Glenohumeral internal rotation deficit in table tennis players     

Danilo Harudy Kamonseki  Luísa Cedin  Fernanda Assis Paes Habechian  Guigliano Franco Piccolomo  Paula Rezende Camargo 《Journal of sports sciences》2018,36(23):2632-2636

ABSTRACT

Table tennis requires rapid and extreme movements that may result in shoulder adaptations, such as glenohumeral internal rotation deficit, which is a risk factor for several injuries. This study compared range of motion of internal and external rotation and total rotation motion of glenohumeral joint between dominant and non-dominant shoulders of table tennis players. This is a cross-sectional observational study. Twenty healthy male table tennis players that were enrolled in an official table tennis league took part in this study (mean age: 22.9 ± 12.9 years, time of sports practice: 6.2 ± 7.12 years). Measurements of passive glenohumeral external rotation and internal rotation were taken with the individuals in the supine and sidelying positions. Total rotation motion was calculated by summing external and internal rotations. The dominant side showed decreased internal rotation when compared to non-dominant side in both supine (mean difference: 14.9°, p = 0.02) and sidelying positions (mean difference: 16.3°, p = 0.01). No significant difference (p > 0.05) was found for external rotation and total rotation motion between dominant and non-dominant shoulders. The findings indicate that table tennis players exhibit glenohumeral internal rotation deficit of dominant shoulder.  相似文献   

Navigating between an emic and an etic approach in ethnographic research. Crucial aspects and strategies when communicating critical results to participants     

Åsa Bergman  Monica Lindgren 《Ethnography and Education》2018,13(4):477-489

There is a fundamental tension in ethnographic research between trying to understand participants from within their own perspective and viewing them with greater distance. With this in mind, the aim of this article is to describe how a reflexive communication model was developed during the study of El Sistema Gothenburg, and to discuss aspects and strategies that are crucial when navigating between an emic and an etic approach. It is argued that by reflexive communication, researchers can make their results useful for participants and that reflecting upon the relationship is even more important when communicating critique. With the help of this model, communication of critical results was facilitated by the establishment of an integrative approach that combined the insiders’ and outsiders’ perspectives and was based on the formation of a strong relationship between the researchers and the participants, as well as by the participants’ own cultivation of theoretical understanding.  相似文献   

Governmental policies and organisational change in higher education   总被引：2，自引：1，他引：1  

Åse Gornitzka 《Higher Education》1999,38(1):5-31

In this article a theoretical framework designed for a comparative research project on organisational change in higher education is presented. In the project the main focus is on how organisational change in universities and colleges is affected by governmental policies and programmes. The framework is based upon two major theoretical perspectives, resource dependency and neo-institutionalism. It is argued that for examining changes in universities and colleges both the relationship between these organisations and the government, as well as their internal dynamics are of importance. In addition to integrating the two main theoretical perspectives in the project also attempts to do justice to the complexities of the concept of (governmental) steering by attempting to incorporate general models on the role of the state. The article suggests that these models offer a meaningful insight into how and why governmental steering approaches have been changed over time.  相似文献   

Challenges for adult skill formation in the globalising learning economy – a European perspective     

Bengt-Åke Lundvall 《International Journal of Lifelong Education》2016,35(4):448-464

The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requirements for employees. This is true for all parts of the world economy. In this paper, the focus is on Europe and developments in the first decade of the new millennium. The major challenge for Europe is to counter the inherent trend, reinforced by the crisis, towards unequal access to learning both in work and in education. Without a new new deal that gives privileged access to vocational education and training for those with little education, the economic performance of Europe will be undermined. Such a new new deal must be a fundamental element in the effort to lift Europe out of its current crisis.  相似文献   

Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement   总被引：1，自引：2，他引：1  

ÅGE DISETH  ØYVIND MARTINSEN 《教育心理学》2003,23(2):195-207

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.  相似文献   

Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?     

Åse Gornitzka  Bjørn Stensaker  Jens‐Christian Smeby  Harry De Boer 《Higher Education in Europe》2004,29(1):87-101

Steering higher education through the establishment of a “contract” between the state and the individual higher education institution is becoming an increasingly popular way of regulating the relationship between the two actors in the Nordic countries. This article addresses some theoretical foundations for this approach derived from principal/agent theory and analyzes the strengths and weaknesses of established contract arrangements in Finland, Sweden, and Denmark. The article discusses the potential of using such arrangements in relation to the efficiency/effectiveness dilemma. It is emphasized that trust is vital in solving this dilemma and that the balance between the need for public accountability, the efficient regulation of higher education, and institutional change must be given high priority in refining existing contractual arrangements.  相似文献   

Global social issues in the curriculum: perspectives of school principals     

Venka Simovska  Åsa Kremer Prøsch 《课程研究杂志》2016,48(5):630-649

In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability.  相似文献   

Ways of relating to computer use in pre‐school activity   总被引：2，自引：0，他引：2  

Agneta Ljung‐Djärf  Lisbeth Åberg‐Bengtsson  Torgny Ottosson 《International Journal of Early Years Education》2005,13(1):29-41

In the present study, three different pre‐school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre‐school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre‐schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.  相似文献   

School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care     

Åse Hansson  Jan-Eric Gustafsson 《Scandinavian Journal of Educational Research》2020,64(2):167-180

ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.  相似文献   

Literacy and power—The cases of Tanzania and Rwanda     

Åsa Wedin 《International Journal of Educational Development》2008

In this paper it is claimed that the relation between literacy and power is complex. What people do with literacy has effects on power relations but literacy is not democratic per se. Drawing from two cases from Tanzania and Rwanda it is argued that plans for adult education and literacy education should consider the perspectives of target groups. The use of the notion of literacy practices enables the study of situated literacies and of how people relate to literacy. This gives planners tools to take the views of ordinary members of the public into account which is a prerequisite for literacy plans that claim to have democratic effects.  相似文献