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Silvio Lorenzetti Fabian Ammann Sabrina Windmüller Ramona Häberle Sören Müller Micah Gross 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):63-74
As hill jumps are very time-consuming, ski jumping athletes often perform various imitation jumps during training. The performed jumps should be similar to hill jumps, but a direct comparison of the kinetic and kinematic parameters has not been performed yet. Therefore, this study aimed to correlate 11 common parameters during hill jumps (Oberstdorf Germany), squat jumps (wearing indoor shoes), and various imitation jumps (rolling 4°, rolling flat, static; jumping equipment or indoor shoes) on a custom-built instrumented vehicle with a catch by the coach. During the performed jumps, force and video data of the take-off of 10 athletes were measured. The imitation and squat jumps were then ranked. The main difference between the hill jumps and the imitation and squat jumps is the higher maximal force loading rate during the hill jumps. Imitation jumps performed on a rolling platform, on flat ground were the most similar to hill jumps in terms of the force–time, and leg joint kinematic properties. Thus, non-hill jumps with a technical focus should be performed from a rolling platform with a flat inrun with normal indoor shoes or jumping equipment, and high normal force loading rates should be the main focus of imitation training. 相似文献
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Ferrari Joseph R. Keane Sabrina M. Wolfe Raymond N. Beck Brett L. 《Research in higher education》1998,39(2):199-215
Students from two colleges (n = 546) differing in admission selectivity completed measures of academic procrastination and excuses. Procrastination was higher among students at the selective college than students at the nonselective college. Academic procrastination was motivated by task aversiveness for students at the selective college and by fear of task failure and fear of social disapproval for students at the nonselective college. At the nonselective college only, procrastinators compared to nonprocrastinators reported more often using both legitimate and fraudulent excuses in college and during the current semester. Participants reported that excuses were self-generated for the purpose of gaining more assignment time and that most instructors did not require proof for excuses. The characteristics of courses and instructors likely to promote excuse-making by both procrastinators and nonprocrastinators also were examined. These results reflect the need by administrators and personnel to consider individual and situational differences when implementing student-centered intervention programs. 相似文献
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Sabrina N. Ross 《Teaching in Higher Education》2013,18(8):870-881
This study contributes to research linking diversity and higher education teaching to democratic learning outcomes. It explores processes and outcomes associated with the intergroup contact of Black and White students enrolled in two sections of a diversity education course at a public university in the southeastern United States. The goals of this study were: (1) to explore the intergroup dynamics that emerged when students interacted in both sections of the course; and (2) to identify student support for intergroup cooperation as a result of their experiences in the course. While one section of the course experienced a high degree of intergroup conflict, students in both sections reported support for intergroup cooperation at the end of the course. 相似文献
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A 39-item survey instrument was distributed to faculty and students at Wingate University School of Pharmacy to assess student and faculty drug information (DI) resource use and access preferences. The response rate was 81% (n = 289). Faculty and professional year 2 to 4 students preferred access on laptop or desktop computers (67% and 75%, respectively), followed by smartphones (27% and 22%, respectively). Most faculty and students preferred using Lexicomp Online for drug information (53% and 74%, respectively). Results indicate that DI resources use is similar between students and faculty; laptop or desktop computers are the preferred platforms for accessing drug information. 相似文献
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Research in Higher Education - Using the Education Longitudinal Study of 2002 (ELS:2002), this paper analyzes students’ baccalaureate attainment and early labor market performance, comparing... 相似文献
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Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
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Shaughnessy Meghan Garcia Nicole M. O’Neill Michaela Krug Selling Sarah Kate Willis Amber T. Wilkes Charles E. Salazar Sabrina Bobsin Ball Deborah Loewenberg 《Educational Studies in Mathematics》2021,108(3):451-472
Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,... 相似文献