The use of heuristics during route planning by expert and novice orienteers     

David W. Eccles  Susanne E. Walsh  David K. Ingledew 《Journal of sports sciences》2013,31(4):327-337

Expert orienteers have reported using two heuristics when planning routes to points in the environment that must be located, known as 'controls'. These heuristics constitute attending to the start first and subsequently planning forward to a given control, and attending to the control first and planning backwards to the start. The aim of this study was to establish which heuristic experts use predominantly and whether novices' use of these heuristics differs from that of experts. Two methods for tracing attention were used while 20 expert and 20 novice orienteers planned routes in the laboratory. The results were used to infer the use of heuristics. The orienteers were also interviewed about planning. We found that, when planning, experts generally attend to the control first and novices to the start first. There was also some evidence that novices work forwards from the start to the control and that experts work backwards from the control to the start. From the interviews, it would appear that experts regard the location of the control as the crux of the problem and prioritize this area during planning. These results have implications for an understanding of expertise and problem-solving in sport.  相似文献   

Athlete burnout in elite sport: A self-determination perspective     

Chris Lonsdale  Ken Hodge  Elaine Rose 《Journal of sports sciences》2013,31(8):785-795

Abstract

The practice of exercise has shown to be beneficial to quality of life of individuals with HIV/AIDS. Thus, the present study analysed the effects of a combined exercise training in persons living with HIV/AIDS. Ten participants participated in the present study. The following variables were analysed: viral load and cell counts for TCD4+/TCD8; maximal oxygen consumption (VO_2max); total mass, absolute fat mass, relative fat mass, absolute lean mass, relative lean mass and body mass index; fasting glycaemia, fasting insulinaemia, homeostatic model assessment (HOMA) index (insulin resistance – homeostatic model assessment (IR-HOMA)); total cholesterol, triglycerides, high-density lipoprotein (HDL), very low-density lipoprotein (VLDL), low-density lipoprotein (LDL); superoxide dismutase, catalase, glutathione peroxidase activities; thiobarbituric acid reactive substances. The combined exercise training consisted of resistance exercises plus aerobic training (60 min · session^?1, three times per week, during 20 weeks). The number of TCD4+ cells, absolute lean mass and relative lean mass, muscle strength for the 45° leg press, seated row and triceps extension, HDL-c levels as well as VO_2max increased post-training. The activity of superoxide dismutase, catalase, glutathione peroxidase enzymes and thiobarbituric acid reactive substances levels were diminished post-training. Finally, it can be concluded that combined exercise training is able to change positively several variables related to health of individuals with HIV/AIDS, mainly the immune system as well as antioxidant mechanisms re-establishment.  相似文献   

Narrative therapy with an adolescent who self-cuts: a case example     

Elaine Hannen  Kevin Woods 《Educational Psychology in Practice》2012,28(2):187-214

The National Institute for Clinical Excellence identifies educational psychologists as appropriate specialists to deliver interventions to promote the emotional well-being of children and families. A role for practitioner educational psychologists in providing specific therapeutic interventions has also been proposed by commentators. The present study reports an evaluative case study of a narrative therapy intervention with a young person who self-harms. The analysis of data suggests that the narrative therapy intervention was effectively implemented and resulted in attributable gains in emotional well-being, resilience and behaviour for the young person. The authors discuss the role of the educational psychologist in delivering specific therapeutic interventions within a local authority context and school-based setting. Consideration is also made of the development of the evidence base for the effectiveness of narrative therapy intervention with young people who self-harm.  相似文献   

Recent observations on religion education in South Africa1     

Elaine Nogueira-Godsey 《British Journal of Religious Education》2016,38(3):229-235

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A Method to Increase Student Interaction Using Student Groups and Peer Review over the Internet     

Dilvan de Abreu Moreira  Elaine Quintino da Silva 《Education and Information Technologies》2003,8(1):47-54

A method of peer review for student groups is proposed. In this method, groups of students publish their assignments results over the Internet. A fellow student group reviews their work and publishes their findings (on the Internet). Finally, the two groups debate their points of view in front of the class. The debate and healthy competition among groups give the students a chance to learn how to give and receive criticism in a constructive way. This should increase the students' ability to interact and work in groups, an important skill for computer science professionals.  相似文献   

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

Perceived parental stress in face of kindergarten children’s academic setback: roles of parents’ goals and education     

Tang  Elaine  Cheng  Rebecca Wing-yi  Fung  Wing-kai 《European Journal of Psychology of Education - EJPE》2021,36(2):439-451

European Journal of Psychology of Education - Previous research studies have demonstrated the link between parents’ education and parental stress level. However, these studies have not taken...  相似文献   

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms     

Gillian J. Beck  Una O’Connor-Bones  Jackie Gracey  Greg Kelly  Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.  相似文献   

Reviewers     

Kathryn R. Ross  Lyn Batzer  Elaine Bennington 《Higher Education》2004,48(1):151-152

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Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus     

Elaine Rumsey Wagner  Susan Marla Orme  Heidi Jean Turner  David Yopp 《PRIMUS》2017,27(2):212-234

Abstract

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article presents three student case studies. These case studies are representative of our findings and serve to summarize the activities we found useful. They also serve as examples of various student experiences during the teaching experiment. One student expressed a continued negative view to using example generation. Two increased in skills and experience and expressed positive changes in views.  相似文献