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841.
Nikola Medic Bradley W. Young Janet L. Starkes Patricia L. Weir J. Robert Grove 《Journal of sports sciences》2013,31(14):1535-1544
Abstract The aim of the present study was to examine elbow joint extension power-load characteristics with and without a countermovement. Eight male participants performed maximal elbow extensions with and without a countermovement against different loads (0, 2.5, 5.0, 7.5, 10.0, 12.5, and 15.0 kg). Electromyographic activity of the lateral and long heads of the triceps brachii and the biceps brachii muscles was recorded. The average joint power in the concentric phase was significantly enhanced in the countermovement condition at all loads except for 0 kg. The optimal load for the maximal joint power was greater in the countermovement (7.5 kg) than in the no countermovement condition (5.0 kg). Electromyographic activity was unchanged over the intensities and conditions. Our results suggest that the optimal load for the maximal joint power depends on the type of action (i.e. with or without a counter-movement), and that the enhanced joint power in the countermovement condition is due primarily to the storage and utilization of elastic energy. 相似文献
842.
843.
Latetia V. Moore Carmen D. Harris Susan A. Carlson Judy Kruger Janet E. Fulton 《Research quarterly for exercise and sport》2013,84(4):587-591
Purpose: The aim of this study was to examine trends in the prevalence of no leisure-time physical activity (LTPA) from 1988 to 2010. Method: Using the Behavioral Risk Factor Surveillance System data, 35 states and the District of Columbia reported information on no LTPA from 1988 to 1994; all states reported no LTPA from 1996 to 2010. Results: No LTPA significantly declined over two decades. Prevalence for all states declined on an average of 0.6% per year from 29.1% in 1996 to 24.1% in 2004 and stabilized from 2005 to 2010, ranging from 24.0% to 25.4%. Prevalence declined for both sexes and all racial/ethnic groups. Conclusion: While the no LTPA trends improved over two decades, one in four U.S. adults still report they do not engage in LTPA. 相似文献
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845.
846.
This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in
the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of
children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based
on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews.
In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and
‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented.
Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning
science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group
work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a
few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to
lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently
in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on
inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study
are considered in light of the findings and recommendations from recent national and international reports on inquiry-based
approaches in science education. 相似文献
847.
Faculty Organizational Commitment and Citizenship 总被引:1,自引:0,他引:1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
848.
849.
Janet Walter Christine Johnson 《International Journal of Science and Mathematics Education》2007,5(4):705-727
In this qualitative study of mathematical discourse between elementary teachers, we examined linguistic invention and semantic
warrant production as participants made successive attempts to communicate mathematical ideas. Linguistic invention is a creative
practice of describing mathematics in terms of personal experience. We introduce semantic warrant production, which emerged
as part of our analysis of substantial arguments produced by teachers learning mathematics. Participants engaged in linguistic
invention and semantic warrant production to convince themselves and others of the validity of their mathematical inferences
about a graph of rate of change versus time. Personal experiences that are taken-as-shared in a learning community can support
accurate mathematical inference if connections between conventional language, common experiences, and mathematical representations
are made explicit by learners. 相似文献
850.
The ability to identify individuals by voice is fundamental for communication. However, little is known about the expectations that infants hold when learning unfamiliar voices. Here, the voice-learning skills of 4- and 8-month-olds (N = 53; 29 girls, 14 boys of various ethnicities) were tested using a preferential-looking task that involved audiovisual stimuli of their mothers and other unfamiliar women. Findings reveal that the expectation that novel voices map on to novel faces emerges between 4 and 8 months of age, and that infants can retain learning of face-voice pairings via nonostensive cues by 8 months of age. This study provides new insights about infants’ use of disambiguation and fast mapping in early voice learning. 相似文献