Historical Analysis of Participation in 161 km Ultramarathons in North America     

Martin D. Hoffman  June C. Ong  Gary Wang 《国际体育史杂志》2013,30(11):1877-1891

Participation trends in 100 m (161 km) ultramarathon running competitions in North America were examined from race results from 1977 through 2008. A total of 32, 352 finishes accounted for by 9815 unique individuals were identified. The annual number of races and number of finishes increased exponentially over the study period. This growth in number of finishes occurred through a combination of (1) an increase in participation among runners ≥40 years of age from less than 40% of the finishes prior to the mid-1980s to 65–70% of the finishes since 1996, (2) a growth (p < 0.0001) in participation among women from virtually none in the late 1970s to nearly 20% since 2004, and (3) an increase in the average annual number of races completed by each individual to 1.3. While there has been considerable growth in participation, the 161 km ultramarathon continues to attract a relatively small number of participants compared with running races of shorter distances.  相似文献   

The link between text difficulty,reading speed and exploration of printed text during shared book reading     

Annie Roy-Charland  Melanie Perron  Krystle-Lee Turgeon  Nichola Hoffman  Justin A. Chamberland 《Reading and writing》2016,29(4):731-743

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities.  相似文献   

The nature of middle school learners' science content understandings with the use of on‐line resources     

Joseph L. Hoffman  Hsin‐Kai Wu  Joseph S. Krajcik  Elliot Soloway 《科学教学研究杂志》2003,40(3):323-346

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Effects of atypical patterns of fetal growth on newborn (NBAS) behavior   总被引：2，自引：0，他引：2  

B M Lester  C Garcia-Coll  M Valcarcel  J Hoffman  T B Brazelton 《Child development》1986,57(1):11-19

Newborn infants who showed anthropometric signs of atypical patterns of fetal growth were compared with infants of appropriate growth on the Neonatal Behavioral Assessment Scale (NBAS) and on recently developed supplementary items. The sample consisted of lower-socioeconomic-status families in San Juan, Puerto Rico, and included teenage and older mothers. Infants with atypical patterns of fetal growth showed lower scores than did infants of appropriate growth on the NBAS orientation, motor, and reflex clusters and on 15 of the 18 supplementary scores. Gestational age was covaried and showed independent effects on 6 items. Differential effects on measures of state and autonomic function were also found when the effects of the ponderal index were held constant. The results suggested that neonatal behavior is related to multiple indices of fetal growth patterns that may indicate early versus late nutritional insult. Supplementary NBAS items do not improve the discriminability of the NBAS but may help explain the basis for observed group differences.  相似文献   

Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors     

Erin A. Hashimoto-Martell  Katherine L. McNeill  Emily M. Hoffman 《Research in Science Education》2012,42(5):1007-1026

This study explores the impact of an urban ecology program on participating middle school students?? understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course??s relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students?? lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues.  相似文献   

A Community of Practice Model for Introducing Mobile Tablets to University Faculty     

Michelle Drouin  Lesa Rae Vartanian  Samantha Birk 《Innovative Higher Education》2014,39(3):231-245

We examined the effectiveness of a community of practice (CoP) model for introducing tablets to 139 faculty members at a higher education institution. Using a CoP within a systems model, we used large- and small-group mentorship to foster collaboration among faculty members. Most faculty members agreed that the project was well organized and activities were useful. In terms of measurable outcomes, many participants had developed plans for or completed scholarly activities related to tablets. Our findings support the use of CoP models to integrate technology within higher education. Additionally, they support such integrations as proof of concept for large, whole-campus technology integrations.  相似文献   

Response to Barbara Tillett,Re: “Meeting Users’ Needs in Cataloging: What is the Right Thing to Do?”     

Gretchen L. Hoffman 《Cataloging & classification quarterly》2013,51(4):346-347

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Shunning the Bird’s Eye View: General Science in the Schools of Ontario and Quebec     

Michelle Hoffman 《Science & Education》2013,22(4):827-846

This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of general science particularly appealing to Ontario educationists. These developments included a new demand for vocational education, renewed reservations about pedagogical rationales based on transfer of training, and a growing professional divide between high school science teachers and university scientists. Around the same time, scientists in the Quebec’s French-language universities were engaged in a concerted campaign to expand the place of science in the province’s francophone secondary schools. The province’s prestigious classical colleges, which were the scientists’ principal target for reform, privileged an inductive view of science that had little in common with the applied, cross-disciplinary emphasis of the general science courses gaining support in English-speaking school systems. In 1934, however, a popular American general science textbook was adopted in a workers’ cooperative devoted to adult education. Comparing the fate of general science within these two education systems draws attention to the fact that general science made inroads in francophone Quebec but had little influence in public and private schools. In light of the growing support general science enjoyed elsewhere, we are led to explore why general science met with little overt interest by Quebec scientists pushing for school science reform during the 1930s.  相似文献   

From the Editor     

Shirl J. Hoffman 《Quest (Human Kinetics)》2013,65(2):79-80

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Technology: Education and Training Needs of Older Adults     

Lesa Huber  Carol Watson 《Educational gerontology》2013,39(1):16-25

The impact of the global aging of the population on social, economic, political, and health care institutions is unequaled. Parallel to this, evolving developments in technology promise opportunities for sales and product development to support positive aging. Older adults are excited to utilize technologies that they perceive as practical. However, age, education, technical knowledge, and technological anxiety affect interest in new technologies, creating a technology divide. Providing more accessible and relevant technologies for today's older adults may make the technology more universally accessible. This article reports the results of a survey on technology and education among a sample of 77 adults between the ages of 52 and 92 who attended a week-long lifelong-learning event at Indiana University. Familiarity with technology, age, education, and gender were found to be correlated with familiarity with new technologies as well as operating and shopping for new electronic devices.  相似文献