Elite wheelchair rugby: a quantitative analysis of chair configuration in Australia     

David S. Haydon  Ross A. Pinder  Paul N. Grimshaw  William S. P. Robertson 《Sports Engineering》2016,19(3):177-184

Limited recommendations of wheelchair configurations for court sports have been identified in the published literature. To accommodate the wide range of impairments in wheelchair rugby, players are given a point score that reflects their impairment. Players have regularly been grouped as high-, mid-, or low-point players in research, with high-point players having greater levels of muscle function compared with other classifications. This research documented the wheelchair configurations of elite Australian wheelchair rugby players across classification groups. Significant differences (p < 0.05) were found for increased seat height and decreased seat depth for high-point players compared with low- and mid-point groups, respectively. Low-point players displayed reduced wheelchair mass compared with high- and mid-point players, as well as increased frame length. Camber angles showed no significant differences across the classification groups. The incorporation of anthropometric measures, such as the elbow angle at the top dead center, was also investigated. While elbow angle showed no significant differences, seat height-to-total arm length ratio was higher for high-point players. Participants also completed surveys detailing their perception of the effect of altering wheelchair configurations. It is suggested that wheelchair configurations should consider an individual’s anthropometrics, impairment, training history, and court role to promote optimal performance, with predictive modeling having the potential to reduce the associated time and cost.  相似文献   

Predictors of foster parents' satisfaction and intent to continue to foster     

Denby R  Rindfleisch N  Bean G 《Child abuse & neglect》1999,23(3):287-303

OBJECTIVE: The United States General Accounting Office (United States General Accounting Office [USGAO], 1989) report on out-of-home care affirmed that the foster care system is in crisis. To shed light on some factors that influence retention, the study reported here asked "What factors influence the satisfaction of foster parents?" and "What factors influence the intent of licensed foster parents to continue to foster?" METHOD: A sample of 539 foster parents in eight urban counties in a large Midwestern state completed questionnaires aimed at addressing these questions. RESULTS: Some of the factors exerting the strongest influence on satisfaction were: feeling competent to handle the children who were placed; wanting to take in children who needed loving parents; no regrets about investment in foster children; foster mother's age; and agency social worker providing information and showing approval for a job well done. An example of factors exerting influence on intent to continue to foster include overall satisfaction, readiness to phone the social worker, number of foster boys in the home, being treated like one needed help oneself, and agency affiliation (private). CONCLUSIONS: Efforts to increase the supply of foster homes through recruitment is not enough. The support, training, and professional regard given to parents after they have begun the fostering task is of greater need. Based on analysis of the findings, implications for practice, programming, and policy are offered.  相似文献   

Explaining the substantial inter-domain and over-time correlations in student achievement: the importance of stable student attributes     

Gary N. Marks 《Educational Research and Evaluation》2016,22(1-2):45-64

Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student’s socioeconomic status (SES) and school SES are trivial.  相似文献   

Self-concept in learning disabled adolescents   总被引：1，自引：0，他引：1  

R Silverman  N Zigmond 《Journal of learning disabilities》1983,16(8):478-482

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Uses of and Students' Reactions to Video cartridges as Self-Instructional Materials in the Library     

N D C Harris  S Kirkhope 《British journal of educational technology : journal of the Council for Educational Technology》1979,10(1):18-31

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White Paper—A mixed bag     

Laura N. Gasaway 《TechTrends》1995,40(6):6-8

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Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Education and Development: from the age of innocence to the age of scepticism     

Hans N. Weiler 《比较教育学》1978,14(3):179-198

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Conceptualizing, Measuring, and Evaluating the Developmental Course of Gender Differentiation: Compliments, Queries, and Quandaries     

Diane N. Ruble  & Carol Lynn Martin 《Monographs of the Society for Research in Child Development》2002,67(2):148-166

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A critical appraisal of Marie Clay's ‘Concepts About Print Test’     

David N. Hartley  Peter G. Quine 《Literacy》1982,16(2):109-112

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