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排序方式: 共有103条查询结果,搜索用时 31 毫秒
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Conor Heffernan 《Sport in History》2017,37(1):95-120
Although relatively unknown to the modern fitness enthusiast, Indian club swinging, the practice of swinging bottle shaped clubs for gymnastic exercise, was once a highly popular form of recreation and rehabilitation in Victorian England. Inspired by the centuries-old Indian practice of jori swinging, club swinging first emerged in England in the 1820s, thanks to its adoption by the British army. Although first viewed as a military training practice, club swinging was soon appropriated by England’s upper-classes with an eye to gender identities. For Victorian men, Indian clubs were seen as a means of bolstering their masculine credentials through the cultivation of physical strength. Similarly for women, club swinging was presented as an innocuous method of preserving or increasing their beauty. By tracing the importation of Indian club swinging into English society, this article examines the ways in which the practice was used to both bolster and re-interpret the gender identities ascribed to Indian clubs by both physicians and lay authors. 相似文献
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Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
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Although triathlon is growing in popularity at a remarkable rate, it has not been extensively studied. The aims of this research were to identify preparation strategies used by triathletes and to categorize these strategies according to gender and consultation with triathlon coaches. Survey data collected from 401 triathletes (207 males, 194 females) revealed training, nutritional, and mental preparation habits. Most participants engaged in strength training, consumed food and/or fluids during and after training, set training and competition goals, and applied mental preparation strategies during training and the hour before racing. Water was the most commonly consumed fluid; positive self-talk was the most used mental strategy. Participants were more likely to consult with a triathlon coach than a nutrition or sport psychology professional. Athletes with more years of experience in triathlon and those competing in longer distances were more likely to consult a triathlon coach. Female triathletes were more likely than male triathletes to train with others, use mental preparation strategies, and report feeling anxious before competitions. More male triathletes reported using nutritional supplements during training than their female counterparts. These findings add to the limited research base on triathletes' training habits, and hopefully will help guide practitioners who work with this group. The results provide guidance for collaborative efforts among training, nutrition, and mental health professionals to best support triathletes. 相似文献
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A growing body of research documents the positive outcomes of research experiences for undergraduates, including increased persistence in science. Study of undergraduate lab learning experiences has demonstrated that the design of the experience influences the extent to which students report ownership of the project and that project ownership is one of the psychosocial factors involved in student retention in the sciences. To date, methods for measuring project ownership have not been suitable for the collection of larger data sets. The current study aims to rectify this by developing, presenting, and evaluating a new instrument for measuring project ownership. Eighteen scaled items were generated based on prior research and theory related to project ownership and combined with 30 items shown to measure respondents’ emotions about an experience, resulting in the Project Ownership survey (POS). The POS was analyzed to determine its dimensionality, reliability, and validity. The POS had a coefficient alpha of 0.92 and thus has high internal consistency. Known-groups validity was analyzed through the ability of the instrument to differentiate between students who studied in traditional versus research-based laboratory courses. The POS scales as differentiated between the groups and findings paralleled previous results in relation to the characteristics of project ownership. 相似文献
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Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
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Dylan Molenaar Conor V. Dolan Han L.J. van der Maas 《Structural equation modeling》2013,20(4):578-594
In this article we present factor models to test for ability differentiation. Ability differentiation predicts that the size of IQ subtest correlations decreases as a function of the general intelligence factor. In the Schmid–Leiman decomposition of the second-order factor model, we model differentiation by introducing heteroscedastic residuals, nonlinear factor loadings, and a skew-normal second-order factor distribution. Using marginal maximum likelihood, we fit this model to Spanish standardization data of the Wechsler Adult Intelligence Scale (3rd ed.) to test the differentiation hypothesis. 相似文献
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ABSTRACTThe interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed. 相似文献