical jumping variables under varying loading conditions. 相似文献
572.
Gabriella Thorell Christian Augustsson Owe Stråhlman Karin Morgan 《Sport in Society》2018,21(9):1416-1431
The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders’ main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master–apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child’s rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills. 相似文献
573.
Anne Martel Manfred Burghammer Richard Davies Emanuela DiCola Pierre Panine Jean-Baptiste Salmon Christian Riekel 《Biomicrofluidics》2008,2(2)
A tube-in-square-pipe microfluidic glass cell has been developed for studying the aggregation and fiber formation from regenerated silk solution by in-situ small-angle X-ray scattering using synchrotron radiation. Acidification-induced aggregation has been observed close to the mixing point of the fibroin and buffer solution. The fibrous, amorphous material is collected in a water bath. Micro-wide-angle X-ray scattering of the dried material confirms its β-sheet nature. 相似文献
574.
Christian Rittelmeyer 《Zeitschrift für Erziehungswissenschaft》2003,6(4):532-549
Zun?chst wird über die INterpretation eines antiken Reliefs, der so genannten „sinnenden Athena“, ein Zugang zur Bildungskonfiguration
in der klassischen griechischen Antike gesucht. An diesem Beispiel einer historischen Rekonstruktion werden dann fünf Merkmale
herausgearbeitet, die hermeneutische Forschung in der P?dagogik kennzeichnen: 1. szientistische Verfahren, 2. Kulturanalysen,
3. ein Methodenverst7;andnis des Anteilnehmens am Forschungsgegenstand, 4. Vertrautsein mit dem Forschungsfeld und 5. Ideologiekrritik. 相似文献
575.
Christian Bay 《Interchange》1988,19(1):54-59
Christian Bay will respond to the interchanges by Jan Narveson and Larry Haworth (see pp. 60–75 of this issue) in a forthcoming issue ofInterchange. 相似文献
576.
577.
Christian Winterbottom 《Early Childhood Education Journal》2013,41(3):219-225
Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed. 相似文献
578.
First-order latent growth curve models (FGMs) estimate change based on a single observed variable and are widely used in longitudinal research. Despite significant advantages, second-order latent growth curve models (SGMs), which use multiple indicators, are rarely used in practice, and not all aspects of these models are widely understood. In this article, our goal is to contribute to a better understanding of theoretical and practical differences between FGMs and SGMs. We define the latent variables in FGMs and SGMs explicitly on the basis of latent state–trait (LST) theory and discuss insights that arise from this approach. We show that FGMs imply a strict trait-like conception of the construct under study, whereas SGMs allow for both trait and state components. Based on a simulation study and empirical applications to the Center for Epidemiological Studies Depression Scale (Radloff, 1977) we illustrate that, as an important practical consequence, FGMs yield biased reliability estimates whenever constructs contain state components, whereas reliability estimates based on SGMs were found to be accurate. Implications of the state–trait distinction for the measurement of change via latent growth curve models are discussed. 相似文献
579.
Claudia Crayen Christian Geiser Herbert Scheithauer Michael Eid 《Structural equation modeling》2013,20(4):497-524
In many intervention and evaluation studies, outcome variables are assessed using a multimethod approach comparing multiple groups over time. In this article, we show how evaluation data obtained from a complex multitrait–multimethod–multioccasion–multigroup design can be analyzed with structural equation models. In particular, we show how the structural equation modeling approach can be used to (a) handle ordinal items as indicators, (b) test measurement invariance, and (c) test the means of the latent variables to examine treatment effects. We present an application to data from an evaluation study of an early childhood prevention program. A total of 659 children in intervention and control groups were rated by their parents and teachers on prosocial behavior and relational aggression before and after the program implementation. No mean change in relational aggression was found in either group, whereas an increase in prosocial behavior was found in both groups. Advantages and limitations of the proposed approach are highlighted. 相似文献
580.
Janet K. Tworek Heather A. Jamniczky Christian Jacob Benedikt Hallgrímsson Bruce Wright 《Anatomical sciences education》2013,6(1):19-28
The increasing number of digital anatomy teaching software packages challenges anatomy educators on how to best integrate these tools for teaching and learning. Realistically, there exists a complex interplay of design, implementation, politics, and learning needs in the development and integration of software for education, each of which may be further amplified by the somewhat siloed roles of programmers, faculty, and students. LINDSAY Presenter is newly designed software that permits faculty and students to model and manipulate three‐dimensional anatomy presentations and images, while including embedded quizzes, links, and text‐based content. A validated tool measuring impact across pedagogy, resources, interactivity, freedom, granularity, and factors outside the immediate learning event was used in conjunction with observation, field notes, and focus groups to critically examine the impact of attitudes and perceptions of all stakeholders in the early implementation of LINDSAY Presenter before and after a three‐week trial period with the software. Results demonstrate that external, personal media usage, along with students' awareness of the need to apply anatomy to clinical professional situations drove expectations of LINDSAY Presenter. A focus on the software over learning, which can be expected during initial orientation, surprisingly remained after three weeks of use. The time‐intensive investment required to create learning content is a detractor from user‐generated content and may reflect the consumption nature of other forms of digital learning. Early excitement over new technologies needs to be tempered with clear understanding of what learning is afforded, and how these constructively support future application and integration into professional practice. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献