Effects of different percentages of body weight support on spatiotemporal step characteristics during running     

Luis E. Roche-Seruendo  Isabel Auria-Martin  Ana V. Bataller-Cervero  Pedro A. Latorre Román  Victor M. Soto -Hermoso 《Journal of sports sciences》2018,36(13):1441-1446

This study aimed to determine the effect of different percentages of body weight support (BWS) on spatiotemporal step characteristics during running. 26 endurance runners (age: 37 ± 9 years) completed a running treadmill protocol consisting of 6 different conditions (BWS combinations: 0–50%), with velocity maintained at 12 km/h. Each condition lasted 1 minute. Step angle, ground contact time (CT), flight time (FT), step length (SL) and frequency (SF), and duration of phases during stance time (phase1: initial contact; phase2: midstance; phase3: propulsion) were measured for every step during the test using a photoelectric cell system. Compared with the baseline condition (100% BW), FT was longer, CT was shorter, SL was longer, SF was lower, and the step angle was higher with each increase in BWS (p < 0.05). Also, some changes were observed in the duration of phases during stance time: phase1 did not experience changes across experimental conditions (p = 0.096), phase2 decreased and phase3 increased as BW was supported (p < 0.05). These results indicate that as BW was supported, runners showed longer FT and SL, shorter CT, lower SF, and greater step angle as well as some changes in the phases during the ground contact. Therefore, this study highlights the effect of different percentages of BWS on spatiotemporal parameters.  相似文献   

The impact of firm participation in R&D programmes on R&D partnerships     

Isabel Busom  Andrea Fernández-Ribas 《Research Policy》2008,37(2):240-257

R&D subsidies designed to encourage innovation efforts by firms may have intended and unintended effects on the way they organize their innovation process. We present empirical evidence on how R&D subsidies affect firms’ R&D cooperation strategies. In particular, we investigate whether receiving public R&D subsidies affect the probability that a firm will set up an R&D partnership with a public research organization (PRO), or with other firms. Our main findings are: (i) public support significantly increases the chances that a firm will cooperate with a PRO, and (ii) public support also increases the likelihood that a firm will establish private partnerships, but to a smaller extent and only when firms have intangible knowledge assets. These results suggest that public R&D programmes trigger a behavioural change in firms’ R&D partnerships, alleviating barriers to cooperation.  相似文献   

“Strategy redundancy” and its impact on the effectiveness of technology-enhanced instruction: A case study     

Isabel Borrás 《The Internet and Higher Education》1998,1(4):263-280

In this study, eight teachers and three college students involved in a graduate-level Internet course developed skill in using Internet tools and authoring webware materials. The course followed a traditional classroom-based format, but was supported by a webware package developed by the instructor (http://www.sover.net/~milcasa/503). A case study research methodology was utilized to investigate how the implementation of a “strategy redundancy” device, which consisted of the instructor's use of five teaching strategies and their mirroring in five of the features of the webware package, affected the participants′ learning outcomes. Qualitative and quantitative data were collected from seven sources. A causal relationship was found between the “strategy redundancy” device and the effectiveness of the course. The need to emphasize the “quality” of the teaching/ learning experience, vis-à-vis the “cost savings” value of technology tools, and the need to conciliate constructivist and instructivist learning were highlighted.  相似文献   

How players exploit variability and regularity of game actions in female volleyball teams     

Ana Ramos  Patrícia Coutinho  Pedro Silva  Keith Davids  Isabel Mesquita 《European Journal of Sport Science》2017,17(4):473-481

Variability analysis has been used to understand how competitive constraints shape different behaviours in team sports. In this study, we analysed and compared variability of tactical performance indices in players within complex I at two different competitive levels in volleyball. We also examined whether variability was influenced by set type and period. Eight matches from the 2012 Olympics competition and from the Portuguese national league in the 2014–2015 season were analysed (1496 rallies). Variability of setting conditions, attack zone, attack tempo and block opposition was assessed using Shannon entropy measures. Magnitude-based inferences were used to analyse the practical significance of compared values of selected variables. Results showed differences between elite and national teams for all variables, which were co-adapted to the competitive constraints of set type and set periods. Elite teams exploited system stability in setting conditions and block opposition, but greater unpredictability in zone and tempo of attack. These findings suggest that uncertainty in attacking actions was a key factor that could only be achieved with greater performance stability in other game actions. Data suggested how coaches could help setters develop the capacity to play at faster tempos, diversifying attack zones, especially at critical moments in competition.  相似文献   

A quoi servent les reunions d'enseignants?     

Isabel Martinez et Ana Vasquez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(1):47-58

Résumé Le C.P.E.D.S. de Barcelone est une institution chargée de l'intégration des déficients sensoriels à l'école dite normale. Sur la base d'une étude longitudinale effectuée entre 1978 et 1986 dans 12 écoles, on a analysé le matériel recueilli concernant les réunions d'enseignants. Avec une méthode à orientation ethnographique, on a distingué trois types de réunions: Les réunions d'évaluation de toutes les classes d'un même cycle, où participent enseignants, personnel spécialisé et le directeur; des réunions programmées entre un enseignant et le spécialiste du C.P.E.D.S.; et des réunions informelles (dites de couloir) entre ces derniers. Dans un premier niveau on a analysé les actions, pour chercher à dégager, dans une deuxième étape, la structure sous-jacente à la réunion en dévoilant les rôles, les rites et les stratégies de défense et d'évitement. En guise de synthèse, enfin, l'analyse a été replacée dans son contexte (institutionnel et historique), le but étant de saisir l'écart entre les objectifs explicites et le mode de fonctionnement des réunions d'enseignants.

