Characterizing the mechanical parameters of forward and backward falls as experienced in snowboarding     

Kai-Uwe Schmitt  Diana Wider  Frank I. Michel  Othmar Brügger  Hans Gerber  Jachen Denoth 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):57-72

Wrist injuries are frequently observed after falls in snowboarding. In this study, laboratory experiments mimicking forward and backward falls were analysed. In six different falling scenarios, participants self-initiated falls from a static initial position. Eighteen volunteers conducted a total of 741 trials. Measurements were taken for basic parameters describing the kinematics as well as the biomechanical loading during impact, such as impact force, impact acceleration, and velocity. The effective mass affecting the wrist in a fall also was determined. The elbow angle at impact showed a more extended arm in backward falls compared to forward falls, whereas the wrist angle at impact remained similar in forward and backward falls. The study results suggest a new performance standard for wrist guards, indicating the following parameters to characterize an impact: an effective mass acting on one wrist of 3–5 kg, an impact angle of 75° of the forearm relative to the ground, and an impact velocity of 3 m/s.  相似文献   

A strengths-based,culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning     

Diana Leyva  Christina Weiland  Anna Shapiro  Gloria Yeomans-Maldonado  Angela Febles 《Child development》2022,93(2):451-467

Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (M_age = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = .38–.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school.  相似文献   

Guilt,Shame, and Empathy as Predictors of Coping Engagement among United States College Students     

Prosek  Elizabeth A.  Wei  Qian  Scoffone  Chelsea M.  Gallardo  Diana  Giordano  Amanda L. 《International journal for the advancement of counseling》2022,44(1):64-78

College students experience a myriad of stressors in their daily lives. These stressors are associated with negative outcomes for students, both to their academics and well-being. Healthy, effective coping strategies may support students in navigating personal distress. One of the primary aspects of counselling is to help clients develop and apply such strategies. This study aimed to identify intrapersonal factors that predict types of coping strategies. Participants (N?=?416) identified as undergraduate college students attending a large public university in the southwestern United States. Results indicated that a problem-focused engagement coping strategy was associated with maladaptive factors such as shame and personal distress. Additionally, a problem-focused engagement coping strategy was predicted by potentially more helpful intrapersonal characteristics including guilt (as a motivator) and two dimensions of empathy. Finally, mean comparisons indicated statistically significant differences between identified gender and coping strategies. Implications for college counsellors are discussed.

  相似文献   

A Phenomenological Study of Malaysian Counsellors’ Experiences in Managing Countertransference     

Lee  Wei Lu  Lau  Poh Li  Baranovich  Diana Lea  Chan  Siaw Leng 《International journal for the advancement of counseling》2022,44(3):490-511

International Journal for the Advancement of Counselling - Processing and managing countertransference are part of the responsibilities of counsellors to fulfil their ethical obligation. The...  相似文献   

Meeting the mathematical demands of the safety-critical workplace: medication dosage calculation problem-solving for nursing     

Diana Coben  Keith Weeks 《Educational Studies in Mathematics》2014,86(2):253-270

This article addresses a key issue for mathematics educators preparing students for work: How should teaching, learning and assessment be designed to meet the mathematical demands of the workplace, especially when those demands are safety-critical? We explore this question through a discussion of our interdisciplinary research on numeracy for nursing, focusing in particular on the characterization and authentic assessment of competence in medication dosage calculation problem-solving, where errors can and do cause patient morbidity and mortality.  相似文献   

CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS?     

John C. Begeny  Diana J. Greene 《Psychology in the schools》2014,51(2):198-215

A grade level of reading material is commonly estimated using one or more readability formulas, which purport to measure text difficulty based on specified text characteristics. However, there is limited direction for teachers and publishers regarding which readability formulas (if any) are appropriate indicators of actual text difficulty. Because oral reading fluency (ORF) is considered one primary indicator of an elementary aged student's overall reading ability, the purpose of this study was to assess the link between leveled reading passages and students’ actual ORF rates. ORF rates of 360 elementary‐aged students were used to determine whether reading passages at varying grade levels are, as would be predicted by readability levels, more or less difficult for students to read. Results showed that a small number of readability formulas were fairly good indicators of text, but this was only true at particular grade levels. Additionally, most of the readability formulas were more accurate for higher ability readers. One implication of the findings suggests that teachers should be cautious when making instructional decisions based on purported “grade‐leveled” text, and educational researchers and practitioners should strive to assess difficulty of text materials beyond simply using a readability formula.  相似文献   

The Impact of the Transition to HE: emotions,feelings and sensations     

Diana Dias  Maria José Sá 《European Journal of Education》2014,49(2):291-303

Transition to Higher Education (HE) is a significant life event and it is supposed to be a very agreeable experience to students. However, such impact is not linear, being mediated by students' psychosocial variables and by their own perceptions concerning the HE environment. Transition to HE encompasses many tasks to cope with changes: dealing with new kinds of responsibilities and managing emotions. A wide variety of emotions take place in the HE transition, either of a positive or negative nature, such as joy of enrolment success and fears of social rejection. This research focused on the transition to HE, approaching freshmen's personal and developmental variables. Results confirm that the impact of transition has a mostly emotional nature and that related concerns differ according to students' gender and socio-cultural background. With greater joy or greater anxiety, HE transition may be perceived as a stage of a long process towards adulthood.  相似文献   

Inconsistencies in regulation: the continuing story of Early Childhood Services     

Norma Raynes  Diana Robbins 《International Journal of Early Years Education》1996,4(3):31-48

The inconsistencies of regulation and inspection in UK early childhood services are examined. The rationale and regulatory requirements for daycare put forward by the Department of Health are compared with those currently operating within the Department for Education and Employment for schools and nursery education. The policy frameworks within the two departments are based on different assumptions about practice and lead to major inconsistencies of delivery. A more coherent policy is needed to resolve these inconsistencies.  相似文献   

Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute     

Renée Stalmeijer  Jill Whittingham  Willem de Grave  Diana Dolmans 《Assessment & Evaluation in Higher Education》2016,41(1):53-66

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.  相似文献   

Does self-determination predict the school engagement of four different motivation types in adolescence?     

Diana Raufelder  Nicola Regner  Kate Drury  Michael Eid 《教育心理学》2016,36(7):1242-1263

In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement.  相似文献