International conference on sport,leisure and ergonomics     

Jody Lynn Virr  Alex Game  Gordon John Bell 《Journal of sports sciences》2013,31(3):239-258

Abstract

The aim of this study was to determine the physical demands of women’s rugby union match play using time–motion analysis and heart rate (HR) response. Thirty-eight premier club level female rugby players, ages 18–34 years were videotaped and HRs monitored for a full match. Performances were coded into 12 different movement categories: 5 speeds of locomotion (standing, walking, jogging, striding, sprinting), 4 forms of intensive non-running exertion (ruck/maul/tackle, pack down, scrum, lift) and 3 discrete activities (kick, jump, open field tackle). The main results revealed that backs spend significantly more time sprinting and walking whereas forwards spend more time in intensive non-running exertion and jogging. Forwards also had a significantly higher total work frequency compared to the backs, but a higher total rest frequency compared to the backs. In terms of HR responses, forwards displayed higher mean HRs throughout the match and more time above 80% of their maximum HR than backs. In summary, women’s rugby union is characterised by intermittent bursts of high-intensity activity, where forwards and backs have similar anaerobic energy demands, but different specific match demands.  相似文献   

Presenter passion and presentation design on reviewer assessment and subsequent success: An empirical study of high technology proposal and business plan presentations     

Craig S. Galbraith  Alex F. DeNoble  Sanford B. Ehrlich  Alexandra Nadya Horowitz 《The Journal of High Technology Management Research》2013,24(1):53-63

We investigate two fundamental research questions related to the funding of early-stage technology enterprises. First, does presentation design, and the presenting entrepreneur's passion and preparedness, influence experts' assessment of the merit and commercialization potential of an emerging firm's technology? Second, are the entrepreneur's passion and preparedness during a formal presentation associated with future technology success? We analyze twenty-two video-taped presentations to a U.S. Department of Defense technology transfer and granting consortium, and track subsequent technology success. From the data it appears that both entrepreneurial passion and presentation design does influence expert assessment of a technology, and future commercialization success can be predicted to some extent by the level of entrepreneurial passion exhibited during the presentation.  相似文献   

Gender Scripts and the Internet: The Design and Use of Amsterdam's Digital City,by Els Rommes. Enschede,The Netherlands: Twente University Press, 2002. 304 pp. 24.00. ISBN 9-0365-1774-5     

Danielle Lawson 《The Information Society》2013,29(4):309-310

This article seeks to address how religion fits into the larger domain of Internet studies and why studies of religion within computer-mediated communication (CMC) need to be given more attention. An argument is made for the need to take religion online more seriously, not just because it is an interesting phenomenon or a popular use of the Internet, but also because religion continues to be an important part of contemporary life for many people. A summary of the growth and development of religion online is presented along with an overview of how religion has been approached and studied on the Internet. This review shows what CMC studies of religion might offer in approaching research questions related to authority, identity construction, and community online. It calls for recognition of the contribution, and possibilities that underrepresented areas within interdisciplinary research, like religion, might offer Internet studies as a whole.  相似文献   

Three strikes and you’re out: culture,facilities, and participation among LGBTQ youth in sports     

Alex Kulick  Laura J. Wernick  Mario Alberto V. Espinoza  Tarkington J. Newman  Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953

ABSTRACT

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.  相似文献   

Balancing chemical equations: The role of developmental level and mental capacity     

Mansoor Niaz  Anton E. Lawson 《科学教学研究杂志》1985,22(1):41-51

Why are some students able to learn to use the trial and error method to balance chemical equations while others are not? To test the hypothesis that formal reasoning is required to balance even simple one-step equations, while formal reasoning and a sufficiently large mental capacity are required to balance more complex many-step equations, a sample of science students was tested to determine level of intellectual development, mental capacity, and degree of field dependence/field independence. Students were then given classroom instruction in using trial and error to balance equations. As predicted, a posttest revealed significant correlations between developmental level and equation balancing ability for both simple and complex equations. Also, as predicted, mental capacity correlated significantly with complex equations but not with simple equations. Field dependence/field independence played no significant role in performance. Educational implications are drawn.  相似文献   

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children     

Jeffrey J. Martin  Brigid Byrd  Alex Garn  Nate McCaughtry  Noel Kulik  Erin Centeio 《The Urban Review》2016,48(3):403-418

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An examination of the effects of a short course aimed at enabling teachers in infant,junior and secondary schools to alter the verbal feedback given to their pupils     

Jeremy Swinson & Alex Harrop 《Educational studies》2005,31(2):115-129

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Online professional development for environmental educators: strategies to foster critical thinking and social interactions     

Bryce DuBois  Alex Russ 《Environmental Education Research》2019,25(10):1479-1494

Abstract

Massive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development.  相似文献   

Parents' role in the academic motivation of students with gifts and talents     

Alex C. Garn  Michael S. Matthews  Jennifer L. Jolly 《Psychology in the schools》2012,49(7):656-667

Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average‐ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high‐ability learners. We use the lens provided by the self‐determination theory of motivation to consider how social–environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. © 2012 Wiley Periodicals, Inc.  相似文献   

Parallel and divergent interpreting in an elementary school classroom     

Wolbers KA  Dimling LM  Lawson HR  Golos DB 《American annals of the deaf》2012,157(1):48-65

The study examined the extent to which a highly qualified interpreter remained parallel with or diverged from the original classroom discourse in her interpreting for a 3rd-grade deaf student in science, social studies, and resource room. The interpreter's signed and verbalized expressions were compared to the class participants' expressions for meaning equivalence. Parallel interpreting, occurring 33.2% of the time, closely matched the content of the speaker's message. Divergent interpreting, whereby the interpreter added or dropped elements of meaning, occurred 66.8% of the time. Qualitative analyses of classroom footage as well as interviews with the interpreter and the teachers revealed how, when, and why the interpreter diverged from the message. While the interpreter often made intentional reductions and additions to the discourse to achieve greater student understanding of language and course content, there was little awareness of these changes among individualized educational program team members.  相似文献