Are Objectives Passé?     

Danny Langdon 《Performance Improvement》1997,36(9):12-16

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Introduction to the special issue on interventions     

Danny G. Langdon  Kathleen S. Whiteside 《Performance Improvement》1997,36(10):4-4

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Effects of movement velocity and maximal concentric and eccentric actions on the bilateral deficit     

Dickin DC  Too D 《Research quarterly for exercise and sport》2006,77(3):296-303

Department of Health, Physical Education, Recreation, and Dance at the University of Idaho. This study was performed to examine the effects of movement velocity and maximal concentric and eccentric actions on the bilateral deficit. Eighteen female participants performed maximal unilateral and bilateral knee extensions concentrically and eccentrically across six movement velocities (30, 60, 90, 120, 150, and 180 degrees/s). Repeated measures analyses of variance revealed significant differences (p < .025) between bilateral and summed unilateral contractions both concentrically and eccentrically at each velocity tested. Post hoc analyses revealed that the degree of bilateral deficit increased as movement velocity increased for concentric actions (e.g., 17-33% deficit, for 30 and 180 degrees/s, respectively), and an increasing trend was seen for eccentric actions (e.g., 18-25% deficit, for 30 and 180 degrees/s, respectively). These findings suggest that with increased velocity, a decreased or incomplete activation of fast twitch muscle fibers may have occurred in bilateral actions when compared to unilateral actions.  相似文献   

Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial     

Anne G.M De Bruijn  Danny D.N.M. Kostons  Irene M.J Van Der Fels  Chris Visscher  Jaap Oosterlaan  Esther Hartman 《Journal of sports sciences》2020,38(15):1806-1817

ABSTRACT

This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children’s baseline academic achievement.  相似文献   

Examining the practice of a reading-to-speak test task: anxiety and experience of EFL students     

Heng-Tsung Danny Huang  Shao-Ting Alan Hung 《Asia Pacific Education Review》2010,11(2):235-242

In the literature, little research has hitherto been conducted to examine the implementation of integrated speaking test tasks. This study, in response, set out to compare the anxiety induced by a reading-to-speak task and the anxiety produced by a speaking-only task and to explore students’ experiences of taking the reading-to-speak task. Forty-seven Taiwanese EFL learners completed a reading-to-speak task and a speaking-only task, filled out a state anxiety inventory twice, and responded to an open-ended questionnaire. The paired t-test revealed that the reading-to-speak task produced a statistically comparable degree of anxiety as the speaking-only task, possibly owing to the additional anxiety inflicted by its reading component. The qualitative analysis disclosed that students preferred the reading-to-speak task to the speaking-only task, even though it provoked additional anxiety, featured additional challenges, and entailed different response strategies. In light of these findings, implications are proposed for oral assessment research and EFL oral assessment practices.  相似文献   

Cognitive skills among children in Senegal: Disentangling the roles of schooling and family background     

Peter Glick  David E. Sahn 《Economics of Education Review》2009

We use unique data to estimate the determinants of cognitive ability among 14–17-year olds in Senegal. Unlike standard school-based samples, tests were administered to current students as well as to children no longer – or never – enrolled. Years of schooling strongly affects cognitive skills, but conditional on years of school, parental education and household wealth, as well as local public school quality, have surprisingly modest effects on test performance. Instead, family background primarily affects skills indirectly through its impacts on years of schooling. Therefore closing the schooling gaps between poor and wealthy children will also close most of the gap in cognitive skills between these groups.  相似文献   

Mother's age at arrival in the United States and early cognitive development     

Jennifer E. Glick  Littisha BatesScott T. Yabiku 《Early childhood research quarterly》2009

This paper focuses on the cognitive development of young children from diverse backgrounds with a particular focus on ethnic and nativity differences in home environments. Hypotheses are developed addressing the extent to which home environment and parenting practices mediate the relationship between mother's age at arrival and cognitive development in early childhood. Data from the first two waves of the Early Childhood Longitudinal Study-Birth cohort are employed. Children whose mothers arrived in the United States at the youngest ages (0–7 years) have similar cognitive scores to children whose mothers are born in the United States once socioeconomic status and family background are considered. Multivariate analyses indicate parenting practices and home environment are associated with cognitive development and act as partial mediators between cognitive scores and mother's age at arrival. Overall, the results highlight the need to consider parental migration experiences and differences in the home environments of children of immigrants in the United States as sources of variation in outcomes for the second-generation.  相似文献   

The research core of the knowledge management literature   总被引：1，自引：0，他引：1  

Danny P. WallaceAuthor Vitae  Connie Van FleetAuthor VitaeLacey J. DownsAuthor Vitae 《International Journal of Information Management》2011,31(1):14-20

A bibliometric analysis and a content analysis were conducted to explore the nature of the knowledge management literature. For the bibliometric analysis, three levels of Bradford analysis were used to examine the shape of the knowledge management literature based on 21,596 references from 2771 source publications. Each of the three analyses conformed to the typical curve of the Bradford distribution. For the content analysis, the texts of 630 knowledge management articles were analyzed to address the question of what research methodologies are used in the knowledge management literature. It was found that 27.8 percent of knowledge management-related articles in knowledge management journals used no identifiable research method. Of the remaining 455 refereed articles, 60 percent employed mainstream social sciences research methodologies. The remaining 40 percent of the articles using an identifiable methodology were characterized by the use of “provisional methods” that appeared to substitute for more formally defined or scientifically based research methodologies.  相似文献   

Adult and community education in complex societies: reconsidering critical perspectives     

Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(6):821-831

In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education.  相似文献   

Science Frustrated: The ‘Einstein Institute’ In Madrid     

Thomas F. Glick  José M. Sánchez Ron 《Minerva》2006,44(4):355-378

In April 1933, Albert Einstein was offered an ‘Extraordinary’ Chair of Physics at the University of Madrid. Einstein first accepted, then sought to withdraw without causing damage to the anti-Fascist Republican government. However, this proved an opportunity for the Spanish press to harness Einstein’s notoriety to their own programmes. This article discusses the genesis and resolution of this episode, which says much about Einstein and science and politics in modern Spain.  相似文献