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71.
Mandy Treagus 《国际体育史杂志》2013,30(1):88-105
Women's basket ball, which was adapted into the game now known as netball, developed in the late nineteenth-century in the US when education for women was in its early stages. Exercise in these institutions was promoted by early educationists, partly to offset the deleterious effects of 'brain work' for women. While vigorous exercise for women was a contested activity, basket ball and then netball in England were accepted because despite being vigorous games they appeared to conform to dominant understandings of femininity as a form of physical restraint. This acceptance saw netball become the leading women's game in many Commonwealth countries throughout the twentieth century. Both games are examined as cultural artefacts, embodying the values of their time. 相似文献
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In this paper, we have proposed a robust super-resolution high-frequency component estimation (RS-HFCE) method, which can efficiently estimate lost high-frequency components and correct aliasing effects of low-frequency components of an image. The fundamental principle of operation of the proposed method is based on the idea that, when a baseband band-limited image signal of known bandwidth in a high-resolution lattice is iteratively low-pass filtered in the frequency domain, the unknown values in the lattice can be interpolated, thus correcting the aliasing for the low-frequency components. If this process is done along with adjusting the amplitudes of the known pixel values, some high-frequency components of an image are automatically extrapolated. In order to provide simultaneous edge preservation and noise removal capabilities of the super-resolved images, an improved version of an adaptive Perona–Malik (PM) model is incorporated into the process. One of the characteristics of the proposed method is its high level of tolerance capabilities to reconstruction errors and noise caused by an increase in the reconstruction scaling factors. High quality images of higher resolution are still appreciably reconstructed when greater magnification factors are used. From a couple of experiments on real images, and using both subjective and objective image quality assessment measures, it is demonstrated that the proposed method outperforms most of other classical methods. 相似文献
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Mandy J. Hill Camden J. Hallmark Marlene McNeese Nike Blue Michael W. Ross 《Sex education》2014,14(2):128-143
The goal of this paper was to determine the effectiveness of the HIP HOP for HIV Awareness intervention, an innovative model utilising an exchange of an HIV test for a hip hop concert ticket, in a metropolitan city among African American youth and young adults. A subset of intervention participants participated in standardised testing, sex education and pre/post test administration. Data were analysed to identify changes in knowledge and attitudes with respect to HIV and sexually transmitted infections pre/post the educational session. An analysis of knowledge revealed variance in the pre- and post-assessment findings among participants receiving the intervention. Level of education and gender significantly influenced the variance in knowledge discerned from the pre- and post-assessment among participants. Two three-level significant interactions emerged from the analysis of variance: knowledge, education and gender; and knowledge, education and race/ethnicity. Programme findings suggest that an increase in knowledge and improved self-perceptions related to attitudes are the result of a brief, HIV-focused community-based intervention among young adults. 相似文献
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Mandy Biggers 《Research in Science Education》2018,48(1):1-28
Questioning is a central practice in science classrooms. However, not every question translates into a “good” science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons’ investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice. 相似文献