Early Childhood Education     

Franz‐Michael Konrad 《History of education quarterly》2009,49(2):238-240

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Single Functional Movement Screen items as main predictors of injury risk in amateur male soccer players     

Mathias Kolodziej  Thomas Jaitner 《Sportwissenschaft》2018,48(3):349-357

The Functional Movement Screen (FMS) has been applied to identify predisposed players, mainly in professional sports, and their injury risk. Empirical evidence on the FMS in amateur soccer is scant. Furthermore, the composite FMS score contains upper, lower, and core-related body items, which might be related differently in soccer-specific injury incidences. The aim of this study was twofold: to investigate the relationship between the composite FMS score and the injury incidence of amateur soccer players and to analyze the contribution of single FMS test items to the injury state. In all, 83 amateur male soccer players (23?±?4 years old) were evaluated using the FMS prior to the preparation period of the 2016/2017 season. Injuries (lower extremities, non-contact, time loss) were continuously documented throughout the first competition period. The composite FMS score differed significantly (p?=?0.017) between injured (15.1?±?2.5) and non-injured (16.5?±?2) players. A twofold increase in the risk of injury was found for a composite FMS score of 14 or less. Significant correlations between single test items with a score?≤?2 and injured players were found for the trunk stability push-up exercise (χ²?=?17.4, df?=?1, p?<?0.001, φ?=?0.5) and the rotary stability exercise (χ²?=?6.7, df?=?1, p?=?0.009, φ?=?0.3). The composite FMS score seems to be an indicator of injury risk in amateur soccer with injured players having lower core stability and lower core strength.  相似文献   

Book reviews     

P. C. B.  Saul B. Robinsohn  J. J. Grant  David C. Thomas  Franz Hilker  George W. Parkyn  Urban Dahllöf  Gilbert F. Peaker  Kurt Spangenberg  S. Leslie Hunter  Gilbert de Landsheere  M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):492-508

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Halite – A new calibration material for microdrilling resistance measurements     

Marisa Pamplona  Mathias Kocher  Rolf Snethlage 《Journal of Cultural Heritage》2010,11(2):180-184

This paper aims at proposing a new calibration material for microdrilling resistance measurements. Microdrilling resistance is a microdestructive method mainly used in built heritage in order to determine the strength profile in depth. This method is suitable to detect changes in the material cohesion, either due to a different state of preservation or to the action of a consolidant. Calibration materials are often used in microdrilling measurements in order to characterise the drill bit initial value and to correct the variations existing within the initial values of a set of drill bits. Calibration materials are also useful to detect the wear effect on a drill bit due to an abrasive stone. Moreover, such materials can be used for comparing results obtained with different microdrilling machines. In this work, halite was chosen to be tested as a calibration material due to its properties, as low hardness and isotropy. Halite single crystals and halite salt stone from different provenances were tested in order to evaluate the suitability of this material to the requests of a calibration material for microdrilling resistance applications, as for instance being homogeneous, non-abrasive, sensitive and available worldwide. Experimental results show that halite from different provenances is very homogeneous, especially in the crystalline form. This form of halite is slightly more expensive than stone halite; however its costs are comparable to ARS and significantly lower than Macor (other calibration materials commonly used for microdrilling resistance measurements). Due to the advantages of halite for calibration purposes, this material should be further tested by other authors in order to validate our conclusions.  相似文献   

Association news     

Franz Frederick 《TechTrends》1995,40(4):36-37

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How do Teachers Change their Practical Theories?     

Franz Kroath 《Cambridge Journal of Education》1989,19(1):59-69

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Pasts and futures that keep the possible alive: Reflections on time,space, education and governing     

Mathias Decuypere  Maarten Simons 《Educational Philosophy and Theory》2020,52(6):640-652

Abstract

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.  相似文献   

Applying robust regression techniques to institutional data     

Franz Bingen  Carlos Siau  Peter Rousseeuw 《Research in higher education》1986,25(3):277-297

Regression techniques are used frequently to analyze the relationships between university activity variables and the needs for different categories of resources. The ordinary least squares method (LS) has the disadvantage of being very sensitive to outliers. As an alternative the least median of squares (LMS) technique is discussed, which can resist a large fraction of contaminated data. To demonstrate the advantages of LMS, the parameters of some regression equations, estimated some years ago by means of ordinary least squares, and describing the needs for nonacademic staff and operating funds in a university, will be reestimated by means of this robust regression technique.  相似文献   

Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered     

Marlen Goldschmidt  Franz-Josef Scharfenberg  Franz X. Bogner 《The Journal of educational research》2016,109(1):27-36

Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education.  相似文献   

The Potential of Education for Sustainable Development for Reform in Schools     

Franz Rauch 《Environmental Education Research》2002,8(1):43-51

Can the concept of education for sustainable development foster reform in schools? The discussion of this question is based upon some reflection on social challenges in education, on a brief presentation of three concepts of environmental education (OECD Project 'Environment and School Initiatives' (ENSI); Action Competence Model; Socio-ecological Environmental Education) and on a closer theoretical look at the term Education for Sustainable Development. With some reference to an ongoing initiative in whole school development on the basis of education for sustainability called 'Ecologisation of Schools', the present and future relevance of the sustainability debate, with all its inherent dilemmas, uncertainties and confusions, is seen as a breeding ground for promoting innovations in education which might meet and cope with the current social challenges in an active and constructive manner.  相似文献