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The aim of this study was to establish whether asymmetry of the strength of the leg and trunk musculature is more prominent in rowers than in controls. Nineteen oarsmen and 20 male controls matched for age, height and body mass performed a series of isokinetic and isometric strength tests on an isokinetic dynamometer. These strength tests focused on the trunk and leg muscles. Comparisons of strength were made between and within groups for right and left symmetry patterns, hamstring: quadriceps ratios, and trunk flexor and extensor ratios. The results revealed no left and right asymmetries in either the knee extensor or flexor strength parameters (including both isometric and isokinetic measures). Knee extensor strength was significantly greater in the rowing population, but knee flexor strength was similar between the two groups. No difference was seen between the groups for the hamstring: quadriceps strength ratio. In the rowing population, stroke side had no influence on leg strength. No differences were observed in the isometric strength of the trunk flexors and extensors between groups, although EMG activity was significantly higher in the rowing population. Patterns of asymmetry of muscle activity were observed between the left and right erector spinae muscles during extension, which was significantly related to rowing side (P < 0.01). These observations could be related to the high incidence of low back pain in oarsmen. 相似文献
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Helen J Parkin Stuart Hepplestone Graham Holden Brian Irwin Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. 相似文献
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Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
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Abstract Forty‐two children aged between 2 years and 4 years 11 months were asked to draw a person. Their drawings were categorised as (1) scribbles, (2) distinct forms, (3) tadpoles, (4) transitional and (5) conventional figures. The first representational figures, the tadpoles, appeared at an average age of 3 years 1 month. It was predicted that if tadpole figures result from the complexity of the task rather than from a conceptual difficulty then tasks with reduced demands (a copying task, a jig‐saw task, and a dictation task) should facilitate the drawing of conventional figures. In fact, few conventional figures were produced and the tadpole form was highly resistant across the different tasks.
Six of the children were followed longitudinally over a one‐year period from a pre‐representational to a conventional stage of human figure drawing. Spontaneous drawings as well as drawings from six test sessions were collected in order to check whether all children drew ‘tadpole’ forms before they produced conventional figures and whether the conventional figures were adapted from the tadpoles. Four of the children did produce tadpole forms; two did not, but were probably specifically tutored in the conventional form by a peer or parents. There were wide individual differences in the nature of the transition from one form to the next, but there was no clear evidence that the conventional figure had been adapted from the tadpole form. 相似文献
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Numerical simulations of the frictional collisions of solid balls on a rough surface 总被引：1，自引：0，他引：1
Three-dimensional simulations of the frictional collision between solid balls moving on a rough surface are analyzed in this paper. The analysis is performed in the context of pool and snooker, two popular games in the pocket billiards family. Accurate simulations of ball motion in billiard games are useful for television broadcasts, training systems and any robotic game playing systems. Studying solid ball collisions in a three-dimensional space requires careful consideration of the different phenomena involved in ball motion such as rolling, sliding and ball spin about a general axis. A set of differential equations are derived describing ball dynamics during collisions. In the absence of explicit analytical solutions to the differential equations, a numerical procedure is performed to determine post-collision ball velocities and spins after collision. In addition, the paper also presents a methodology to analyze the curved, slip trajectories of balls immediately after impact. The results presented here, when compared with some experimental shots, show that the percentile errors in post-collision velocities are reduced by the proposed method. The prediction accuracies for ball travel direction are increased twofold by the proposed impact simulation algorithm. 相似文献
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Alan J. Parkin 《Learning and individual differences》1997,9(4):341-357
This article reviews recent research into the neuropsychology of false memory as revealed by studies of individuals who have suffered lesions to the frontal lobes. It is shown that frontal lobe damage gives rise to confabulation along with a number of laboratory-based demonstrations of memory error including source amnesia and impaired metamemory. It is further shown that frontal lobe damage gives rise to a disorder known as pathological false recognition in which patients produce large numbers of false alarms during recognition testing. It is argued that the most plausible account of these various findings is that frontal lobe damage serves to prevent the creation of an appropriate and properly focused retrieval context which may arise because either retrieval or encoding factors have been compromised. 相似文献