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341.
Magnus Dahlstedt Fredrik Sandberg Andreas Fejes Maria Olson 《Journal of Education & Work》2018,31(1):16-27
The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations. 相似文献
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343.
The paper explores socio-educational fan work in Germany, focusing on the part played by fan projects in preventing football-related violence. It supplies an overview of the German model of repression and prevention since its beginnings in the 1990s. The work of fan projects in Germany is institutionalized under German social law. The article outlines the theoretical concepts of socio-educational work on which the fan projects are based and shows that fan projects play an important role in mediating the conflict interactions between clubs, fans and police. Insights into difficulties and conflicts are debated. Although fan projects are very successful, a systematic evaluation is lacking. Advantages, pitfalls and future prospects are discussed. 相似文献
344.
This article reports on the development and testing of a questionnaire that can be used to measure the quasi-experimental attitude (QEA) of teachers. This attitude is reflected in the willingness of teachers to assess and organise their core activities (planning, implementing and analysing lessons) by analogy with experiments in the field of research, in order to gain meaningful experiences from this cyclical process, to evaluate critically these experiences and to draw from them conclusions on how to improve lessons in the future. The sample comprised 512 trainee teachers who had already been teaching independently for 15 months following the conclusion of their university studies. The analysis of the questionnaire showed that the reliability of the scale was satisfactory. Confirmatory factor analyses confirmed the assumption that the quasi-experimental attitude could be modelled in two ways: A first-order model with four intercorrelated factors (meticulous lesson planning, confidence in the predictability of how the lesson will turn out, evidence-based analysis of the lesson and scepticism about mere experience) and a second-order model in which these four factors are loading on the overarching factor QEA. Additionally, the instrument yielded plausible correlations to several validity criteria. 相似文献
345.
Leo Ng Simon M. Rosalie Dorianne Sherry Wei Bing Loh Andreas M. Sjurseth Shrikant Iyengar 《Journal of sports sciences》2018,36(19):2210-2216
Research has revealed that field hockey drag flickers have greater odds of hip and lumbar injuries compared to non-drag flickers (DF). This study aimed to compare the biomechanics of a field hockey hit and a specialised field hockey drag flick. Eighteen male and seven female specialised hockey DF performed a hit and a drag flick in a motion analysis laboratory with an 18-camera three-dimensional motion analysis system and a calibrated multichannel force platform to examine differences in lower limb and lumbar kinematics and kinetics. Results revealed that drag flicks were performed with more of a forward lunge on the left lower limb resulting in significantly greater left ankle dorsiflexion, knee, hip and lumbar flexion (Ps<0.001) compared to a hit. Drag flicks were also performed with significantly greater lateral flexion (P < 0.002) and rotation of the lumbar spine (P < 0.006) compared to a hit. Differences in kinematics lead to greater shear, compression and tensile forces in multiple left lower limb and lumbar joints in the drag flick compared to the hit (P < 0.05). The biomechanical differences in drag flicks compared to a hit may have ramifications with respect to injury in field hockey drag flickers. 相似文献
346.
Florian Azad Engel Matthias Wagner Andreas Roth Swantje Scharenberg Thomas Bossmann Alexander Woll Billy Sperlich 《Sportwissenschaft》2018,48(1):120-128
Background and aim
This study examined the effects of a 6-week high-intensity interval training (HIIT) vs. low-intensity endurance training (LOW), applied during physical education on motor performance, mood and perceived exertion.Methods
Over a period of 6 weeks, 85 pupils (34 male; 51 female; age: 11.9?±?0.9 years) performed 11 sessions of either HIIT (20?min, intervals from 10?s to 4?min at about 90–100% of average running speed of 6?min run [vmean]) or LOW (30?min, intervals from 6–25?min at about 65–85% vmean). Before and after the 6?week intervention each pupils’ anthropometry and motor performance (20?m sprint, standing long-jump, lateral jumping from side to side, push-ups, sit-ups, 6?min run) were assessed. Session rating of perceived exertion (RPE) was recorded after each session and mood was assessed by questionnaire following the 3rd, 6th, 9th and 11th session.Results
RPE (p?<?0.05) was higher and mood more positive (p?<?0.05) with HIIT compared to LOW. Performances in the 6?min run (p?<?0.001; part. η2?=?0.473), 20?m sprint (p?<?0.001; part. η2?=?0.226), standing long-jump (p?<?0.05; part. η2?=?0.056), push-ups (p?<?0.001; part. η2?=?0.523) and sit-ups (p?<?0.001; part. η2?=?0.146) improved following HIIT and LOW with no significant time?×?group interaction (except for the sit-ups [p?<?0.05; part. η2?=?0.048]).Conclusions
HIIT and LOW improved the performances in 6?min run, 20?m sprint, standing long-jump and push-ups similarly. However, the improvements in HIIT compared to LOW were achieved in 30% less time. As time is limited in physical education classes, HIIT offers a new perspective for improving endurance and motor performance in children. The positive mood associated with HIIT demonstrates the applicability in physical education.347.
Seong Hwan Oh Andreas Mierau Mario Thevis Andreas Thomas Christoph Schneider Alexander Ferrauti 《Sportwissenschaft》2018,48(2):235-244
The aim of this study was to investigate the effect of two different exercise interventions in the morning on football-specific components of performance in the afternoon under conditions simulating a competition day. In the morning on 3 experimental days, 12 football players (age 24.1?±?5.5 years) completed three different preload interventions that were applied in a counter-balanced order: (1) no intervention (NI); (2) moderate-intensive exercise (MI); and (3) high-intensive exercise (HI). The subjects performed the preload exercises, consisting of a small-sided game and repeated maximal sprints, from 10:00–11:00 a.m. At 3:00 p.m., the Bangsbo test (BT) was applied to examine the effects of the different morning interventions on football-specific endurance capacity. The results showed that the HI led to significantly higher blood-lactate concentrations (moderate to very large effect) and heart rates (very large to extremely large effect) compared to the MI. In addition, there was a significant measurement?×?intervention effect on concentrations of adrenalin and noradrenalin in the urine, which reached higher values immediately after the HI (very large effect) and MI (moderate effect) compared to NI. All effects disappeared by the time of the BT in the afternoon. During all trials, after the preload intervention, reaction time and critical flicker fusion frequency increased significantly compared to the baseline morning values (reaction time: small; critical flicker fusion: trivial to small effect), but no measurement?×?intervention interaction was found. During the BT, the mean total distance covered (trivial to small effect) and the pacing pattern did not differ significantly among the trials despite numerous small individual effects. We conclude that exercise interventions of various intensities in the morning have no general effect on football-specific components of performance in the afternoon despite significant metabolic, endocrinological and cognitive short-term effects. Coaches should consider individual preferences when prescribing competition-day procedures. 相似文献
348.
Statistics have long shaped the field of visibility for the governance of development projects. The introduction of big data has altered the field of visibility. Employing Dean's “analytics of government” framework, we analyze two cases—malaria tracking in Kenya and monitoring of food prices in Indonesia. Our analysis shows that big data introduces a bias toward particular types of visualizations. What problems are being made visible through big data depends to some degree on how the underlying data is visualized and who is captured in the visualizations. It is also influenced by technical factors such as distance between mobile phone towers and the truth claims that gain legitimacy. 相似文献
349.
350.
Christoph Kulgemeyer Andreas Borowski David Buschhüter Patrick Enkrott Maren Kempin Peter Reinhold Josef Riese Horst Schecker Jan Schröder Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. 相似文献