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241.
Bullock N Martin DT Ross A Rosemond D Holland T Marino FE 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(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
242.
Camilla Luni Hope C. Feldman Michela Pozzobon Paolo De Coppi Carl D. Meinhart Nicola Elvassore 《Biomicrofluidics》2010,4(3)
This work presents the development of an array of bioreactors where finely controlled stirring is provided at the microliter scale (100–300 μl). The microliter-bioreactor array is useful for performing protocol optimization in up to 96 parallel experiments of hematopoietic stem cell (HSC) cultures. Exploring a wide range of experimental conditions at the microliter scale minimizes cost and labor. Once the cell culture protocol is optimized, it can be applied to large-scale bioreactors for stem cell production at the clinical level. The controlled stirring inside the wells of a standard 96-well plate is provided by buoyancy-driven thermoconvection. The temperature and velocity fields within the culture volume are determined with numerical simulations. The numerical results are verified with experimental velocity measurements using microparticle image velocimetry (μPIV) and are used to define feasible experimental conditions for stem cell cultures. To test the bioreactor array’s functionality, human umbilical cord blood-derived CD34+ cells were cultured for 7 days at five different stirring conditions (0.24–0.58 μm∕s) in six repeated experiments. Cells were characterized in terms of proliferation, and flow cytometry measurements of viability and CD34 expression. The microliter-bioreactor array demonstrates its ability to support HSC cultures under stirred conditions without adversely affecting the cell behavior. Because of the highly controlled operative conditions, it can be used to explore culture conditions where the mass transport of endogenous and exogenous growth factors is selectively enhanced, and cell suspension provided. While the bioreactor array was developed for culturing HSCs, its application can be extended to other cell types. 相似文献
243.
This article considers the development of the UK Cultural Olympiad supporting London's successful bid to stage the Olympic Games in 2012. It suggests that the Cultural Olympiad is a complex event itself and needs to be better understood if any impacts are to be felt in a meaningful sense. The event is thus considered through review of over 50 documents relating to its management, in the context of a number of identified themes: cultural development, developing institutional frameworks, social benefit, educational benefit and promotional benefit. 相似文献
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246.
The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices. 相似文献
247.
Uncovering the effect of text structure in learning from a science text: An eye-tracking study 总被引:2,自引:0,他引:2
This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as
revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative
conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university
students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic.
Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers.
Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated
the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular
during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational
text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational
text readers. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications
about eye-tracking methodology and the refutational effect are drawn. 相似文献
248.
Nicola Allison Conners-Burrow Taren Swindle Lorraine McKelvey Patti Bokony 《Early education and development》2013,24(2):230-244
Research Findings: The purpose of this study was to examine the relationship between low-level depressive symptoms in mothers and teacher-reported child behavioral outcomes. Participants included 442 low-income mothers of preschool-age children who were screened for maternal depression by their child's preschool teacher. Teacher reports of child behavior problems were collected on a random sample of the children (n = 264). Of mothers screened for depression, 16.7% reported low-level depressive symptoms (below the cutoff on the screener indicating clinically elevated symptoms). Analyses revealed that children of mothers with low-level depressive symptoms had significantly greater problems with externalizing behavior compared to children of mothers with no depressive symptoms. Practice or Policy: Results suggest that children whose mothers experience even low-level depressive symptoms are at risk for problems with behavior, pointing to the need for screening and interventions to address maternal depression at all levels of severity. Early childhood education providers are in an excellent position to support families impacted by symptoms of maternal depression through screening and education, supportive daily interactions, and referrals for services if needed. Teachers can also provide direct support for high-risk children's social and emotional skill development through the provision of sensitive, nurturing care. 相似文献
249.
Christine Winberg Hanelie Adendorff Vivienne Bozalek Honjiswa Conana Nicola Pallitt Karin Wolff 《Teaching in Higher Education》2013,18(8):930-947
ABSTRACTEnrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach. 相似文献
250.
Nicola Westberry 《Teaching in Higher Education》2013,18(3):300-312
This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between the codified curriculum plan and its actual enactment, and a misalignment of interpretations of the object by different participants in the activity. We name this ‘pedagogical distance’. We argue that a teaching presence is important to guide both student and tutor interpretations of the learning task, and offer suggestions for decreasing pedagogical distance. 相似文献