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TheCentro Psico-Pedagógico para la Educación del Deficiente Sensorial (C.P.E.D.S.) in Barcelona was established for the purpose of integrating children with sensory handicaps into so-called normal schools. On the basis of a longitudinal study carried out in 12 schools between 1978 and 1986, the authors have analysed the data collected on teachers' meetings. Using an ethnographically based approach, they have identified three types of meeting: evaluatory meetings for all classes in one year-group in which teachers, specialist staff and the director participate; scheduled meetings between one teacher and the C.P.E.D.S. specialist; and informal, so-called corridor meetings between the latter. At the first level the actions of participants have been analysed, in order to try and bring into the open the latter's roles, rituals, defence strategies and methods of evasion. By way of synthesis, the analysis is finally placed once more into its institutional and historical context, the aim being to indicate the disparity between the explicit objectives of the teachers' meetings and the manner in which these function.

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Zusammenfassung DasCentro Psico-pedagógico para la Educación del Deficiente Sensorial (C.P.E.D.S.) in Barcelona ist eine Einrichting zur Integration sinnesgestörter Kinder in sogenannte Normal schulen. Die aufgrund einer in der Zeit von 1978 bis 1986 an 12 Schulen durchgeführten Langzeitstudie gesammelten Daten über Lehrerzusammenkünfte wurden von den Verfassern analysiert. Anhand einer ethnographisch-orientierten Methode wird zwischen drei verschiedenen Arten von Lehrerzusammenkünften unterschieden: Zusammenkünfte für die Auswertung aller Klassen einer Stufe unter Beteiligung der Lehrer, der Fachkräfte und des Direktors; Zusammenkünfte, die zwischen einem Lehrer und der C.P.E.D.S. Fachkraft geplant sind; und informelle, sogenannte Korridorgespräche zwischen den beiden letztgenannten. In einem ersten Schritt werden die Handlungen der Teilnehmer untersucht, um anschließend deren Rollen und Rituale sowie Verhaltensweisen des Abwehrens und Ausweichens ans Licht zu bringen. Abschließend wird in Form einer Synthese die Analyse wiederum in ihren institutionellen und historischen Kontext gestellt, mit der Absicht, die Ungleicheit zwischen den expliziten Zielsetzungen der Lehrerzusammenkünfte und der Art und Weise, in der diese ablaufen, zu verdeutlichen.

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The impact of visual communication on the intersubjective development of early parent-child interaction with 18- to 24-month-old deaf toddlers     

Loots G  Devisé I  Jacquet W 《Journal of deaf studies and deaf education》2005,10(4):357-375

This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.  相似文献   

Learning from human cadaveric prosections: Examining anxiety in speech therapy students          下载免费PDF全文

Juan Jose Criado‐Álvarez  Jaime González González  Carmen Romo Barrientos  Isabel Ubeda‐Bañon  Daniel Saiz‐Sanchez  Alicia Flores‐Cuadrado  Juan Carlos Albertos‐Marco  Alino Martinez‐Marcos  Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists.  相似文献   

Methodologies for the inclusive education of students with severe visual impairment or blindness / Metodologías que garantizan la inclusión educativa de estudiantes con discapacidad visual grave o ceguera     

Isabel Serrano  Ascensión Palomares  Catherine Kostich 《Cultura y Educación》2016,28(2):359-377

The aim of this paper is to present the educational experiences that have been implemented in the community of Madrid (Spain) with students with severe visual impairment or blindness. We highlight why and how the new educational policies being implemented have achieved the genuine inclusion of these students in line with European educational objectives. The study was carried out during the academic years 2010–11 to 2015–16. We conclude that the educational inclusion of students with visual impairment becomes a reality upon the effective participation of two specialized teams, namely, the educational psychologists for young children (divided in stages from zero to three years and from four to 12 years of age) and the educational specialists in visually impaired children. This constitutes a prime example that can be extended to other contexts and other disabilities. It becomes evident that, to be effective, inclusive education requires a joint and coordinated response from all professionals involved in the education process.  相似文献   

Parental substance abuse as a predictor of child maltreatment re-reports   总被引：1，自引：0，他引：1  

Isabel Wolock  Stephen Magura 《Child abuse & neglect》1996,20(12):1183-1193

This longitudinal study of child abuse and neglect cases closed after investigation examined the impact of parental substance abuse on family functioning and on subsequent referrals to child protective services. The findings support the hypothesis that parental substance abuse would have a negative impact on family functioning, which, in turn, would result in a higher rate of re-reports. As expected, substance abuse also had a direct impact on re-reports. It is critical that the child welfare system recognize and respond to parental substance abuse problems in these families through expanded and improved voluntary, and perhaps, mandatory services.  相似文献   

The Bologna process and the search for excellence: between rhetoric and reality,the emotional reactions of teachers     

Sara Bahia  Isabel P. Freire  Maria Teresa Estrela  Anabela Amaral  José António Espírito Santo 《Teaching in Higher Education》2017,22(4):467-482

ABSTRACT

There has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.

The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality.  相似文献