One hundred and fifty years of sprint and distance running – Past trends and future prospects     

Martin Weiss  Alexandra Newman  Ceri Whitmore  Stephan Weiss 《European Journal of Sport Science》2016,16(4):393-401

Sprint and distance running have experienced remarkable performance improvements over the past century. Attempts to forecast running performances share an almost similarly long history but have relied so far on relatively short data series. Here, we compile a comprehensive set of season-best performances for eight Olympically contested running events. With this data set, we conduct (1) an exponential time series analysis and (2) a power-law experience curve analysis to quantify the rate of past performance improvements and to forecast future performances until the year 2100. We find that the sprint and distance running performances of women and men improve exponentially with time and converge at yearly rates of 4% ± 3% and 2% ± 2%, respectively, towards their asymptotic limits. Running performances can also be modelled with the experience curve approach, yielding learning rates of 3% ± 1% and 6% ± 2% for the women's and men's events, respectively. Long-term trends suggest that: (1) women will continue to run 10–20% slower than men, (2) 9.50 s over 100 m dash may only be broken at the end of this century and (3) several middle- and long-distance records may be broken within the next two to three decades. The prospects of witnessing a sub-2 hour marathon before 2100 remain inconclusive. Our results should be interpreted cautiously as forecasting human behaviour is intrinsically uncertain. The future season-best sprint and distance running performances will continue to scatter around the trends identified here and may yield unexpected improvements of standing world records.  相似文献   

The Impact of Exposure to Sexually Oriented Media on the Endorsement of Hookup Culture: A Panel Study of First-Year College Students     

Jennifer Stevens Aubrey  Siobhan E. Smith 《Mass Communication and Society》2016,19(1):74-101

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Lifestyles of the Rich and Famous: Celebrity Media Diet and the Cultivation of Emerging Adults’ Materialism     

Jennifer Lewallen  Brandon Miller  Elizabeth Behm-Morawitz 《Mass Communication and Society》2016,19(3):253-274

The present study used cultivation theory to explore the relationships between celebrity media diet and materialism for a sample of 224 emerging adults. Results indicated main effects between both celebrity magazine consumption and celebrity TV news consumption on materialism. Total celebrity media diet was also significantly related to materialism. Findings suggest that a media diet high in celebrity culture and lifestyle has significant impact on emerging adults’ preoccupation with consumerism, particularly for women. This research contributes to a growing body of literature on the effects of a celebrity-saturated media environment and the cultivation of materialistic attitudes.  相似文献   

Hermeneutics as an approach to science: Part II     

Martin Eger 《Science & Education》1993,2(4):303-328

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“But it doesn’t come naturally”: how effort expenditure shapes the benefit of growth mindset on women’s sense of intellectual belonging in computing     

Jane G. Stout  Jennifer M. Blaney 《Computer Science Education》2017,27(3-4):215-228

Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort.  相似文献   

Assessing Undergraduate Education from Graduating Seniors’ Perspective: Peer Institutions Provide the Context     

Daleney  Anne Marie 《Tertiary Education and Management》2001,7(3):255-276

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481 students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

Working with adolescent mothers of babies and toddlers: an approach to parent education     

Jennifer Birckmayer 《International Journal of Early Years Education》1995,3(1):39-49

Adolescent mothers and their very young children are a high‐risk group, physically, emotionally and socially. These very young parents present special challenges to the early childhood educator, who must often deal with the simultaneous demands created by an immature adolescent and the needs of her child for responsible parenting. Social isolation, lack of education, inexperience, and un‐met needs to play further complicate the lives of teen parents, and of educators who attempt to teach them parenting skills.

Recognising the adolescent needs of very young parents and building a parent education program based on concrete, playful experiences with plentiful opportunities to interact with peers seem to be keys to successful intervention. In this presentation we will look at the special characteristics of adolescent parents and review a series of field‐tested hands‐on parent education workshops for them.  相似文献   

How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献   

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

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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