How To Get In?‐‐A Comparative Overview of Access to Higher Education

In many countries, the transition from “elite” to “mass” higher education has provided a strong stimulus for putting access high on the political agenda. The accessibility of nine western European countries is explored on the basis of the concepts of selectivity and affordability. The nine countries concerned display a degree of variation in terms of relative selectivity, ranging from those with strong entrance selection procedures, such as Finland, Sweden, and the United Kingdom, to countries with an open system, such as Austria, Belgium (Flanders), and The Netherlands. In addition, there is a good deal of variation in the extent to which students can afford to attend higher education. In countries in which student support is predominantly given directly to the students through grants and loans, they are in a better position to meet their costs than in countries in which students are mainly subsidized with public support through their families     

Effect of order of exercise on performance during a complex training session in rugby players

In this study, we examined the acute effects of manipulating exercise order when combining countermovement jumps and loaded parallel squats in a complex training session, and the acute effects of countermovement jumps and loaded parallel squats on sprinting performance. Eight rugby players participated in five trials, including two that involved performing loaded parallel squats followed by countermovement jumps or vice versa in a randomized cross-over design. Peak rate of force development and peak force were measured during countermovement jumps and loaded parallel squats. Peak power, jump height, and duration of amortization phase were also determined during the countermovement jumps. Peak force during squatting was significantly greater in both cross-over treatments (loaded parallel squats-countermovement jumps and countermovement jumps-loaded parallel squats) compared with the control (P 相似文献   

Swiss Elementary School Teachers’ Attitudes Toward Forest Education

This article investigates benefits and challenges of forest education in view of 257 Swiss elementary school teachers (1st–3rd grade), by means of a written questionnaire and 15 in-depth interviews. Two thirds of the teachers carried out forest education during normal lesson hours (mean visits = eight per year). Forests were clearly considered as an educational setting, and especially suitable for the enhancement of personal and social skills. Setting rules was seen as indispensable for successful forest education and a must to communicate to “novice” teachers. Moreover, the didactic of forest education should be implemented in teacher education curricula.     

Implementation eines wissenschaftlich erprobten,didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis

There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educa­tors are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.     

Utilization of design principles for hybrid learning configurations by interprofessional design teams

Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.     

Injuries in football (soccer)—a systematic review of epidemiology and aetiological aspects

Increasing injury incidences prove the importance of injury prevention in football. The aim of this review was to summarise the recent evidence on the epidemiology and inciting events of acute injuries within subgroups (performance level, age and sex). A systematic literature search was conducted in the databases PubMed, CINAHL, Embase, Cochrane, PEDro, and SPORTDiscus for articles published from 1 January 2014 until 15 October 2017. The search yielded 4690 results. After the initial screening of titles and abstracts, 182 studies underwent detailed full-text screening according to the inclusion and exclusion criteria. Finally, 53 studies were included. Of these, 46 papers contained epidemiological data, with a total of approximately 41,212 observed player seasons and 11 further tournaments, including 7122.5 observed matches with approximately 126,748.5 player hours. A total of 30,844 injuries were identified. The overall injury incidence ranged from 0.6 to 20.3 injuries per 1000?h of exposure. The locations at highest risk of injury were the lower limbs, particularly the thighs, knees and ankles. Injury-inciting events were reported in 12 studies, involving a total of 8035 injuries. Of these 12 studies, 5 considered all body locations, 3 concentrated on anterior cruciate ligament injuries, 1 reported on general head injuries, 2 reported on concussions, and 1 reported on midfacial trauma only. One of the main findings of this review was that playing football does not necessarily imply a high risk of injury. Promising preventive approaches are being used to revise implementation strategies of evident training programmes and management of individual workloads.     

‘Listen to the voice of reason’: the New Orleans Tribune as advocate for public,integrated education

The New Orleans Tribune (1864–1870), the first black daily newspaper in the United States, was the singular text in the public South at its time to staunchly advocate for public, integrated education, anticipating the ruling of Brown v. Board of Education, and arguing that separate education would always be synonymous with unequal education and would reinforce the mark of inferiority already placed upon blacks by slavery. This article argues that the Tribune grounded its argument against segregated education in logos-centred rhetoric that focused specifically on combating the dominant discourse of white supremacy and black inferiority embedded in the emerging ideology of scientific racism. The Tribune defended against the divisive rhetoric of the newly forming eugenics movement and instead posed public, integrated education as a necessary prerequisite to rebuilding a nation destroyed by the Civil War.